IMPLEMENTING CHECK-IN/CHECK-OUT An Efficient Intervention for Mentoring and Behaviour Support Don Chapman Nicci Beninger Acknowledgement: Kent McIntosh,

IMPLEMENTING CHECK-IN/CHECK-OUT

An Efficient Intervention for Mentoring and Behaviour Support

Don Chapman

Nicci Beninger

Acknowledgement: Kent McIntosh, University of Oregon

Goals for the session• 1. Very brief review/intro to PBS and triangle • 2. Focus on Tier 2:• Check in-Check Out:• What is needed to implement?• How to train staff.• How to evaluate and decision make.• How to fade out.

What is PBS?• a decision making framework that guides selection,

integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

A Day in the Life

• Hsin’s parents work long hours. She doesn’t seem to have any friends, and she is wary of teachers. No adults in the school can say they really know her.

• Hsin comes to school without breakfast, tries to make as little noise as possible, eats lunch alone, and makes her way through the day without any human contact. She returns home to do homework and chores alone.• What does Hsin need to be successful?

Hsin

A Day in the Life

• Eddie is a talkative, charming guy. He has regularly struggled with basic organisational skills. He is impulsive, inattentive, late, and never turns his homework in. Everyone in the school knows him by name.

• Eddie tries to make it to class on time, but there are just too many people to tell what happened to him yesterday. He does his homework but forgets to turn it in. Eddie gets the “you need to get your act together” talk from at least half of his teachers every day. • What does Eddie need to be successful?

Eddie

A Day in the Life

• Kevin has been in foster care since grade 1 and now splits his nights between his foster home and the street. Kevin is a non-reader and has difficulties with peers. He has been abusing alcohol and tobacco for 3 years.

• Kevin gets to school mid-morning, trying to give it another go. He is confronted at the door by the VP and spends the morning in her office. He gets into a fight in the hall, gets suspended, and takes off a few more days for good measure.• What does Kevin need to be successful?

Kevin

A Day in the Life

• Sarah is known by her teachers as a hard worker and role model for her peers. She has a few close friends and enjoys school.

• Sarah comes to school early to help her last year’s teacher prepare for class. She excels in her classes. After school, she tutors some of the younger students in the school who need additional help.• What does Sarah need to be successful?

Sarah

Hsin Eddie

Kevin Sarah

Universal PreventionFor all students

(prevent challenges)

The Three Tier Model

Intensive InterventionFor students with

significant challenges

Kevin

Sarah

Targeted InterventionFor students at risk

for challenges

Eddie

Hsin

Targeted Interventions• Efficient systems for students who need additional support

beyond universal programs• Continuously available• Rapid access (within 72 hrs.)• Consistent with school-wide system• All school staff have access/knowledge

• Should work for most (but not all) students

Targeted Interventions: Common Features • Increased structure and feedback• Social/social-emotional skills instruction• Regular & frequent opportunities for success (and

recognition)• Academic assistance

Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Loss/Friendship Groups…

Practical use of scarce resources(strengthen what you have)

Efficient system of identification, support planning, implementation & monitoring Use your data to determine who needs extra support

Grades, attendance, problem behaviour,

Technical competence Function-based assessment & support plan design Information collection and use

Build on available resources Match function of behaviour to available resources

Team-based Do not create a team unless you really don’t have an

existing team to manage this effort

Check-In/Check-Out (CICO)

• A program to add:• Mentoring by an adult in the school who looks out for the student• Structured process of feedback and recognition to a school day• Instruction in needed skills • School-home communication• Built-in monitoring of student progress

CICO Features

• Mentoring• Adult in school (not the student’s teacher)• Opportunity for non-evaluative relationship

• Increased Structure and Feedback• Clear expectations• Rating of behaviour• Opportunities for success and accountability

• School-Home Communication• Parents are integral parts

CICO is about CONNECTING:

• Connecting students with caring and supportive adults• Connecting students and teachers through meaningful

performance feedback• Connecting home and school through increased

communication• Connecting student needs and support delivered through

efficient progress monitoring

How is CICO Different from Other “Behaviour Card” Interventions? (Hawken, 2005)

• A Targeted Intervention Implemented Within a School-Wide System of Behaviour Support• Behaviour Cards typically classroom interventions

• Implemented in all settings, throughout the school day

• All teachers and staff are trained• Students identified proactively & receive support quickly

• Team uses data for decision making to determine progress

Is CICO right for your school?

•How many students in your school

need moderate support?• If > 10 students, consider CICO

• If < 10 students, focus on individualized

interventions (which might be CICO-like)

•A CICO system typically supports 15 to

30 students per year (in larger schools)

WHAT DOES CICO LOOK LIKE?

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SBT Meetingto Assess Student

Progress

Fade Program

ReviseProgram

Check-In/Check-Out System

ContinueProgram


ParentFeedback


AfternoonCheck-out

Morning Check-in


For Decision Making


Progress

Fade Program

ReviseProgram

ContinueProgram

CICO is Implemented


CICO Startup Process

1. School team identifies student• Teacher nomination and/or• Multiple office referrals/behaviour log entries

2. Student must choose to participate

3. Teach routines to students, teachers, & parents

4. Establish school & home recognition system



ParentFeedback


AfternoonCheck-out

Morning Check-in


For Decision Making


Progress

Fade Program

ReviseProgram

ContinueProgram

CICO is Implemented

CICO Daily Cycle

1. Student checks in with mentor at arrival to school• Acknowledge student for checking in• Prepare student for day

• Do they have materials?• Do they need neutralizing activity?

• Turn in previous day’s signed card• Pick up day’s card• Review/reteach daily goals• Precorrections for appropriate behaviour

CICO Daily Cycle

2. At each class period• Student brings card to teacher• Teacher acknowledges student for checking in• Teacher rates & provides feedback

3. Check out with mentor at end of day• Review day’s points & goals• Mentor acknowledges and/or encourages• Take successful card home for parent signature

CICO Daily Cycle

4. Give successful card to parent/• Parent acknowledges/recognizes successes

• Acknowledgement• Encouragement for next time

• Parent signs card

5. Student returns signed card next day

6. Coordinator enters daily point data

CICO Card

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful 0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible 0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hands & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions 0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

Sample CICO Card

Name: ____________________________ Date: ______________

0 = Needs work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Morning Work 0 1 2 0 1 2 0 1 2

Reading 0 1 2 0 1 2 0 1 2

Lunch/Recess 0 1 2 0 1 2 0 1 2

Math0 1 2 0 1 2 0 1 2

PE/Music/Block0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe

Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

CICO Self-Monitoring CardName: ____________________________ Date: _____________

3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

Safe Kind Responsible

Homeroom 3 2 1 3 2 1 3 2 1

English 3 2 1 3 2 1 3 2 1

Math 3 2 1 3 2 1 3 2 1

History 3 2 1 3 2 1 3 2 1

Elective 3 2 1 3 2 1 3 2 1

Today’s goal: Today’s total points:

Today’s Accuracy Goal: Today’s Accuracy Total:

What motivates students?

• Compliments & recognition (not necessarily public)

• Late start/early departure• Social contact with peers• Discounted/free activities• Reduced work• Extra credit opportunities • Choice • Independence• Deletion of a poor assignment

Are “rewards” dangerous?“…our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”• Cameron, 2002

See also:• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001

Effective and ethical use of acknowledgement systems

• Highlight the natural consequences for prosocial behaviour

• Most powerful reward:• Close second: attention• Provide as little reward as is needed to encourage

behaviour• Move from tangible to natural as soon as possible

SUCCESS

Rewards & Home Component• Students earn rewards once they have earned enough

points. Points needed to earn specific rewards are negotiated with the CICO coordinator

CICO Trading PostMaintaining Consequence

Wants Attention Wants something Wants to escape attention

Wants to avoid something

100 ptsComplete assignment with a peer

Chose order of class activities

Choose a snack / tangible

Choose a 5 min. activity

School wide reward card

Computer time by self

Work in separate part of room

Short break

Alternative activity

250 pts Class teaching assistant for a period.

More time for selected activity

Free ticket to sporting event / dance / etc.

Time alone

Independent work space

Alternative assignment

400 pts Lunch for peer and student for FREE

Class reward: free time, or pizza party

New school /art supplies

Get out of school early

Training for Classroom Teachers and Supervisors

Class by Class Check-In• Student gives CICO card to teacher at the beginning of

class• Location in room that does not draw peer attention• Greet 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

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.

Greeting, Non Examples

• It’s about time you got to class.

• We’re having a test today and you haven’t been here to get the class notes.

• I hope today is better than yesterday.

Class by Class Check-Out• 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-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.

Exit Non-Examples

• Too bad, try again tomorrow.

• Maybe if you got here on time you’d get a 2 AND actually learn something.

• Homework #2 still not done.

• Last test score was a 35.

Class by Class Check-In Check-Out• 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 Check-Out

• Score reflects performance.• If you can make verbal suggestions for improving performance

using POSITIVE language, do so.• “Great job being on time. If you bring your homework next time you’ll

get a 2!”

• If you cannot make a suggestion for improvement using positive language then don’t focus on negative -- say nothing.

Class by Class Check-In Check-Out• 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



ParentFeedback


AfternoonCheck-out

Morning Check-in

Fade Program

ReviseProgram

ContinueProgram

CICO is Implemented


Progress


For Decision Making

Evaluating CICO Progress• Team meetings at least every other week• Evaluate point data for current students

• Coordinator provides graphs for all students• Troubleshoot students not making progress• Consider graduation for successful students

Evaluating CICO Progress: Sample Agenda

CICO Team Meeting AgendaDate:____________ Note Taker:___________Team Members Present:___________________________

List of Priority Students:

1) Evaluate Current Student Progress (priority students)

2) Discuss New Referrals

3) Identify Students to Receive Extra Acknowledgment

4) Other CICO Issues or Students

DOES CICO WORK?

Research on CICO• Combination of effective strategies

• Mentoring• Daily Point Card• Performance Feedback• School-Home Notes

(see Crone, Horner, & Hawken, 2003)

Research on CICO to date:11 studies (9 in peer reviewed journals)• Public schools with typical resources

• No “hired guns”• Implemented with fidelity• Rated by teachers and students as efficient, effective, and acceptable

• Results for most students (grade 1 to 8):• Reductions in problem behaviour• Increases in academic engagement• Reduced ratings of problem behaviour• Increased ratings of prosocial behaviour

Why does CICO work?1. Improved structure in all locations

• Links student with multiple school staff• Prompts are provided throughout the day for correct behaviour

2. Student is set up for success• First contact each morning is positive• “Blow-out” days are pre-empted• First contact each class period is positive and provides momentum

3. Increase in performance feedback and recognition• Feedback occurs more often & tied to student behaviour• Inappropriate behaviour is less likely to be ignored or rewarded• Mentor recognition at end of day (tangible optional)

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

5. The ultimate goal is student self-management• Increases ability to self-monitor performance/progress

HOW DO WE IMPLEMENT CICO?

CICO Readiness Checklist (Crone, Horner, & Hawken, 2004)

• School-wide (“green zone”) behaviour support system in place

• Staff buy-in for implementing CICO• CICO implementation a top priority

• Administrative support• Time and money allocated

CICO Implementation Steps

1. Create a CICO team2. Identify and train CICO Coordinator3. Create a daily CICO card4. Develop a referral system5. Create a data system6. Create a plan to train teachers, students, and parents

1. Create a CICO team

• Representative team• Teachers, staff, administrators

• Access to resources• Meeting time at least every two weeks

2. Identify/train CICO Coordinator• Lead morning check-in & afternoon check-out• Enter CICO data daily• Organize and maintain records• Process CICO nominations• Create graphs for CICO meetings• Gather supplemental information for CICO meetings

• Prioritize CICO students for team meetings

3. Create a daily CICO card

• Identify the behavioural expectations for ratings• Consistent with school-wide expectations

• Fixed or variable

• Positively stated

• Identify how often teachers rate the students’ behaviour

• Ensure the card is age-appropriate

• Ensure the card is teacher-friendly and easy to use

• Decide if a different card will be used for home notes

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:

4. Develop a simple referral system• Identify criteria for placing students on CICO

• Teacher nomination and/or• Automatic referral (multiple behaviour incidents)

• Create a parental consent/notification form• Create decision rules for CICO graduation

5. Create a data system

• Identify/create a computer program to enter and graph data (Excel works well)

• Identify:• Who will enter data• Who will create graphs for team meetings (excel works

well)

• Create guidelines/timelines for:• Sharing graphs with the whole staff• Sharing graphs with parents

6. Create a plan to train teachers, students, and parents

• Design lesson plans to train students• Checking in and out with mentor and teacher• Accepting feedback appropriately

• Create plan to train parents on how to provide feedback at home• Positive or encouraging

• All staff taught rules for accepting, completing, and returning the card• Positive first interaction

• Encouragement and precorrection• Specific feedback (“parent safe”)

MONITORING PROGRESS WITH CICO

How to look at daily point data and make decisions

1. Is the student making point goals?

2. CONTINUE - REVISE - FADE ?

3. If REVISE, what changes need to be made? Are the points being given accurately? Is there day-to-day consistency? What are the actual point card patterns? What do we need to change?

HAWK ReportDate November 1 Student Jake S. Teacher B. Bruce

0 = Not Yet1= Good2= Excellent

Be Safe

Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

NB

Recess 0 1 2

0 1 2

0 1 2

DC

Class 0 1 2

0 1 2

0 1 2

0 1 2

LA

Lunch 0 1 2

0 1 2

0 1 2

DC

Class 0 1 2

0 1 2

0 1 2

0 1 2

JE

Recess 0 1 2

0 1 2

0 1 2

DC

Class 0 1 2

0 1 2

0 1 2

0 1 2

LA

Total Points = 42 Points Possible = 50

Today ______84________% Goal _____80_________%

DECISION-MAKING QUESTIONS



3. If REVISE, what changes need to be made?

“Poster Boy” Pierre• Symptoms:

• Consistently making points (> 1 month)

• Prescription:• Fade CICO

• Graduate• Remove components• Move to self-management system





“Cold Turkey” Cole

• Symptoms:• Suddenly stops using card

• Prescription:• Check fidelity • Assess barriers to checking in/out• Assess reinforcement system

• Change incentives? Increase frequency?

• Assess mentor-student relationship• Assess home component





“Check-In” Charlie“Check-Out” Chelsea• Symptoms:

• Regularly skips checking in or out

• Prescription:• Assess barriers to checking in/out• Re-teach and re-practice point card skills• Provide additional check-in/out points

“Math Wiz” Matthew• Symptoms:

• Fails to check out when day is blown

• Prescription:• Provide additional check-out points• Provide partial points

• Running total instead of yes/no points

• Assess home component• Is it too punitive?





“Missed the Bus” M’shell

• Symptoms:• Never made point goals

• Prescription:• Check program fidelity • Re-teach and re-practice point card skills

• e.g. teach how to accept critical feedback• Assess reinforcement system

• Change incentives? Increase frequency?• Assess mentor-student relationship• Consider function-based support





“Bad Hair Day” Betty

• Symptoms:• Some good days, some bad days

• Prescription:• Look at overall data for weekly patterns

• A day of the week? • Go to the cards and assess daily patterns

• Time of day? Subjects?• Individualize the plan

• e.g. cool-down routine, academic help, change in structure, etc.

TROUBLESHOOTING CICO

Potential Challenges• Student won’t carry card

• Assess student commitment• Consider less obtrusive method

• Mentor provides card to teacher and picks up• Student continues to receive feedback from teacher

• Student isn’t checking in or out• Determine reason• Identify a more preferred person as mentor

• Teacher Fidelity• Assess teacher commitment/enthusiasm• Re-teach• Student as prompter• Redesign card?

Modifying/Intensifying/Individualizing CICO

• Peer Attention: Provide peer attention for meeting expectations• Check out with friend• Brief free time with friend at end of class

• Escape Academic Task: Provide relief from difficult tasks• Breaks, shorten work requirement• Access to assistance • Preferred way to complete work (e.g., groups)• Provide academic support

Modifying/Intensifying/Individualizing CICO

• Change feedback process• More frequent check-ins• More time with (preferred) mentor• Pair attention with other incentives

• Add social skills instruction• Group

• Middle of day• Common curriculum

• Individual• Tailored to individual needs

FADING CICO

What do we do when students are doing well on CICO?• CELEBRATE! (GRADUATE?)• Options

1. Gradually remove different components of CICO.

2. Teach the student to self-monitor.

3. Stop the intervention completely.

Removing Components of CICO

• Gradually decrease checks during the day (keep check in and out)

• Remove check in• Remove check out• Remove parent feedback

• Monitor behaviour for continued success• Modify removal plan as needed

Self-Monitoring (Kauffman, 2007)

Phase 1: Train the student• Teach the student how to evaluate her/his behaviour (with

specific examples)• Teach the student how to use the modified card• Teach the student how to handle disagreements


Phase 2: Active Accuracy Checks• Students rate their own behaviour• Teachers also rate behaviour and check for accuracy

(agreement)• Students should receive praise and points for accuracy as

well as positive behaviour

CICO Self-Monitoring CardName: ____________________________ Date: _____________

3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

Safe Kind Responsible

Homeroom 3 2 1 3 2 1 3 2 1

English 3 2 1 3 2 1 3 2 1

Math 3 2 1 3 2 1 3 2 1

History 3 2 1 3 2 1 3 2 1

Elective 3 2 1 3 2 1 3 2 1

Today’s goal: Today’s total points:

Today’s Accuracy Goal: Today’s Accuracy Total:


Phase 3: Periodic Accuracy Checks• After meeting a criterion (e.g., 90% accuracy for two

weeks), accuracy checks may be reduced to random teacher checks

• If the student continues to show appropriate behaviour, other features of the intervention may be faded

HOW DO WE LEARN MORE ABOUT CICO?

Resources:• Responding to Problem Behavior in Schools

second edition

Crone, Hawken and Horner

www.pbis.org

www.pbs.wordpress.com

http://www.pbis.org/

http://www.pbs.wordpress.com/

What we covered:• Intro to three tier model• Focus on tier two – specifically CICO

• Questions??????????

Contact Information• Nicci Beninger• [email protected]

• Don Chapman• [email protected]

mailto:[email protected]

mailto:[email protected]

IMPLEMENTING CHECK-IN/CHECK-OUT An Efficient Intervention for Mentoring and Behaviour Support Don Chapman Nicci Beninger Acknowledgement: Kent McIntosh,

Documents

kevin slide

eddie slide

hsin eddie kevin sarah

challenges eddie hsin

life kevin

life eddie

school early

life sarah