1 / 19

Check In Check Out Overview

Check In Check Out Overview. Teaching Behaviors. When a student can’t read…. We teach them When a student can’t do math…. We teach them When a student can’t behave...We suspend them When a student can’t behave… We teach them. Tiered System of Support. Tier 1: All Students

chad
Download Presentation

Check In Check Out Overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Check In Check Out Overview

  2. Teaching Behaviors • When a student can’t read…. We teach them • When a student can’t do math…. We teach them • When a student can’t behave...We suspend them • When a student can’t behave… We teach them

  3. Tiered System of Support • Tier 1: All Students • Tier 2: One Adult/ Multiple Students • Tier 3: Multiple Adults/ One Student

  4. Tier 2 Entrance Criteria • Students with 2+ ODRs in 20 school days (K- 5) • Students with 3+ ODRs in 20 school days (6-12) • Students with 2+ suspensions in 90 school days • Can lower either of these criteria • Teacher, parent, or student referral to Tier 2

  5. Tier 2 Interventions • Check-In/ Check-Out (CICO) • Social Academic Instructional Group (SAIG) • Modified CICO • Brief Functional Behavior Assessment (Brief FBA) • Also known as BA/IP

  6. CICO • Provides daily opportunities for structured, positive interaction between students and adults • Provides opportunity for students’ progress to be monitored and daily feedback given • Best for students “on the fence”

  7. CICO Daily Cycle • Check-in with assigned adult upon arrival to school • Positively greet youth • Review SW expectations (daily goals) • Pick-up new Daily Progress Report card • Provide materials (pencil etc.) if needed • Meet with teacher in each class • Teacher provides behavioral feedback • Teacher completes DPR • Check-out at end of day • Receive reinforcer

  8. Checking-In with Greeter • All variations of CICO require a morning check-in with a staff member • Meet with student for ONE MINUTE • Kilbourn Video • http://youtu.be/D1kx6gOdZTY • SCTE Video • http://youtu.be/7rSNMC14Rq0

  9. Each teacher has a brief, positive conversation with student towards end of class • Purpose is to continue to build a relationship with the student • Teacher will acknowledge positive behaviors the student demonstrated during class and give them points on the Instructional Support Card

  10. Adults are Responsible • THE INTERVENTION IS THE REGULARLY SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT • Show excitement over intervention • Remove excuses for students to not participate • Focus on positives

  11. Teacher Feedback • Remind student to meet with you • Discuss something positive the student did • Give corrective feedback on areas they struggled in • Wouldn’t yell at yourself for gaining weight, would problem solve on how to lose the weight • Is not a punishment for the student or adult

  12. Corrective Feedback Not Corrective Corrective Feedback I noticed you are talking in the back of class, how about we move to the front of the room. Let’s write ourselves a note to remember our supplies and put this note in our shoe and when you put on your shoe you will see it. • You are always talking in the back of the classroom. • You forgot your homework and supplies again.

  13. At end of 4 weeks, students who have earned 80% of their points will be eligible for an incentive • Are you more likely to lose weight with an incentive at the end or not? • Staff asked for a new batch of students to enter CICO

  14. Progress Monitoring • Used to continually monitor the effectiveness of an intervention • Gauges how a student is responding to an intervention • Used to make decisions for individual students and see effectiveness of intervention school-wide

  15. Insert your DPR here

  16. The DPR is not the intervention • Just like stepping on a scale doesn’t make you lose weight • The interaction with the teachers and the positive and corrective feedback received is the intervention • ISC serves as a reminder to have this interaction

  17. Tier 2- Additional Interventions • Social Academic Instructional Groups (SAIG)\ • Students meet weekly with a staff member and learn behavioral skills that are then monitored similar to CICO • BAIP • Students meet with a team and create a Behavior Assessment and Intervention Plan • Look at triggers of behavior and replacement behavior • Discuss triggers for behavior, maintaining consequences, desired behavior, and replacement behaviors • Monitored similar to CICO

  18. Tier 3- RENEW • For 1-5% of student body • Students meet with a facilitator and work on various “boards” • Your goals, who is important to you, your fears, obstacles, etc • Each session the student completes one ‘map’ • When all completed, meet as a team and student goes over maps (student led) • Complete a plan for the future and how it is monitored or adjusted over time • http://www.iod.unh.edu/Projects/pbisfilm/preview.aspx

  19. Resources • MPS RtI Website • http://www5.milwaukee.k12.wi.us • MPS PBIS YouTube Channel • http://youtube.com/mpspbis • MPS PBIS Pinterest Page • http://pinterest.com/mpspbis/ • Monthly Newsletter (available on RtI Website)

More Related