Beyond the Outburst Slides Beyond the Outburst
Adapting CICO for Internalizing Behaviors
CASE STUDY: LEO
The Silent Crisis
Leo is a 7th grader. He is never late, never speaks out of turn, and always has his hood up. He has a 42% in Math.
"He's not a 'problem' student, so we haven't prioritized his behavioral referral."
Discussion Question
Why do standard behavioral screeners often fail to identify students like Leo? What is the "cost" of his compliance?
Differentiating Behaviors
Externalizing
Aggression / Defiance
Hyperactivity / Impulsivity
Disruption of environment
High adult attention.
Internalizing
Withdrawal / Avoidance
Anxiety / Somatic complaints
Learned helplessness
"Invisible" to busy staff.
The Problem: CICO Bias
Traditional Check-In/Check-Out (CICO) is often designed to reduce problem behaviors rather than increase engagement behaviors.
Standard Goals (often biased):
- Keep hands and feet to self
- Use appropriate language
- Follow directions first time
?
Adapting the Protocol
Goal Shift
Focus on "Approaching" behaviors (e.g., asking for help, participating once, sharing a thought).
The Mentor
Prioritize a mentor who specializes in building relational trust, not just monitoring compliance.
Data Nuance
Track "silent" indicators: Attendance, work completion, and social isolation frequency.
Next Step: Application
Open your "Beyond the Outburst" worksheet. You will analyze two profiles and propose specific CICO adaptations to ensure internalizers don't slip through the cracks.
Small Groups
Case Analysis
Design Proposal
Beyond the Outburst Worksheet Beyond the Outburst
Case Analysis & Protocol Adaptation
Student: __________________________
Date: ___________________________
PART 1
Identifying the Invisible
Review the behavioral indicators below. Categorize each as primarily Internalizing (I) or Externalizing (E), then note why it might be missed by a standard CICO screener.
Behavioral Indicator I/E Detection Barrier Frequent somatic complaints (stomach aches/headaches) before Math. ___ Incessant tapping of pencils and humming during independent work. ___ Consistent "learned helplessness" (waiting for help without asking). ___ Refusal to enter the classroom; standing in the hallway. ___
PART 2
Case Study: Sofia (Grade 9)
Sofia has severe social anxiety. She is academically capable but rarely turns in work because she is terrified of teacher feedback. She eats lunch alone in the library and has 12 absences this quarter. Her teachers describe her as "a pleasure to have in class" because she is so quiet, yet her GPA has dropped from 3.8 to 2.1.
1. Why would a standard CICO goal like "Follow directions the first time" be ineffective or redundant for Sofia?
2. Propose three "Approach Behaviors" that Sofia's CICO protocol should target instead.
Example: Ask one clarifying question during independent work time.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
PART 3
The Adapted Daily Progress Report (DPR)
Design a 3-goal DPR specifically for an internalizing student. Ensure the goals are observable and focus on active engagement rather than compliance.
Target Engagement Log
Goal Description
Period 1
Period 2
Period 3
012
012
012
012
012
012
012
012
012
Scale: 0 = Not yet, 1 = With support, 2 = Independent
Rationale:
Why did you choose these specific goals? How do they address the "internalizing" profile?
Internalizing Support Facilitation Guide Beyond the Outburst
Teacher Facilitation Guide
Lesson 1
Instructional Overview
This lesson shifts the focus from managing disruption to facilitating engagement. Undergraduates often associate behavioral support solely with "problem behaviors." This lesson challenges them to see quiet withdrawal as a high-risk behavioral need requiring intensive support.
Slide Facilitation Notes
Slide 2 (The Silent Crisis):
"The cost of Leo's compliance is his academic and social death."
Ask: "If Leo is quiet and compliant, why should the school spend resources on him?" Push students to look at the long-term impact of school refusal and learned helplessness.
Slide 4 (CICO Bias):
Explain that standard CICO cards often track "non-behaviors" (e.g., *didn't* hit, *didn't* yell). For internalizers, tracking the absence of a behavior is useless because they already don't do those things. We must track the *presence* of social or academic risk-taking.
Worksheet Answer Key
Part 1: Categorization
Somatic Complaints: (I) - Barrier: Often dismissed as medical or "faking" rather than anxiety-driven avoidance.Tapping/Humming: (E) - Barrier: Usually flagged quickly as a disruption, though it may be a self-regulation tool.Learned Helplessness: (I) - Barrier: Teachers may view this as "laziness" or "low ability" rather than a behavioral deficit in self-advocacy.Refusal to Enter: (E/I) - Barrier: High visibility, but the *cause* (anxiety vs. defiance) is often misdiagnosed.
Part 2: Sofia (Look-fors)
Question 1: Ineffective because Sofia already follows directions. It gives her 100% on her DPR while she continues to fail academically. It reinforces her "invisibility."
Question 2 (Examples): 1. Share one piece of work with a peer. 2. Use a "help" signal (card/hand) once per class. 3. Participate in a 2-minute check-in with the teacher.
Addressing Common Misconceptions
"They aren't bothering anyone": Students often think behavioral support is about classroom management. Remind them it is about *individual functioning*."They just need a therapist": While clinical support is vital, the school must still provide *behavioral environmental adaptations* to make the classroom safe for risk-taking. The Discreet Advantage Slides The Discreet Advantage
Adapting CICO for the Adolescent Brain
The Stigma Barrier
In high school, social capital is currency. A bright yellow behavioral clipboard is a social death sentence.
Secondary Resistance:
"I'm not a baby."
"Everyone's looking at me."
"This is embarrassing."
Developmental Priorities
Autonomy
The desire to self-govern. CICO must shift from monitoring to co-management. The student should lead the check-in.
Peer Approval
The hyper-awareness of social ranking. Protocols must be invisible to peers. No more public hand-offs or colored cards.
From "Card" to "System"
Digital Entry
Google Forms, specialized apps, or QR codes on desks allow for private data entry.
Post-It Coding
Small sticky notes inside a planner that look like standard class notes to observers.
Weekly Synthesis
Focus on big-picture trends rather than daily period-by-period micro-management.
Your Mission
"Design a 10th-grade check-in protocol that is completely invisible to a peer sitting three feet away."
Step 1
Choose a medium (Digital, Planner-based, or Symbolic).
Step 2
Create the "Code" (How will the teacher provide feedback without words?).
Invisible Design Challenge Worksheet TOP SECRET / INTERNAL
Invisible Design Challenge
Secondary CICO Protocol Adaptation
Project ID: SC-702
Mission Briefing
Standard Check-In/Check-Out (CICO) is too visible for high school settings. Your task is to design a protocol that provides rigorous behavioral data and teacher feedback while remaining completely undetectable to the student's peers.
Part 1: Stigma Audit
Identify three "high-visibility" moments in standard CICO and explain how they create social stigma for a 10th grader.
Moment 1: The Hand-Off
Moment 2: The Physical Card
Part 2: The Invisible Blueprint
Protocol Medium
How is data captured? (Digital, Hidden, Symbolic)
Describe the physical/digital format...
The Feedback Code
How does the teacher "rate" the student without others knowing?
e.g., Color-coded dots inside a binder...
Visual Sketch Area
Draw a rough layout of the tool here.
Part 3: The Buy-In Pitch
How would you present this to a resistant 16-year-old? Write a 3-sentence "script" that emphasizes autonomy and privacy.
AUTH: DEPT_BEHAVIOR_SUPPORT CONFIDENTIALITY LEVEL: HIGH FORM_REV: 2.0
Secondary CICO Implementation Guide The Discreet Advantage
Implementation Guide for Secondary Behavioral Support
SEC-CICO-02
The "Autonomy Shift"
In elementary school, CICO is a teacher-driven monitoring system. In secondary school, it must become a coaching partnership. If the student feels they are being "watched," they will sabotage the data. If they feel they are being "supported in managing their own goals," they will engage.
Invisible Design Examples (Part 2 Support)
Example A: The Symbolic Bookmark
Student has a bookmark with 3 icons (Sun, Cloud, Rain). Teacher places a small "X" or dot on the icon corresponding to the period's rating. To an outsider, it looks like a personalized bookmark.
Example B: The Planner Code
The student's standard school planner is used. The teacher signs off on a homework entry, but the position of the signature indicates the rating (Top = 2, Middle = 1, Bottom = 0).
Mastering the "Pitch"
Guide students toward these key points when they write their Part 3 scripts:
1
Acknowledge the Stigma: "I know the standard cards are embarrassing. Let's design something only you and I understand."
2
Hand Over Control: "You track your own points first. I'll just confirm them at the end of class."
3
Goal Alignment: "This isn't about control; it's about getting you the credits you need to graduate on time."
Red Flags to Watch For:
The student "loses" the digital device or tool repeatedly (likely a sign of ongoing stigma).
Teacher "over-talking" during the check-in in front of other students.
Data entry becoming punitive rather than informative.
Visual Voice Slides Visual Voice Check-Ins
Universal Design for Behavioral Expression
The Cognitive Gap
The Abstract Goal:
"Be Respectful"
For students with cognitive disabilities or non-verbal students, "Be Respectful" is a linguistic abstraction that may not translate to action.
Principles of Visual Support
Concreteness
Replace adjectives (e.g., "kind") with nouns/verbs (e.g., "sharing pencils").
Consistency
Use the same icon set across the entire school day to reduce cognitive load.
Accessibility
Ensure high contrast, appropriate size, and culturally relevant imagery.
Case Study: Marcus (Grade 3)
Marcus uses an AAC device for most communication. During CICO, the teacher asks, "How did your morning go?"
Marcus points to a "Happy" face, but his data shows he had 3 incidents of throwing materials.
The Pivot
How can we provide Marcus with a visual rating scale that helps him connect his actions to the daily goal?
Translating "Respect"
On your worksheet, you will see 3 abstract school-wide goals. Your job is to find the "Visual Voice" for each.
1
Be Safe
2
Be Responsible
3
Be Kind
Visual Translation Kit Worksheet Visual Translation Kit
Creative Brief: Behavioral Accessibility
Stage 01: Deconstruction
Before we design, we must translate abstract "School-Wide Expectations" into concrete "Observable Actions."
Abstract Goal: "Be Safe"
What does this look like in the cafeteria? (List 2 concrete actions)
Abstract Goal: "Be Responsible"
What does this look like during transitions? (List 2 concrete actions)
Stage 02: Visual Mapping
Design a 3-part visual set for one of the concrete actions you listed above. The goal is to create a rating scale (0, 1, 2) using only symbols.
Rating: 0
Not Yet / Needs help
Rating: 1
Working On It
Rating: 2
Independence
Stage 03: Rationale
How do these visuals reduce the "Cognitive Load" for a student with significant disabilities?
// DESIGN SYSTEM: V-VOICE // VERSION: ALPHA // ACCESSIBILITY COMPLIANT //
Visual Voice Teacher Guide Visual Voice Check-Ins
Universal Design Facilitation Guide
ACC-UNIT-03
Goal of the Translation Kit
Students often struggle to move from the abstract (values) to the concrete (behaviors). This lesson isn't about "art"; it's about functional communication. Remind students that if a symbol is ambiguous, it's a barrier.
Stage 01: Concrete Translation Suggestions
"Be Safe" (In Cafeteria)
"Feet on the floor" (vs. standing on benches)
"Hands on your own tray" (vs. touching others' food)
"Walk with a tray" (vs. running)
"Be Responsible" (Transitions)
"Clean desk" (putting materials in bin)
"Backpack on" (ready to move)
"Eyes on the teacher" (waiting for the cue)
Visual Rating Look-Fors (Stage 02)
When grading the icon sets, look for the following Universal Design markers:
Contrast
Does the "0" look distinctly different from the "2" at a glance?
Semantic Link
Does the icon actually represent the action, or is it too abstract?
Cognitive Load
Are there too many fine details that might distract a student?
Extended Discussion
Challenge your high-performing students with these "What Ifs":
"What if the student is colorblind? How would you redesign your 0-1-2 scale to rely solely on shape?"
"What if the student has a visual impairment? How can you add a tactile element to this visual voice?"
Cultural Bridge-Building Slides Cultural Bridge-Building
Auditing Bias in Behavioral Expectations
The "Universal" Fallacy
Many behavioral codes are built on hidden cultural norms that prioritize middle-class, Western standards of compliance.
Common "Standard" Goals:
"Look me in the eye when I speak."
"Sit still with your hands folded."
"Speak only when called upon."
Discussion Question
In which cultures might eye contact be a sign of disrespect toward authority? How does this conflict with standard school goals?
Support or Assimilation?
Assimilation Model
"The student must change their cultural expression to fit the school's dominant culture."
Result: Alienation & Resistance
Bridging Model
"The school adapts its goals to honor the student's identity while teaching situational success."
Result: Resilience & Buy-In
Auditing the Code
When reviewing a CICO card, ask yourself three questions:
Ambiguity
Is the goal open to the teacher's subjective interpretation? (e.g., "Be Appropriate")
Origin
Does this goal serve the student's learning, or just the teacher's comfort?
Redesign
Can this goal be rewritten to honor culture while achieving the same safety/academic outcome?
Redesign Challenge
"Audit the 'Sample Code of Conduct' on your worksheet. Identify 2 biased expectations and redesign them to be culturally affirming."
Audit
Redesign
Cultural Bias Audit Worksheet Bias Audit & Goal Redesign
SESSION_04 // CULTURAL_REFRACTION
NAME: __________________________
COHORT: __________________________
Part 1: The Code Audit
Below is a list of standard behavioral expectations from a "School-Wide Code of Conduct." Analyze each for potential cultural bias or linguistic ambiguity.
Standard Expectation Hidden Cultural Assumption Bias Risk (H/M/L) "Use a pleasant, indoor voice at all times." ___ "Keep your eyes on the speaker to show you are listening." ___ "Wait for the teacher to finish before asking a question." ___ "Respect the teacher's authority without questioning." ___
Part 2: Redesign Canvas
Choose two expectations from above and redesign them to be culturally affirming while still supporting a safe learning environment.
Original Expectation
Wait for the teacher to finish...
Affirming Redesign
Rewrite here...
Original Expectation
Keep your eyes on the speaker...
Affirming Redesign
Rewrite here...
Part 3: Professional Reflection
How does a culturally-biased CICO protocol damage the mentor-student relationship? What is the risk of "forcing" compliance to Western norms?
FIELD AUDIT: CULTURAL RESPONSIVENESS // STANDARDS: NCCC-2026 // END OF FILE
Cultural Bridge-Building Teacher Guide Cultural Bridge-Building
Facilitation Guide for Bias Auditing
CULT-04-TR
Navigating the Conversation
This lesson can be challenging for undergraduates who view behavioral standards as "neutral" or "objective." Your role is to help them see that all behavior is communication, and communication is governed by culture. Avoid "shaming" standard protocols; instead, focus on expanding the definition of success.
Part 1 Audit: Key Background Concepts
Eye Contact:
In many Indigenous, Latin American, and Asian cultures, direct eye contact with an elder or teacher is seen as a challenge or a lack of humility. "Looking down" is the culturally respectful choice.
Communication Styles (Wait Time):
Some cultures practice "overlapping talk" or high-engagement interruption (e.g., African American, Mediterranean). Expecting a student to wait for a "complete silence" may conflict with their home-based collaborative communication norms.
Redesign Inspiration (Part 2 Support)
Original: "Indoor Voice"
Redesign: "Match the volume of the activity (e.g., whisper for reading, collaborative voice for groups)."
Why? Focuses on situational awareness, not subjective "pleasantness."
Original: "Follow Directions First Time"
Redesign: "Respond to cues with an 'I got it' signal (nod, verbal OK, or starting task) within 15 seconds."
Why? Honors processing time and provides clear, non-subjective indicators.
Critical Debrief Prompt
"If we only reward students who act like middle-class white students, are we supporting their growth or simply validating our own comfort?"
Push for "Equity vs. Equality" in behavioral expectations.
Peer Power Slides Peer Power Support
The Ethics & Mechanics of Peer Mentorship
Why Peer-to-Peer?
In many cases, a trusted older student has more behavioral influence than an adult.
Benefits:
Relatability / Reduced "Authority" friction
Real-world social modeling
Leadership development for mentors
The Counter-Point
"Is it fair to ask a 10-year-old to manage the behavioral data and emotional labor of a 6-year-old?"
We must evaluate the ethical boundaries of peer support.
Mentorship Ethics Audit
Confidentiality
How much should a student mentor know about the mentee's file? How do we protect the mentee's privacy while giving the mentor enough context to help?
Power Dynamics
Does the mentor have the power to "take away" points? (Hint: No). We must differentiate between coaching and enforcing.
The Training Protocol
Effective peer CICO requires a 3-pillar training system:
Empathy Training
Understanding why the mentee might struggle (without judging them).
Scripting
Specific phrases for giving positive feedback and redirecting during a check-in.
Escalation
Knowing exactly when to stop and go get an adult.
Debate Preparation
"Resolved: Schools should prioritize peer-mediated behavioral support over adult-mediated support whenever developmentally appropriate."
Affirmative
VS
Negative
Peer Mentor Framework Worksheet Peer Power Framework
Strategic Analysis: Peer-Mediated Interventions
Part 1: The Ethics Debate
"Resolved: Schools should prioritize peer-mediated behavioral support over adult-mediated support whenever developmentally appropriate."
Affirmative Arguments
Argument 1 (Relatability)...
Argument 2 (Sustainability)...
Negative Arguments
Argument 1 (Privacy)...
Argument 2 (Emotional Labor)...
Part 2: Training Pillars
Identify the three most critical training components for a new student mentor. What specific skill must they master before their first check-in?
Pillar 1
Pillar 2
Pillar 3
Adaptive Protocols: Synthesis
Essential Question: How must standard behavioral protocols evolve to meet unique developmental, cultural, and neurological profiles?
Reflect on the four diverse populations we studied (Internalizers, Adolescents, Non-Verbal, Culturally Diverse). What is the one universal truth you've discovered about effective behavioral support?
Synthesize your findings here...
STRATEGY COMPLETED // SEQUENCE TERMINATED // ADAPTIVE PROTOCOLS v1.0
Peer Power Teacher Guide Peer Power Support
Sequence Capstone Facilitation Guide
FINALE-UNIT-05
Facilitating the Ethics Debate
This debate is the cumulative application of everything learned in the sequence. Students must use their knowledge of stigma (Lesson 2), accessibility (Lesson 3), and culture (Lesson 4) to argue for or against peer-mediated support.
Key "Affirmative" (Pro) Look-Fors:
Mentors can model "discreet" protocols more effectively than adults (social capital).
Peers have higher "buy-in" for culturally affirming goals (Lesson 4 connection).
Key "Negative" (Con) Look-Fors:
Risk of peer-to-peer bullying or disclosure of private behavioral data.
Students with significant cognitive disabilities (Lesson 3) may require a level of clinical consistency that a peer cannot provide.
Pillars of Peer Training (Worksheet Part 2)
Pillar 1: Data Fidelity
Mentors must learn to record points without adding personal judgment or "scolding" the mentee.
Pillar 2: Constructive Redirection
Learning scripts like: "I noticed you were working hard on X. Let's try to do Y in the next 5 minutes."
Pillar 3: The Safe Exit
Mentors must have a specific protocol for when a behavior becomes unsafe or beyond their skill level.
Sequence Synthesis
As students write their final reflections (Part 3), push them to synthesize the "Essential Question."
The Main Takeaway:
Behavioral support is not a list of rules; it is a human-centered design problem. The most effective protocol is the one that the student actually uses.
Future Application:
Encourage students to carry this "Audit Lens" into their future classrooms or clinical practices to ensure no student "slips through the cracks."
