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Check In/Check Out

Check In/Check Out. Susan Barrett sbarrett@pbismaryland.org. Acknowledgements. Rob Horner, Cindy Anderson, Leanne Hawken, Rob March, Anne Todd Charles County MD Indian Head, Matthew Henson MS Fern Ridge Middle School Clear Lake Elementary Bohemia Elementary Kennedy Middle School

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Check In/Check Out

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  1. Check In/Check Out Susan Barrett sbarrett@pbismaryland.org

  2. Acknowledgements • Rob Horner, Cindy Anderson, Leanne Hawken, Rob March, Anne Todd • Charles County MD Indian Head, Matthew Henson MS • Fern Ridge Middle School • Clear Lake Elementary • Bohemia Elementary • Kennedy Middle School • Effective Behavior Support Team- University of Oregon

  3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

  4. 10 Critical Features for Tier 2 Interventions Linked directly to school-wide expectations and/or academic goals *Continuously available for student participation *Implemented within 3 school days of determination that the student should receive the intervention *Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  5. 10 Critical Features (continued) Results in student receiving positive feedback from staff 7. Includes a school-home communication exchange system at least weekly Orientation materials provide information for a student to get started on the intervention 9. *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  6. 10 Critical Features: Considerations *Continuously available for student participation Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions

  7. RFA • ODR (SWPBS Team) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Morning check-in Parent feedback Regular teacher feedback Bi-weekly coordination Meeting to assess student progress Afternoon check-out Revise program Student Recommended for CICO CICO Coordinator summarizes data for decision making Exit program home

  8. Core features • Behavioral Priming/ Behavioral Momentum • Start school off positively • Start each class off positively • Student recruitment of contingent adult attention • Approach adults (teachers/ family) • Predictability • Self-management • Data-based decision-making • Excruciating Efficiency

  9. Research Support • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants • Pre schools • Sandy Chafouleas, et al 2007 • Elementary Schools • Anne Todd et al in press • Sarah Fairbanks et al, 2007 • Amy Kauffman-Campbell, dissertation • Doug Cheney et al, 2006; 2007 • Leanne Hawken et al. 2007 • Filter et al., 2007 • Middle Schools • Leanne Hawken et al 2003 • Rob March et al 2002 • High Schools • Jessica Swain-Bradway, in progress

  10. What is different about CICO? • Uses Systems Logic • Team approach • Social marketing • Administration makes priority • Easy for teachers to implement- teach staff the process to access help • Uses Data • Tracks specific students- continuous feedback- • Feedback and celebrations with all staff

  11. How is CICO Different Than Other “Behavior Card” Interventions • A Targeted Intervention Implemented Within a School-Wide System of Behavior Support • Behavior 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

  12. CICO Features: • Students identified and receive support within a week • Check-in and check-out daily with an adult at school • Regular feedback and reinforcement from teachers • Family component • Daily performance data used to evaluate progress

  13. Daily Progress Report consistent with SW Expectations CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

  14. Daily Progress Report

  15. = 2 points = 1 point = 0 points POINT SHEET

  16. Critical Features of CICO • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Positive System of Support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources allocated (admin, team) • weekly meeting, plus 10 hours a week • Continuous monitoring for decision-making

  17. Why does the CICO work? • Improved structure • Prompts throughout the day for correct behavior • System for linking student with at least one adult • Increase in contingent feedback • Feedback occurs more often and is tied to student behavior • Inappropriate behavior is less likely to be rewarded • Elevated reward for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

  18. Indian Head ElementaryCharles County

  19. SET The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year. Indian Head received Exemplar Status SET Score 85%

  20. Sustaining

  21. Targeted Team • Identification and Training of Team • PBIS Summer Institute 2005 – Dr. Leanne Hawken • Identified 2 BEP Coordinators • Staff trained August 2005 • BEP initiated with 25 students • BEP-Fidelity of Implementation Measure 88%

  22. Total Referrals by YearSeptember-November 69% decrease

  23. Average Referrals September- November • 2004-05 SY = 3.5 referrals/day • 2005-06 SY = 1 referral/day

  24. Referrals by Location

  25. Referrals by Student2004-05

  26. Referrals by Student 2005-06 69% decrease

  27. Referrals by Problem Behavior

  28. 75% Decrease In Number of Physical Contacts 89% decrease in number of incidents of Bullying and Harassment

  29. Out of School SuspensionsSeptember- November 86% decrease

  30. Cost Benefit • Referrals decreased by 139 • If administrators spent 15 minutes processing each referral then administrators recovered 285 minutes. • If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

  31. Cost Benefit • If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time. • If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

  32. Getting the CICO Started In Your School

  33. Things to Consider First… • Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity • Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Then Participate in Targeted Interventions

  34. Is It Really Resistance For Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

  35. Components often overlooked: • Positive Parent Contact • Random Reinforcement Strategies • Positive Public Posting • Continuous Behavioral Feedback for Students • Data on Positive Reinforcement • Other Enhancements…

  36. Tracking the Positive • Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 4:1 ratio • Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups) • Analysis of number of positive behavior tickets by teacher

  37. Keep a Positive Ratio

  38. Is My School Ready to Implement a CICO System? • 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

  39. How Do You Build Student and Staff “buy-in” for the CICO? • Give CICO program a high profile in your school • Promote CICO as positive support not punishment • Collaboratively involve referring teachers in CICO process • Provide regular feedback to staff, students, and families

  40. 1. Coordinator Identified • Considerations: Who? Teacher assistant, behavior specialist, SRO One or Two people? How will time be allocated?

  41. Personnel: CICO Coordinator • Take care of CICO requests for assistance • Lead morning check-in/ afternoon check-out • Enter CICO data on spreadsheet – daily • Organize and maintain records • Create graphs for CICO meetings • Gather supplemental information for CICO meetings • Prioritize CICO students for team meetings

  42. Characteristics of an effective CICO coordinator • 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

  43. Personnel: CICO Team • Attend weekly or bi-weekly 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

  44. Resources: Time and Money • 8-10 hours per week for CICO coordinator • CICO forms on NCR paper • School supplies for CICO participants • Reinforcements for CICO participants

  45. 2. CICO Routine • Considerations: Do students check in and out at different places? Or same place? Do students need to come early and leave last class early? Develop Name, manual with teacher expectations

  46. What’s in a Name? • Behavior Education Program • Daily Progress Report • Kennedy Card Program • Kennedy Card • Hello, Update, & Goodbye (HUG program) • Hug Card • Student Leadership Academy- • Leadership Skills Training *Caution with Using “Behavior Card” or “Behavior Plan” Instructional Support Card

  47. 3. Point Card and System • Considerations: Refer to SWIS CICO readiness – Assessment Tools * Up to 10 check in periods * Up to 5 expectations * A three point rating scale Same card for all students, use SW expectations, age appropriate, positively stated, teach friendly

  48. 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

  49. HAWK Report Date ________ Student _______________Teacher___________________

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