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Implementing Check-In/Check-Out

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  1. Implementing Check-In/Check-Out An Efficient Intervention for Mentoring and Behaviour Support Don Chapman Nicci Beninger Acknowledgement: Kent McIntosh, University of Oregon

  2. 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.

  3. 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.

  4. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings

  5. A Day in the Life Hsin • 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?

  6. A Day in the Life Eddie • 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?

  7. Kevin 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?

  8. A Day in the Life Sarah • 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?

  9. Eddie Hsin Kevin Sarah YOUR SCHOOL

  10. The Three Tier Model Hsin Intensive Intervention For students with significant challenges Eddie Targeted Intervention For students at risk for challenges Kevin Universal Prevention For all students (prevent challenges) Sarah

  11. TargetedInterventions • 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

  12. 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…

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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)

  19. What does CICO look like?

  20. Student Recommended for CICO Check-In/Check-Out System CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

  21. Student Recommended for CICO Check-In/Check-Out System CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

  22. CICO Startup Process • School team identifies student • Teacher nomination and/or • Multiple office referrals/behaviour log entries • Student must choose to participate • Teach routines to students, teachers, & parents • Establish school & home recognition system

  23. Student Recommended for CICO Check-In/Check-Out System CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

  24. 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

  25. 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

  26. 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

  27. CICO Card

  28. Sample CICO Card Name: ____________________________ Date: ______________ 0 = Needs work, 1 = “OK” 2 = Nice Job Comments:

  29. HAWK Report Date ________ Student _______________Teacher___________________

  30. CICO Self-Monitoring Card Name: ____________________________ Date: _____________ 3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

  31. 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

  32. 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

  33. 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

  34. 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 Post

  35. Training for Classroom Teachers and Supervisors

  36. 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.”

  37. Class by Class Check In Greeting Examples 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. • 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.

  38. 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.”

  39. Class by Class Check-out Exit, Examples 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. • 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.

  40. 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.

  41. 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.

  42. 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

  43. Student Recommended for CICO Check-In/Check-Out System CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SBT Meeting to Assess Student Progress Afternoon Check-out Continue Program Revise Program Fade Program

  44. 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

  45. Evaluating CICO Progress: Sample Agenda CICO Team Meeting Agenda Date:____________ 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

  46. Does CICO work?

  47. Research on CICO • Combination of effective strategies • Mentoring • Daily Point Card • Performance Feedback • School-Home Notes (see Crone, Horner, & Hawken, 2003)

  48. 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

  49. Why does CICO work? • Improved structure in all locations • Links student with multiple school staff • Prompts are provided throughout the day for correct behaviour • 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 • 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) • Linking school and home support • Provide format for positive student/parent contact • The ultimate goal is student self-management • Increases ability to self-monitor performance/progress