UNPACKING CICO TRAINING FOR STAFF, STUDENTS, AND FAMILIES
Course: Check-In, Check-Out (CICO) Lesson: Training for Staff, Students, and Families from Missouri SW-PBS on Vimeo.
Read the transcript of the video here.
Handouts
1.CICO Intervention Development Checklist
2.Facilitator and Teacher Tips_for_providing_feedback
3.Classroom Teacher Implementation Script
4.Parent Implementation Script
TOPIC IN ACTION
Pause & Reflect #1
- What is important information that your staff will need to know before implementing CICO with a student?
- What are important skills that your staff need to have so they can implement with fidelity?
Review the Classroom Teacher Implementation Script and the Facilitator and Teacher Tips for Delivering Feedback handouts; how can you use these documents for training your staff?
Pause & Reflect #2
It is not only important to plan what the training content will include but also who will provide the training and how re-teaching and booster sessions will be provided.
Review the systems questions included in the “Teaching Staff to Implement the Program” section of the Check-In, Check-Out Intervention Development Checklist to ensure that your staff training system is complete.
Pause & Reflect #3
What important information do your students need to know before they start participating in CICO?
Some schools provide information to other children about the intervention; if your team decides to do this, you will need to determine who will provide that information and what will be shared. When sharing information, it will be important to avoid sharing confidential information about participating students and only share general information about CICO.
Pause & Reflect #4
It is not only important to plan what the training content will include but also who will provide the training; typically the CICO facilitator trains the student.
Review the “Teaching Students to Participate in the Program” section of the Check-In, Check-Out Intervention Development Checklist to ensure that your student training system is complete.
Pause & Reflect #5
What important information will your families need to know so they can support their child’s success with CICO?
Review the Parent Implementation Script; will this be a helpful document for your team as you plan for parent participation?
Pause & Reflect #6
It is not only important to plan what the training content will include but also who will provide the training and who will provide re-teaching if parent participation is low.
Another consideration is how parent training can take place if the parents cannot come to the school. Some schools send a CICO information sheet home and then follow up with a phone training. Some type of personal contact from a trusted staff member, whether in person or over the phone, is preferable to written-only contact.
There are times when parents or other family members are not available to fulfill the home responsibilities of CICO. It is suggested that if this is the case, an alternate adult be identified. This could be another family member, a favorite teacher, or another staff member with whom the child has a positive relationship.
Review the “Teaching Parents to Participate in the Program” section of the Check-In, Check-Out Intervention Development Checklist to ensure that your parent training system is complete.
TOPIC IN PRACTICE
There are four video scenarios with this lesson. These videos are helpful when providing teacher training.
Teacher Feedback All Scores Met
This video demonstrates a teacher providing positive feedback when the student had received all points possible. After watching the video, discuss with your team:
- How did the teacher provide specific positive feedback?
- How did she engage the student in the process?
Teacher Feedback All Scores Not Met #1, #2, & #3
These three videos demonstrate a teacher providing corrective feedback to three different students who needed multiple reminders and were not going to receive all of the points. After watching the video, discuss with your team:
- What did the teacher do to make the interaction positive?
- How did the teacher provide specific feedback?
- How did she engage the student in the process?