Check-in/check-out:A Tier II Support

1

Organizer• Rationale for Tier II interventions• Check-in/check-out

• Overview of intervention• Systems needed for implementation• Why CICO is effective• CICO Data

• Systems assessment and action planning• Making CICO work for your school

Meeting the Needs of All Students

• Problem• Foundation in place: 10-20% of students will

not be successful

• Solution?• Individualized interventions for all?

Meeting the Needs of All Students

• Problem• Foundation in place: 10-20% of students will

not be successful

• Solution?• Individualized interventions for all?

Tier III InterventionsSpecialized

IndividualizedSystems for Students with High-Risk Behavior and Academic Difficulties

Tier II InterventionsSpecialized Group

Systems for Students who are at-risk for behavior and

academic difficultiesTier I InterventionsSchool-/Classroom-Wide Systems and

Instruction forAll Students,

Staff, & Settings

~80% of Students

~15%

~5%

Multi Tiered Instruction

Positive BehaviorInterventions and

Support

It can take 2-4 weeks to conduct a Red Zone intervention: Complete Functional Behavior Assessment (FBA)Develop a behavior support planTrain everyone in implementation

Students can receive support within 72 hours with a targeted group intervention

*Are effective for about 80% (CICO) of students!

Why Secondary Interventions?

• For students “who”…• Frequently late • Homework incomplete• Regularly “talk-out”• Have few friends• Lack of connection to adults

Who would benefit from Tier II support?

APPROPRIATE– Recurring low-level

problem behavior – 2-5 referrals– Behavior not

localized– At-risk to fall into

red zone support, without intervention

– 10-15% of population

INAPPROPRIATE– Serious or violent

behaviors/ infractions– Chronic behavior (7-10+

referrals)– Require more

individualized support• FBA-BIP • Wrap Around

Services• 2-5% of population

Who would benefit from Tier II support?

• Not an intervention for a classroom a whole school

• Not an individualized intervention

• Does not require any intensive assessment

• Does not take longer than 10 min. for any teacher to implement

Secondary intervention:What it’s not

• Continuously available- Everyone knows the intervention

• Rapid access to intervention

• Low effort for teachers/staff to implement • Generic intervention• Provide schools with efficient system to

support multiple students

Secondary/targeted Intervention Critical Features

• Consistent with school-wide expectations• Goal to get back to green!

• Continuous monitoring• If program is not self-sufficient & requires

significant organization by referring staff… it’s not a targeted intervention!

• Peer buddies, homework club, mentoring interventions

Secondary/targeted Intervention Critical Features

Implementing Tier II Interventions

SYSTEMS

PRACTICES

DATA

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Student Recommended for CICO

CICO is Implemented

•RFA•ODR (SWPBS Team)

•Parent recommendation•Administrator recommendation

•CICO Coordinator

• Morning Check-in• Student comes to check-in

person• Check-in person:

• Reviews home note• Gives point card• Reviews expectations• Sets positive tone• Provides missing materials if needed

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Teacher Feedback Set schedule for feedback Student gives card to teacher at

start of class End of class

Teacher provides points based on behavioral expectations

Provides verbal positive feedback

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

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

BeforeRecess

3 2 1 3 2 1 3 2 1

BeforeLunch

3 2 1 3 2 1 3 2 1

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:

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Afternoon check-out Student comes to check-out

person Check-out person:

Reviews point card Provides

feedback/acknowledgements Prepares home report Records points for day

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Parent Feedback Parent report goes home Parents provide positive/

neutral feedback Parents sign report

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Exit program

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

•RFA•ODR (SWPBS Team)

•Parent recommendation•Administrator recommendation

•CICO Coordinator

home

Critical Features of CICO• Connected to universal intervention• Intervention is continuously available/Rapid

access to intervention• Very low effort by teachers• Positive System of Support

• Start each day off positively• Start each class positively• Students agree to participate

• Implemented by all staff/faculty in a school• Can be modified to address specific student needs • Continuous monitoring of data for decision-making

CICO and Other Point Cards: How CICO is Different

• Built upon systems-logic• Implemented Within a School-Wide System of Behavior

Support• Implemented in all settings, throughout the school day• All teachers and staff are trained

• Decisions are data-based• Students identified proactively & receive support quickly• Team uses data for decision making to determine

progress

Discussion

• Is your school currently using something similar to CICO?

• What does it look like?

• What features of your current system are working well? What features could be improved?

Does CICO Work---is it an Evidence Based Practice?

• At least 5 peer reviewed empirical studies• RCT or SSRD

• At least 3 different researchers and settings

• At least 20 different participants

• Evidence suggest practice works• With students like your students• With resources you have available

Does CICO Work? • Pre schools

Chafouleas, et al., (2007)

• Elementary Schools• Todd et al (in press)• Fairbanks et al., (2007)• Kauffman-Campbell & Anderson (in press)• Cheney et al., (2006; 2007)• Hawken et al., (2007)• Filter et al., (2007)

• Middle Schools• Hawken et al., (2003)• March et al., (2002)

• High Schools• Swain-Bradway et al., (in progress)

Why does CICO Work?• Improved structure

• Prompts are provided throughout the day for correct behavior

• System for linking student with at least one positive adult

• Student chooses to participate

• Student is “set up for success”• First contact each morning is positive

• First contact each class period (or activity period) is positive

• Expectations reviewed several times each day

• Increase in contingent feedback• Feedback occurs more often

• Feedback is tied to student behavior

• Inappropriate behavior is less likely to be ignored or rewarded

Roles & Responsibilities• Coordinator

• Maintain positive, constructive environment• Coordinate student entry and exit from program• Maintain progress graphs and data

• Check-in/out person• 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

• Support/coordination Team• Identify students who may benefit• Monitor implementation• Evaluate effects and modify/fade as needed

Common Errors Schools Make

• Expectations not linked to school wide PBIS expectations

• Individualized immediately• Modifications not linked to function• Investment in expensive prizes/rewards• Data not used to guide decision-making

• Who begins CICO• Whether CICO is continued, modified, discontinued

• Coordinator/ check-in person does not have protected time

• Teachers not taught how to provide feedback

Implementing CICO in Your School

SYSTEMS

PRACTICES

DATA

Key Systems Features

• Simply “having” Tier I doesn’t guarantee teachers are implementing it

• “At Risk” students• Critical need: Proactive behavior

management• Before implementing CICO ask yourself,

Key Systems Features

• Simply “having” Tier I doesn’t guarantee teachers are implementing it

• “At Risk” students• Critical need: Proactive behavior management• Before implementing CICO ask yourself,

Is the Student Receiving an

Adequate “DOSE” of the

Universal Intervention?

Is My School Ready to Implement CICO?

• School-wide system of behavior support in place (SET Score 80% or higher)

• Staff buy-in for implementation of the CICO

• Administrative support• Time & money allocated

• No major changes in school climate• e.g. teacher strikes, administrative turnover,

major changes in funding

• CICO implementation a top priority

Activity #1

• CICO structure and guidelines• As a team, consider how your school’s CICO

program will function…

• Focus area (behavior, academics, both?)• Criteria for inclusion• Target behaviors (behavioral expectations)• Check-in and check-out information

1. Planning for implementation

• Obtain faculty buy-in and commitment

System for CICO

Getting and Obtaining Buy-In• Getting buy-in

• Make CICO high profile• Promote CICO as positive, not punishment• Involve referring teachers in system building

• Maintaining buy-in• Provide referring teachers with weekly progress graphs• System-data reviewed for all staff at least quarterly

• Student point data• Overall ODR data

• Administrator makes CICO high profile• Match intervention to student needs

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time

Personnel: CICO Coordinator• Take care of CICO requests for assistance

• Enter CICO data on spreadsheet

• Organize and maintain records

• Create graphs for CICO meetings

• Gather supplemental information for CICO meetings

• Prioritize CICO students for team meetings

Characteristics of an effective check-in person

• Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)

• Positive and enthusiastic

• Someone the students enjoy and trust

• Organized and dependable

• Works at school every day

Check-in person• Roles

• Facilitate morning and afternoon checks (in & out)• Get signed form from students, give new form• Maintain positive, constructive environment• Acknowledge successes• Maintain progress graphs and data

• Flexibility of CICO• Multiple people can check students in and out• Minimal skills required to enter data• ONE person must maintain graphs and data

Example: Oustin Elementary School

• 350 students, 22 on CICO

• Counselor is CICO coordinator• Checks students in and out• Enters data into SWIS• Reviews graphs 2-3 times per week

• Coordination team meets bi-weekly

Example: Timberline Middle School

• 750 students in school, 55 on CICO• Beginning of semester

• Teacher survey—Will you be a student mentor?

• Student begins CICO• Counselor reviews CICO with student• List of mentors—student picks mentor

• Daily implementation• Mentors leave DPRs in Shirley’s (IA) box• Shirley enters data into SWIS on Tues and Th• Counselor reviews graphs Wed and Fri• Team meets bi-weekly

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Develop coordination team

Coordination Team • Attend regularly scheduled meetings• Contribute to decision making for CICO students• Help conduct “Orientation to CICO” meetings• Gather supplemental information • Contribute to student/staff development workshops• Contribute to feedback sessions• Complete any assigned tasks from CICO meeting

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Develop coordination team• Obtain/develop materials

• Point cards• Data tracking system• Acknowledgements• Home note

Designing Daily Progress Reports

• Determine behavioral expectations• School-wide expectations• Academic vs. behavioral expectations

• Expectations stated positively• Range of scores vs. dichotomous scoring

• Rating scales should be age appropriate

• Teacher friendly• circling versus writing & place for teacher initials• consistent expectations versus individual expectations

• Data easy to summarize and determine if goal is met

Designing Daily Progress Reports

• CICO SWIS Requirements:• Defined number of check-in periods:

• Up to 10 periods• Defined number of expectations/goals:

• Up to 5 goals• A three point rating scale

• Example:• 0 = No, 1 = Good, 2 = Excellent• 1 = Rough day, 2 = Okay job, 3 = Great job!

HAWK ReportDate ________ Student _______________Teacher___________________

0 = No1= 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 ______________%

KENNEDY CARD

Name _____________________________________________________

Materials

To Class

Worked and Let Others Work

Follow Directions the First

Time

Teacher Parent

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

= _____ Goal = 36

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

BeforeRecess

3 2 1 3 2 1 3 2 1

BeforeLunch

3 2 1 3 2 1 3 2 1

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:

Activity #2

• Daily progress report form (point card)• As a team, look through the sample point

cards provided.• Begin thinking about what your school’s point

card will look like, and design a sample version.

• Remember the SWIS requirements!

What’s in a Name?• Behavior Education Program

• Daily Progress Report

• Kennedy Card Program• Kennedy Card

• Hello, Update, & Goodbye (HUG program)• Hug Card

• STAR kids (Students Take on Amazing Responsibilities)• STAR card

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Develop coordination team• Obtain/develop materials

• Point cards• Data tracking system• Acknowledgements• Home note

CICO Acknowledgement Ideas

• Small tangible items (e.g., stickers, snack, art supplies)

• “Secret teacher” note• Extra time in preferred activity (e.g., library,

computer)• Seat choice at lunch• SWPBS points, trip to treasure chest• Free ticket to school event (e.g., sports game)• Parking pass for a day• Lunch with principal or favorite teacher/staff

Resources: Time and Money

• At least 5 hours per week for CICO

coordinator and check-in person

• CICO forms

• School supplies for CICO participants

• Reinforcements for CICO participants

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Develop coordination team• Obtain/develop materials• Plan for logistics

• When and where will students check in and out?• Who is responsible for keeping materials in stock?• How often can students trade points for incentives?

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Obtain/develop materials• Plan for logistics• Selecting students to participate

Selecting Students• Ways to Find students who may benefit

• Request for assistance• ODR patterns (SWPBS team referral)• Formative evaluation• Other data to consider: Absents/tardies, in-

school suspension/detention

• Match student to Tier II intervention• Archival data review

• Where are ODRs coming from?• What has been tried before?

• What do we know about academic skills?• Request for assistance form

System for CICO1. Planning for implementation

• Obtain faculty buy-in and commitment• Identify a coordinator with protected time• Obtain/develop materials• Plan for logistics• Student Involvement• Parent involvement

Involving and Informing Parents

• Parents informed before child begins program

• Parents informed of progress• Daily reports• Quarterly summaries

• Parents have opportunity to provide feedback

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:

System for CICO1. Planning for implementation

2. Training

Training Teachers on CICO

In-service on the “spirit” of program• supportive, not punitive• immediate feedback on behavior (type of

statements, what the ratings mean, examples of feedback)

• follow-up forum to express concerns• At least annual booster sessions

• When a student begins CICO• individual coaching

Small group discussion:Staff Training

• Will staff be trained all at once or in increments?

• How will team get initial buy in (see Marketing Worksheet)?

• How will staff provide feedback?

• How will impact be shared with staff, school system and community?

• What is the plan for teaching new staff, substitutes?

When a student begins CICO

• Obtain parent consent

• Meet with student prior to beginning• Rationale and benefits for student• Model and practice

• Begin and end day• Check in with teacher• Accepting feedback• Problem solving

• Ongoing coaching for student

Implementing Tier II Interventions

SYSTEMS

PRACTICES

DATA

Data• Outcomes for individual students

• Effects• Fidelity

• Outcomes for CICO system• Effects• Fidelity

Data: Monitoring Outcomes for Students

• CICO coordinator monitors outcomes• Data collected daily• Monitoring occurs at least weekly • Data shared with teacher(s) & parent(s) regularly• Efficient and informative data

• Coordinator provides summary to coordinator team• # students on the intervention• % students doing well• Students who may need something else (5 min-

data-based problem solving)

Considerations• Will your team use CICO SWIS?

• If not, how will data be collected, analyzed?

• Identify person to be “data manager”

• Develop schedule for summarizing data

• Develop schedule for sharing data with team, students, staff, parents

• Determine length of time students on CICO

Data: Monitoring Fidelity of Implementation

• Coordinator self assessment

• Ask teachers, student

• Observe student checks

Data: Monitoring Outcomes of System in School

• Question: How is CICO working in our school?

• Measures• Effects across students

• All students on CICO• School-wide indicators: ODRs, # of students

needing individualized support

Data: Monitoring Fidelity

• For CICO system• Student data as indicator• % teachers who implement with fidelity• CICO Self Assessment

CICO Systems Assessment

Action Planning

• Requirement for CICO• Must have FTE/time allocated for position• What’s the back-up plan• Responsibilities include:

• maintaining/reviewing data• Planning for fading or intensifying interventions

• running team meetings• checking intervention fidelity• training staff/students &• variety of organizational tasks (e.g., who will make

sure that…, how will we let them know…)

1. Coordinator Identified

• How many check-in/out staff?• Who coordinates vs. who checks-in • (no more than 3 who check-in/out)

• Back-up plan• Responsibilities include:

• Checking in and out with students• Keeping daily log of points• Follow-up with teachers• Meeting with coordinator weekly• Meet bi-monthly with screening/coordination (e.g., I-PBS)

team

1a. CICO Staff

• Common location for check-in and out• No more than 2 check-in/out staff• Coordinator checks-in with teachers 2x a month

on progress (more if student is struggling)• Teacher checks in at least 3 times throughout

the day • Students receive points at check-in & check-out

from CICO Staff• Structure as appropriate when multiple students

are checking-in/out at once

2. CICO Routines

Morning• Where do students check-in in the morning• What if students are late/early• What will check-in look likeThroughout the day• Who will support teachers (e.g., monitor fidelity)• Will students prompt teachers for points• What will check-ins look like throughout the dayAfternoon• Where do students check-out• What if students are late/early• How will goals that are met be handled• What will check-out look like

2. CICO Routines (cont’d)

• Substitute training

• Playground/recess/lunch process

• Bus routines etc.

2. CICO Routines (cont’d)

• SWIS-CICO requirements• No more than 10 check-ins (at least 5) • Use SW expectations (no more than 5)• List period #s or time periods

• How will/is the card scaled?• How many check-ins• How is card sent home & copied• Standardization

• Except intensifying or fading

3. Point Card/DPR

Check- I n- Check- Out Name: ____________________________ Date: _ _ ___________

Please mark the appropriate symbol to indicate the student’s behavior during each time period.

Great J ob!: Did OK: Had a hard time:

Daily Activities: Safe Respectful Responsible Staff Initials

Check -in

Bef ore 1st Recess

Bef ore Lunch

Bef ore 2 nd Recess

Specials

Check -out

My Goal Today Is: _ __________________________________________ _____

Did I Meet My Goal? _ ________________________ Teacher Comments: _______________ ______________________________

_ _____________________________________________________________ Parent/Guardian Signature: _ ________________ ______ _________________ Comments: _ ____________________ ________________________________ _ _____________________________________________________________

Logistics & Resources• What happens when students meet their

goals?• What can students earn? Can they save up

for special privileges?• List and cost of privileges developed• How can we ensure students receive

privilege the next day…coordinator needs to help with follow-through

4. Point Trading System

• What are your schools decision rules?• Use these in a majority of cases

• What data sources will you use • Request for assistance- examples, see handout

• ODRs and/or minors- examples, see handout

• Internalizing student decision rules – examples

• Attendance

• What do your schools use? • Are the decision rules being used? • What needs to happen for better consistency?

5. Student Identification

Student Identification:Consistency is key in your school-wide systems

• How do you inform parents?

• How do you secure parental assent/consent?

• How do you train parents to respond when students bring home CICO information?

• What if students don’t return home report?• Use as a bonus vs. a punisher

6. Family Partnership

• Initial orientation & subsequent training for staff• Check-in and out

• When will students arrive? When should they be dismissed?

• Providing timely AND effective feedback• How to rate student behavior

• Lost cards• Point disagreements• When do teachers get feedback

• Fading & intensifying

• Plan for training substitutes

7. Staff Training

• Team members: • Specialists, administrator, coordinator, teacher,

psych, coach

• Training team roles: • coordinator, data analyst, coach, time keeper,

minute-taker, communication, etc.

• Preparing data graphically• Assessing fidelity• Planning for intensifying/fading

8. Coordinator/Coordination Team Training

• Overview of the system

• Prompts for the 1st week

• Consent

• Teaching the rating system

• Examples and non-example practice

• Goal setting

9. Student Training

• Who will input data/schedule

• Where/how is it stored

• How will data be summarized• Which team will review the data• Who will analyze & plan support based on the

data

• CICO SWIS

10. Monitoring Student Outcomes

• Decision rules for intensifying the intervention• Typical decision rules, guidelines from ‘Responding to Problem Behavior

• Process for intensifying the intervention• Possible reasons/solutions for not meeting goals• Simplest explanations/changes first

• Decision rules for fading • Typical decision rules

• Process for fading the intervention• Gradually remove components of the intervention (fewer

check-ins, goals change, self-rating)

10. Monitoring student outcomes (cont’d)

• Plan for sharing school-wide data regarding Check-in & Check-out (CICO) to staff• General data (e.g., number of students on

CICO)

• Schedule time in faculty meetings to review/train on critical features of CICO

11. Monitoring school-wide outcomes

• Create your CICO action plans based on conversations today

• Review action plan task list at small group meetings until “start-up” goals are complete

• Create your CICO handbooks• After team & coordinator decisions- plan staff

trainings

Next Steps