Check-in/Check-out Susan Barrett sbarrett@pbismaryland.org - PowerPoint PPT Presentation

Check-in/Check-out Susan Barrett sbarrett@pbismaryland.org

Organizer  Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success — what next

Core features  Behavioral Priming/ Behavioral Momentum  Start school off positively  Start each class off positively  Student recruitment of contingent adult attention  Approach adults (teachers/ family)  Predictability  Self-management  Data-based decision-making  Excruciating Efficiency

Research Support  Pre schools CICO is an Sandy Chafouleas, et al 2007  Evidence-Based  Elementary Schools Practice Anne Todd et al in press  Sarah Fairbanks et al, 2007  1. At least 5 peer Amy Kauffman-Campbell, dissertation  Doug Cheney et al, 2006; 2007 reviewed studies  Leanne Hawken et al. 2007  Filter et al., 2007  2. At least 3 different researchers/settings  Middle Schools Leanne Hawken et al 2003  3. At least 20 different Rob March et al 2002  participants  High Schools Jessica Swain-Bradway, in progress 

Intensive Intervention: School-Wide Specialized Positive Behavior Individualized Systems for Students with ~5% Support High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior ~15% Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Meeting the Needs of All Students  Problem  Foundation in place: 10-20% of students will not be successful  Solution? Alternative: Targeted Interventions  Individualized interventions for all? • Efficient and effective •For “yellow zone” students

Targeted Interventions  Matches needs of school  Similar across students  Staff trained in intervention  Implemented within 5-days of identified need  Data collected to monitor outcomes  Function-based

Successful Implementation Requires:  Foundation of universal behavior support

Successful Implementation Requires:  Foundation of universal behavior support  Understanding of behavioral function  Faculty agreement to:  Support all students  Use recommended secondary interventions  Data-based decision-making  Resources to start program

Organizer  Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success — what next

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

CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time Safe Responsible Respectful Check In 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 Before Recess 3 2 1 3 2 1 3 2 1 Before Lunch After Recess 3 2 1 3 2 1 3 2 1 Check Out 3 2 1 3 2 1 3 2 1 Today’s goal Today’s total points Comments:

CICO Home Report Name: _____________________________ Date : _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was: _______________________ Something I will work on tomorrow is: ______________________ Comments: Parent/Guardian Signature: ____________________________ Comments:

CICO Trading Post Wants attention Wants Wants to escape Wants to avoid Points item/activity attention something Required 100 pts  Take note to  Trip to treasure  Computer time  Short break office/teacher chest by self  Alternative  Ask a peer to  Choose a snack activity play/read/draw  Choose a 5 min.  Be a leader activity  Principles  School wide recess sticker  Principles recess  Computer with a  More time for  Time alone  Alternative 250 pts friend selected activity  Independent assignment  Extra sharing  Free ticket to work space sporting event time 400 pts  Out to lunch  New school /art  Get out of with TBA supplies school early  Class recess, free time, or popcorn party

Why does CICO Work?  For students  Program can be applied in all school locations  Acknowledgement for appropriate behavior  Linked school and home support  Program is organized to morph into self-monitoring  For Schools  Program requires minimal resources  Requires minimal time and effort from teachers  Can be easily modified to meet needs of multiple students  Incorporates data-based decision-making

Roles & Responsibilities School team   Identify students who may benefit  Monitor implementation  Evaluate effects and modify/fade as needed Coordinator   Facilitate morning and afternoon checks (in & out)  Get signed form from students, give new form  Maintain positive, constructive environment  Acknowledge successes Teachers   Obtain form from student each day  Monitor student behavior and mark card accurately  Provide feedback to student in positive and constructive manner Students   Check in and out each day  Give form to teacher  Meet expectations  Take form home and have parents sign, bring to school the next day

Organizer  Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success — what next

Monitoring CICO  Identified CICO Team  Identifies students who may benefits  Coordinates implementation  Reviews student progress  Makes modifications as needed  Data for decision making  Team must have access to data  Team reviews data at least bi-monthly

Monitoring Outcomes  Percent of possible points earned  Teacher-completed summaries  Direct observations

Monitoring Outcomes  Percent of possible points earned  Teacher-completed summaries  Direct observations

Data Management  Summarize points across days  Manually  Electronically  Graph data for easy presentation

Organizer  Overview of targeted interventions  Summary of CICO  Using CICO data for decision-making  Possible Pitfalls: Things to plan for  Success — what next

CICO element Variations/ options Considerations Educational/instructional assistant Consistency 1. Coordinator(s) School counselor Efficiency High school mentor One person or two Freeing up time for person to do the job well 2. Check in/out routine Come to school early Missing instruction time Leave class early How does it work for busers, walkers, car riders? Same location/different locations What about tardy students? 3. Point system and daily Numbers/words/smiley faces Age appropriate report card 0, 1, 2 I get a point for being honest/ trying (1, 2 , 3) 1, 2, 3 great, OK, bad (difficult time) 4. Report home Meet with parents individually as Parents might correct student again part of the CICO training Student may forge parent signature Provide ideas for comments to write back, things to say to student, how to deal with a bad day Staff mentor signs off if family can’t 5. Identifying students Final recommendation by TAT Avoid making this a ‘punishment’ to participate Review of ODRs, teacher concern, family request, student request, administrator request 6. Staff training A few at a time (start small to build Efficiency in teaching time routine & success) Won’t remember unless using CICO All at once What happens when a student gets an office discipline referral?

CICO element Variations/ options Considerations 7. Student training As a group Teach students to remind staff/teachers to Individually use program Daily prompts for routine the first Loss of card during the day five days What to do if staff/teacher isn’t available 8. Substitute staff Train a back up check in and check Lack of opportunity to maintain fluency, out person positive practice, consistency Rotate roles so many people can Prevent punitive approach contribute as needed Administrator Front office staff for tardy students CICO cheat sheet for substitute teacher folder 9. Point trading system Spending schedule Too often Need a variation of items/activities Not often enough to fit many situations Student absent on spending day Discounted school activities work Financial costs for rewards really well Time costs for staff who are ‘earned’ Prizes/activities for whole class are great for kids who like peer attention 10. Team meeting to Weekly data review, call a meeting Coordinator not available/ no meeting… no review student progress as needed meeting/ no data review…. No data review.. Email check in with program and/or kid get a bad name if it teachers/families doesn’t work

Modifying CICO  Peer attention: Provide peer attention for meeting expectations  Check out with friend  Sit with friend(s) at lunch  Brief free time with friend at end or class  Task avoidance:  breaks, shorten work requirement  Access to assistance  Preferred work modality (e.g., groups)  Schedule of reinforcement  More frequent check-ins  Highly preferred coordinator  Pair attention with other rewards