Check-In/Check-Out Introduction: CICO Point Staff An Intervention for Tier II Students.

Check-In/Check-OutIntroduction: CICO Point Staff

An Intervention for Tier II Students

Why Use Check-In/Check-Out

Improves student accountability

Increases structure

Improves student behavior and academics when other interventions have failed

Provides feedback and adult support on a daily basis

Improves and establishes daily home/school communication and collaboration

Improves student organization, motivation, incentive, and reward

Why (cont.) Helps students to self monitor and correct

Internalizes success and accomplishment of goals

Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention

Leads to maintenance free responsible behaviors, habits, and effort

CICO (Check-In/Check-Out)

Designed for Students with moderate problem behaviors Most appropriate when problem behaviors are

maintained by adult/peer attention Students “check-in” with an adult at the start of each

school day Students “check-out” with an adult at the conclusion of

each school day Students get feedback from teachers throughout the day

CICO

Students establish 3-5 goals with the CICO point person (and collaboration with teachers) Goals are based on the school wide expectations Typical goal is to achieve at least 80% of daily available points

Students on CICO have a point sheet they pick up at the beginning of each day from CICO point person.

Students take the point sheet to each class

Adults in each setting award the student 1-3 (points for appropriate behavior during the period)

Students go to the point person to return the CICO sheet to the CICO check-out point person at the end of the school day

CICO within School-wide PBS All specialized interventions are more

effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Major Features of Targeted Interventions

Students chosen for intervention are based on SWIS data (high incidences of ODRs; goals of behavior based on adult/peer attention).

Intervention is continuously available Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Adequate resources (admin, team) Student chooses to participate Continuous monitoring for decision-making

Logistics for Setting up a CICO program School-wide PBIS in place

School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior

Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBS expectations SWIS Data documents have above average ODR’s

Student finds adult/peer attention rewarding Student is NOT in crisis.

Student Recommended for CICO: Based on SWIS Data

CICO is Implemented (goal: maximum 12 weeks)

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Meeting at 3 weeksto Assess Student

Progress

Exit Program

ReviseProgram

Class by Class Check-In

Student gives CICO sheet to teacher at the beginning of class Teacher Greets student positively…

“Nice to see you today, Joe. Great job being on time.”

Depending on time, may or may not give a brief prompt about class. “Today we’re talking about photosynthesis. We’re

going to take notes and then complete a worksheet together.”

Class by Class Check-In Within last 5 minutes of class:

Teacher provides a SCORE that reflects class behaviors (in consideration of school-wide rules)

Teacher can provide a comment positive comments encouraged

“Thanks for being on time!” “Great questions!” Nice work having homework done.”

Class by Class Check-In

Goal of class by class checks: Increase positive interactions with adults

Positive verbal and written feedback Get feedback about classroom performance

Score Use feedback to create, modify and track CICO goals Give the student a mechanism for approaching teachers. Fade class by class check over time to increase self-

management skills.

Class by Class Check-In

Score reflects performance. Teacher encouraged to make verbal suggestions for

improving performance using POSITIVE language. “Great job being on time. If you bring your homework

next time you’ll get a 2!”

Teacher encouraged, if you cannot make a suggestion for improvement, using positive language, then don’t focus on negative -- say nothing.

Class by Class Check-In Students report the #1 reason they do not get the

card scored by teachers is because of negative verbal or written feedback.

Written comments should ALWAYS be positive. “Catch” them behaving appropriately. Find something about their time in class to

reward with verbal or written praise

Class by Class Check In

Greeting Examples

Hello! Great to see you today Olivia! Nice shirt! Glad to see you on time today! Hey Donovan, we’re going to

have a quiz today on graphing. You can take the next 2 minutes to look through your notes.

Class by Class Check-out

Exit, Examples Great job, you got a 2 today! I really like the way you were on time and

participated in the class discussion, thanks! Nice work getting your homework done! I appreciate your comments today. I like how you were paying attention while I

was talking today.

Baseline Check In Check Out

Monitoring Student Progress Daily point sheet data will be entered into SWIS data

system & used to guide decision making for students in CICO

Home Component Students take the CICO sheet home each night* Parents sign the CICO sheet and prompt the student to return

the card Parents are asked to provide acknowledgement and praise

when the student has a good day Parents are asked not to reprimand the student after an

unsuccessful day

*The CICO sheet is to praise desirable behavior and not re-punish inappropriate behaviors

Review: Why does CICO Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate

academic support

Linking school and home support Provide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choices Increased ability to self-monitor performance/progress

Questions or Suggestions

Thank you!