CICO-SWIS: Intervention & Data System

1. CICO-SWIS: Intervention & Data System March 15, 2012 APBS, Atlanta, Georgia Megan Cave & Celeste Rossetto Dickey University of Oregon

2. Today’s Agenda • What is CICO? Check & Connect? Behavior Education Program? Hello, Update & Goodbye? • The CICO-SWIS Application • Using Data for Decision Making • Questions

3. Check In Check Out:A Targeted Intervention Dr. Rob Horner, Anne Todd & Celeste Rossetto Dickey University of Oregon

4. CICO within a Universal System • All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation. • Check & Connect • Hello, Update & Goodbye (HUG) • Behavior Education Program • Other names

5. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students

6. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  TODAY ~80% of Students

7. Major Features of most Tier 2 Interventions • Everyone on staff knows about it • Easy access and quick implementation • Substitute teachers and volunteers included • Always available • no individual changes necessary • Home school connection • Regular reporting of progress • Skills are taught and used • Shape into self management skills

8. Why does CICO work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

9. Why does CICO Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to move towards a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

10. Logistics for Setting up a CICO program • Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • Tier 2 interventions are designed to work with 10-15% of kids in a school • CICO typically “works” with 67% of students needing Tier 2 interventions.. • CICO does NOT replace need for individualized supports. • Team available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)

11. Logistics for Setting up a CICO program • School-wide PBIS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

12. Logistics for Setting up a CICO program • Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • Home report process • Can be same as progress card • Can be a unique reporting form

13. CICO-SWIS • Application within SWIS • Targeted Intervention • Data Entry & Report Generation • Daily Progress Report standard for all students in CICO Intervention

14. Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

15. Practices and Systems for CICO • Practices • Define procedures • Teach procedures • Use daily point card for progress monitoring • Communicate with home on student progress • Acknowledge expected behavior • Correct behavioral error (continuum of consequences) • Use information for decision-making • Systems • Admin. Leadership • Team-based implementation • Defined commitment • Allocation of FTE &Coordinator • Budgeted support • Development of decision-driven information system • Data: • Data entry • Report Generation • Decision Making

16. Student Recommended for Check In Check Out Check In Check Out (CICO-SWIS) CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

17. Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:_____________________________________________________

19. CICO-SWIS Readiness • Nine readiness requirements • One of which is a SWIS account • CICO program description • Daily point card compatible with CICO-SWIS data entry format

21. CICO-SWIS Readiness Requirement 4:Targeted Intervention Description • Purpose of Targeted Intervention and expected student outcomes • Student screening and selection to program decision rules and procedures • Procedures for participating in the targeted intervention • Procedures for training staff, students, families, transportation, substitute staff, others • Data system for monitoring student progress • Decision making cycle and people responsible

22. Example

23. Daily Point Card & CICO-SWIS data entry compatibility Criteria for compatibility • Standard for all students? • 3-5 school-wide expectations • 3 point rating scale? • No more than ten check in periods? Apply these criteria to the following examples

24. Standard for all students? • 3-5 Expectations? • 3 point rating scale? • No more than ten check in periods? Example A CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time Comments:

25. Example B • Standard for all students? • 3-5 Expectations? • 3 point rating scale? • No more than ten check in periods? Example C

26. Standard for all students? • 3-5 Expectations? • 3 point rating scale? • No more than ten check in periods?

28. Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No • Standard for all students? • 3-5 Expectations? • 3 point rating scale? • No more than ten check in periods?

29. Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No • Standard for all students? • 3-5 Expectations? • 3 point rating scale? • No more than ten check in periods? The Total can make it easier for data entry. (Note: Convert if 1-2-3 scale)

30. Using the Data for Decision Making CICO-SWIS

31. Five Available Reports

32. Individual Student Count Report

33. Individual Student Count Report - Table

34. CICO-SWIS Practice Activities Individual Student Count Report

35. You are the CICO Team. What does the data suggest? Jose What Questions? What Decisions?

36. You are the CICO Team. What does the data suggest? Susannah What Questions? What Decisions?

37. You are the CICO Team. What does the data suggest? Matthew What Questions? What Decisions?

38. Individual Student Period Report

39. CICO-SWIS Practice Activities Individual Student Period Report

40. You are the CICO Team. What does the data suggest? Dakeesha What Questions? What Decisions?

41. You are the CICO Team. What does the data suggest? Dylan What Questions? What Decisions?

42. Individual Student Single Period Report

43. CICO-SWIS Practice Activities Individual Student Single Period Report

44. You are the CICO Team. What does the data suggest? Jason What Questions? What Decisions?

45. You are the CICO Team. What does the Data tell you? Juanita

46. Average Daily Points by Student

47. CICO-SWIS Practice Activities Average Daily Points by Student Report

48. You are the School-wide/CICO Team. What does the data suggest? SCHOOL A

49. You are the School-wide/CICO Team. What does the data suggest? SCHOOL B

50. School-Wide Report