Quick Sort Matrix
1
Check-InCheck-Out
Check & Connect Social Skills Group
Organizational Skills
Newcomers Club
Adult Attention X X X X X
Peer Attention X X
Choice of alternatives/activities
* X
Teach replacement behavior
X X X X
Teach problem-solving skills
X X
Increase precorrects and prompts for behavior expectations
X X X
*Design reinforcement strategy that allows for escape/avoidance
Steps to Implementation
Student IdentificationConsider program design for your schoolDevelop a daily progress report (DPR)Design a reinforcement systemSelect a system for managing daily dataEstablish plans for fadingCreate staff training materials and timeProvide information for students and parents
Evaluating Your CICO SystemSteps to Implementation
Problem-Solving Process
Strengths/Concerns Identified
What’s the problem?
Why is it happening?
What could we do about it?
How will we know ifit’s working?
Should we keep orchange the intervention?
Collect and Use
Data
Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
Evaluating the System of CICO
Determine response: systems modification or individual change?
SYSTEMS MODIFICATION
Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
8
Daily Points by Student: CICO
STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%
5%
10%
15%
20%
25%
30%
35%
40%
Chart Title
Series1
SYSTEMS MODIFICATION
Determine response: systems modification or individual change?
Problem-Solving Process
Strengths/Concerns Identified
What’s the problem?
Why is it happening?
What could we do about it?
How will we know ifit’s working?
Should we keep orchange the intervention?
Collect and Use
Data
Evaluating Your CICO SystemSteps to Implementation
System Modifications:Why is it Happening?
• Are we implementing with fidelity? – Organizational assistance needed for students in
managing DPR– Staff retraining for consistent DPR completion– Overall goals set too high/too low– Reassess student incentive plans for participating
in CICO– Staff retraining on specific, positive praise when
completing DPR
Implementation Script: Teacher
Component & Features Regular Teacher Feedback
Prompt student to come to chart (if necessary).
Y N NA
Provide a comment about whether expectations were or were not met for that activity.
Y N
Award a sticker/points if expectations were met OR tell student what to do differently if expectation not met.
Y N
Use a positive tone throughout interaction.
Y N
Total Number of Y Circled =
Percent Implemented (total Y / total number of features x 100) =
Team Time:Systems Assessment for
Check-in/ Check-out
• Go to: http://www2.smsd.org/cico/default.aspx• Analyze School-wide graph/Analyze Daily Points by
Student Graph• As a team score the elements of the CICO Self-Assessment
• 2-In place; 1-In progress; 0-Not in place
• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?
• Update your Action Plan
Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
Monday Tuesday WednesdayThursday Friday0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
School-Wide Report
School-Wide Report
Evaluating the System of CICO
Determine response: systems modification or individual change?
???
Progress Monitoring Individual Student Data
• http://www2.smsd.org/cico/default.aspx
17
Daily Points by Student: CICO
STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Chart Title
Series1
Determine response: systems modification or individual change?
Individual Change
Data Decision Rules
• What are data decision rules?
– Decision rules for guiding data analysis and interventions
– Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose.
(Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. , 2004).
Progress Monitor
• If data indicate adequate response to the intervention– Continue or Fade
• If 3-4 consecutive data points are below the goal line
– Modify or Intensify
Is the intervention being implemented with integrity? Does the intervention match the function of student behavior?Is the student making adequate progress in relation to the goal?
20
Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
CONTINUE
Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
FADE
Fading Procedures:Move Towards Self-Monitoring
• Increase the amount of time between feedback: am check/pm check
• Eliminate AM Check-In or Eliminate PM Check-Out
• Pair student rating with teacher rating, conduct reliability checks, fade teacher rating
MODIFY
Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
INTENSIFY
Student Progress Graph: CICOWeekly
Determine intervention plan: continue/fade/modify/intensify?
INTENSIFY
Team Activity:Evaluating Individual Progress
• Analyze individual student graphs for students enrolled in CICO
• Apply Data Decision Rules• Determine intervention plan:
continue/fade/modify/intensify
Customizing Tier 2 Interventions:
When Tier 2 interventions do not appear to be effective
Student Progress Graph: CICOWeekly
INTENSIFY
Problem-Solving Process
Strengths/Concerns Identified
What’s the problem?
Why is it happening?
What could we do about it?
How will we know ifit’s working?
Should we keep orchange the intervention?
Collect and Use
Data
Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible)
Strength Area(s):
Need Area(s):
*Facilitator check for understandingProblem Analysis/Intervention Selection
We are using _____________ to address the skill areas. Match function? (Intervention)
We use it _______ per week for ________ minutes per day. Sufficient and Consistent?
*Facilitator check for understanding
Evaluation When looking at behavior over time changes in skills are:
Additional data are necessary to know what to change?
*Facilitator check for understanding
Individual ModificationWhy is it Happening?
• Matching the function to need• Creating student buy-in• Particular class or time of day• Matching the intervention to the intensity of
the behavior
Function-based Individualized Student Plans
Behavior increases….
• To obtain something (attention, items)
• To escape from something (people, activities)
36
39
41
Student Progress Graph: CICODaily
Strengths: Peer and adult relations Needs: Morning check-in, task completion, attention to task, raise hand
Intervention Summary
Name: Tommy TalksalotGrade: 2Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker
Elements CustomizationMorning check-in
Mr. Checkinout will go to Tommy’s class if he doesn’t check in. They will review a check-off card created for the increase in task completion and set a goal for the day
Put sheet in folder/notebook/planner
The check-in/out sheet will be stapled in Tommy’s folder
Give sheet to each teacher
The teacher will meet Tommy at the door in the morning and he will hand her the folder
Hourly feedback from each teacher Afternoon check-out
Tommy will be released 5 min. early from class to check out with Mr. Checkinout. They will then review his task completion check-off card and goals for the day. If Tommy made his goal, he will receive a reward from the teachers list.
Take feedback sheet home
Tommy will put his feedback sheet in his red take home folder
Additional Comments: The team will review Tommy’s progress in two weeks.
Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers
Intervention Summary
Name: Suzy SnippyGrade: 6Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker
Elements CustomizationMorning check-in
Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process
Put sheet in folder/notebook/planner
Give sheet to each teacher
The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand.
Hourly feedback from each teacher
Afternoon check-out
Suzy will discuss the progress of her day with Mr. Checkinout by reviewing the check-in/out sheet and the strategy card.
Take feedback sheet home
Suzy will put her feedback sheet in her red take home folder.
Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.
Now You Try!
Strengths: Good sense of humor, academics, wants to please adults Needs: Impulsive, talks out in class, makes noises, out of seat a lot, peer relations
Intervention Summary
Name: Fred FlipsalotGrade: 3Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker
Elements CustomizationMorning check-in
Put sheet in folder/notebook/planner
Give sheet to each teacher
Hourly feedback from each teacher
Afternoon check-out
Take feedback sheet home
Additional Comments:
Team Activity:Customizing the Intervention
• Identify a student whose data led you to the decision to modify the intervention.
• Use the intervention elements sheet to lead your team to a customized intervention:• Student Strengths and Needs learned to date.• Evaluate each element and determine areas that would make
sense to customize.• Determine if additional information is necessary before
implementing.
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