Topic Progress:

UNPACKING IDENTIFYING CICO PARTICIPANTS AND DATA MANAGEMENT

Course: Check-In, Check-Out (CICO) Lesson: CICO Systems for Reinforcement and Response to Referrals from Missouri SW-PBS on Vimeo.

Read the transcript of the video here.

Handouts

Word 1. Parent Letter Examples

excel 2. Advanced Tier Spreadsheet with Bar Graphs 2015-2016

Word  3. CICO Intervention Development Checklist

TOPIC IN ACTION

pdf-icon Topic in Action

Pause & Reflect #1

  • Do you know your school or district policy about securing parental consent for a Tier 2 social behavioral intervention?
  • If your school has a standard consent or communication letter that is provided to families for academic interventions, could the same letter, with minor revisions, be used for behavioral interventions?

Review the three samples in the Parent Letter Examples document.

  • How do they differ from each other?
  • Will these examples be helpful to your team if you need to create a similar letter?

Pause & Reflect #2

  • What are your procedures when a student transfers into your school who has received Tier 2 academic support in his/her previous school?
  • What are your procedures for determining if a student starts a school year participating in a Tier 2 academic intervention if he/she ended the previous year receiving that intervention?

After considering these questions, can similar procedures apply for Check-In, Check-Out and other Tier 2 behavioral interventions?

Refer to the “Identifying Participants” section of the Check-In, Check-Out Intervention Development Checklist to plan your next steps in order to complete your student identification system.

Pause & Reflect #3

  • Does your team already have access to a data system that will graph student data and create a trend line?
  • If not, review the three options for graphing student data. How will you make your final decision if you will use CICO-SWIS, a graphing spreadsheet, or hand graphs? Whatever is selected needs to be readily accessible and user-friendly.

Pause & Reflect #4

  • Have you clearly assigned which roles will have the responsibilities for data management?
  • What will be your communication plan for sharing data with participating staff, full staff, and families?

Refer to the “Data Management” section of the Check-In, Check-Out Intervention Development Checklist to plan your next steps in order to complete your data management system.

TOPIC IN PRACTICE

pdf-icon Topic in Practice

The following are descriptions of possible CICO participants. Decide whether or not each student is an appropriate candidate for CICO. If a student is not an appropriate candidate, what might be next steps? After you have discussed each student, continue with the video to compare your answer with the one provided.

  • Andrew has received four office discipline referrals for talking back to Mrs. Jones, his high school social studies instructor. Other teachers report that Andrew is a model student.
    • When you have discussed Andrew, continue with the video to compare your answer with the one provided.
  • Fourth grader Marcia has five discipline referrals from multiple settings. The referrals are for slapping and scratching peers.
    • When you have discussed Marcia, continue with the video to compare your answer with the one provided.
  • Jerry has 6 minor referrals – three from his classroom teacher, two from library, and one from art. All are for blurting out, and all teachers have taught the expectation to raise your hand and wait to be called on. After he blurts out, the teacher walks over to where Jerry is sitting and quietly reminds him to raise his hand.
    • When you have discussed Jerry, continue with the video to compare your answer with the one provided.
  • Davis desperately wants three of her students in CICO due to their constant disruptions in class. There is no documentation of any minor or office discipline referrals and expectations have not been taught to the class. Mrs. Davis wants the students to check-in and check-out with a facilitator but states that she won’t have time to provide positive feedback or mark the Daily Progress Report because she is too busy teaching. She also feels if she did take time to provide feedback to the three students, it wouldn’t be fair to the others.
    • When you have discussed the scenario, continue with the video to compare your answer with the one provided.