Check in, Check Out- Part 2

Check in, Check Out- Part 2

Leanne S. Hawken, University of UtahDiane LaMaster, Rock Island School District 41 (IL)

Sharon Laviolette & Kristyn Bair, Little Fort Elementary (IL)

Illinois PBIS Forum, 2011

Review BEP/CICO Principles

Where have we been and where are we

going?

BEP/CICO at the school level.

BEP/CICO at the district level.

Overview

3

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in/DPR

Pick-up

BEP CoordinatorSummarizes Data

For Decision Making

Bi-weekly BEP Meetingto Assess Student

Progress

Exit Program

ReviseProgram

BEP-CICO Implementation

Process

Fern Ridge Middle School, Veneta Oregon 5 schools

◦ 3 elementary◦ 2 middle schools

One BEP Coordinator served:◦ 15-20 students elementary◦ 20-30 students secondary

Excel Data System◦ No web-based system

In the beginning

Manual on How to Implement BEP/CICO

Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

To support more students, some schools have multiple BEP/CICO check-in, check out facilitators.

Expanded to include high school & preschool populations

New data system◦ SWIS CICO◦ Current – 1999 schools K-12 use SWIS CICO data

base. Fidelity of Implementation

◦ Individual Systems Evaluation Tool (I-SET)

Current BEP/CICO practice

Manual on How to Implement BEP/CICO

Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed). New York, NY: Guilford Press

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Leanne S. Hawken, PhD - 2011 9

DVD on how to Implement BEP/CICOHawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York, NY: Guilford Press.

Research on BEP/CICO Effective in reducing problem behavior for:

◦ Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007).

◦ Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002)

◦ Students in Urban School Settings (McCurdy, 2007)

◦ Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010)

***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs

Research on CICO Effective in increasing academic

engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009)

Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007)

Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007)

Research on CICO More effective with students with attention-

maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008)

Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011)

Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

Little Fort ElementaryDr. Sharon Laviolette, Principal

Kristyn Bair, Ed.S., School Psychologist

Little Fort Elementary

552 Students27 Teachers

Little Fort Demographics

• The universal level of PBIS was first introduced during the 2003-2004 school year

• CICO was first implemented during the 2006-2007 school year

History of PBIS at Little Fort

Training for CICO first began by focusing on how to give explicit feedback using our school-wide expectations.

POOL of Respect

Expectations

Property Others Ourselves LearningUse materials appropriately

Using kind words

Be prepared Completing work

Have your materials ready

Keep hands and feet to self

Take responsibility of your actions

Raising your hand

Respect others property

Share Do your best Asking for help

Ask to touch others materials

Use friendly voice with others

Have a positive attitude

Check your work

Keep your area clean

Say hello to others

Expectations

A CICO refresher is presented to the staff at the beginning of the school year.

◦ A review of the CICO cycle is presented

◦ Modeling and roleplaying of how to provide feedback is presented

◦ All logistics of the program are reviewed

Expectations

At the beginning of the school year all students participating in CICO meet with the social worker and psychologist to discuss the following:

- What is the purpose of CICO- Why were they chosen for CICO- Skill teaching and roleplaying of how to

handle feedback

Expectations

• Once the student is identified for CICO their name is given to the grade level team. The grade level team then determines which member of that team will be the students CICO teacher.

• When students need more individualized support like a mentoring relationship, more explicit reminders of the expectations, etc. a CICO teacher may be strategically chosen.

• The more strategically chosen staff members are often our support staff

• Nurse• Social Worker• Librarian• Principal• Special Education Teachers

What adults implement CICO?

CICO Program Identification: • Student reaches 2 office discipline referrals in

a 5 week time period• Student is identified by the Systematic

Screening for Behavior Disorders (SSBD)• Grade level request or individual staff referral• Students receiving targeted level groups or

social work services • Attendance decision rule is currently

beginning developed 

How are students identified for CICO?

Identification based on referrals

• Immediately after the morning announcements the student goes either to their designated staff member or if needed the staff member goes directly to the student.

• The interaction is to be brief to remind the student of the school expectations and to begin the students day POSITIVELY.

• Different staff members are responsible for filling out the students points during the identified times.

• For example if a student has a special the music, art , interventionist, or gym teacher will need to fill out the points in the “specials” box. In addition, recess and lunch staff will need to fill out the card during those times.

• At the end of the day, the student returns to their designated staff member to check-out. At this time the staff member reviews their point sheet and collects it from the student.

Procedure of CICO

CICO Form

Adequate Progress With 4 weeks of data reviewed, student has made

their CICO goal 90% of the time and there is a reduction in office discipline referrals

Exit Criteria With 8 weeks of data, student has made their

CICO goal 90% of the time and there have not been any office discipline referrals. The teacher is then contacted for their opinion about if exiting is appropriate or if CICO should continue.

How do we track student progress

Student progress

Student ExamplesThe student was first identified for support through the SSBD. He was targeted as in internalizer through the screener.

Student examplesStudent was identified for CICO by teacher referral due to lack of work completion

Miquel, age 11

“Check-in/check-out helps me a bunch. It helps me stay on-task”.

Miquel is currently a fifth grade student. Before the end of the school year he asked his check-in teacher if he could do CICO in middle school because he thinks it helps him a lot.

Student Examples

Month # of Students Particpating

# of Students Responding

September 14 14October 18 18November 26 24December 24 23January 24 23February 24 21March 28 24April 33 25May 36 31

Tracking student progress

Provide the teachers with more support on how to look at both the referral and CICO data.

This will be scheduled monthly at staff meetings Students will be given copies of their CICO graphs

at least monthly. Grade level teams will be giving CICO and referral

reports by grade level each month. Provide follow-up training later in the year to

focus on giving specific feedback. Universal team will continue to monitor the Tier I

implementation.• Focus on when to write referrals

Goals for 2011-2012

CICO – District Level Implementation

Diane LaMasterPBIS Coordinator

Rock Island, IL

• District Enrollment: 6299• 63% low income• Ethnicity:

Caucasian – 47.2%African American – 31%Hispanic – 11%Asian – 1.7%Multi‐racial – 8.6%Native American – 0.2%

Rock Island School District 41Demographics

Attended CICO session at August 2007 conference District part of demo project with Illinois PBIS Network

in developing continuum of Tier 2 interventions Approached central administration and building

principals with intervention specifics Leanne Hawken extremely helpful with

information/tips to help my training and district roll out

Training for BEP (Behavior Education Program) Coordinators and staff held 1st semester

Implementation of intervention began January 2008 in all elementary and junior high buildings

In the Beginning…..

BEP Coordinators attended day long training covering:

1. Basic BEP2. BEP Cycle3. Decision rules for program4. Daily Progress Reports5. Corrective Feedback6. Reinforcement7. Roles/Responsibilities of staff, students, parents8. Entering and graphing DPR data 9. Viewed DVD10. Behavior Management Traps article

Training

Each coordinator received book “Responding to Problem Behavior in Schools”

The Behavior Education Program manual Daily Progress Reports Powerpoint to introduce and in-service staff

on BEP program Coordinator returned to building and trained

staff

Training

Stressing that CICO is a POSITIVE intervention

Staff writing negative comments on DPR

Needed to revisit corrective feedback techniques with staff

Staff giving consistent feedback to students

Staff individualizing DPR for many students

“It’s the student’s responsibility”

Challenges

CICO is now “business as usual” in all schools

First Tier 2 intervention for most students

Tracking Tool utilized at monthly PBIS Systems Meetings

Tracks number of students in CICO and how many are responding to intervention

Beginning of year and mid-year refresher and review for all CICO Coordinators

Successes/Expectations

Helped tremendously with data entry and report generation

CICO Coordinators trained to enter DPR data and pull reports for secondary teams

Easy to read graphs to help determine effectiveness of intervention and assist teams in progress monitoring

SWIS - CICO

Daily Data Used for Decision-Making

Piloted a group of freshman students during 2010-2011 s.y.

5 CICO Coordinators trained to facilitate intervention

Students assigned to Coordinator

Students/staff trained

Data collected in CICO-SWIS

Restructured incentives

High School

Very few students regularly checked in and out

Carrying hard copy DPR not successful at this level

Exploring electronic DPR at end of last year

High School Observations

Decision rules crucial for accurately assessing if student is responding to intervention

Tracking Tool utilized at the building level

CICO refresher/review part of yearly staff kick-off

PBSevals application utilized for aggregating district-wide data

How Are We Doing in Year 4?

SWIS-CICO DATA

SWIS-CICO DATA

SWIS-CICO DATA

SWIS-CICO DATA

Getting the right people to serve as BEP Coordinator crucial

Shifting duties and responsibilities to ensure time for implementation of intervention

Administrative support both at district and building level instrumental to success

Conclusions/Recommendations for Districts