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Brief Overview of the Check In Check Out Process

Brief Overview of the Check In Check Out Process. Southwest Middle School Presenter: Freda Bruton. Check-In Check-Out (CICO, aka BEP). CICO. Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school

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Brief Overview of the Check In Check Out Process

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  1. Brief Overview of the Check In Check Out Process Southwest Middle School Presenter: Freda Bruton

  2. Check-In Check-Out(CICO, aka BEP)

  3. CICO Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school Daily performance data used to evaluate progress

  4. 10 Critical Features of CICO/BEP • Linked directly to school-wide expectations and/or academic goals • Continuously available for student participation • Implemented within 3 school days of team determination • Can be modified based on assessment and/or outcome data • Includes structured prompts for ‘what to do’ in relevant situations (Crone, Horner, & Hawken, 2004)

  5. 10 Critical Features of CICO/BEP continued… • Student receives positive feedback from staff • Includes a school-home communication exchange system at least weekly • Orientation materials provide information for a student to get started on the intervention • Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention • Opportunities to practice new skills are provided daily (Crone, Horner, & Hawken, 2004)

  6. Why does CICO work? • Improved structure • Increase in contingent feedback • Elevated reward for appropriate behavior • Linking school and home support • Organized to morph into a self-management system

  7. 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 • No major changes in school climate data • CICO implementation a top priority

  8. 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

  9. Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team Team decides that student is not a potential candidate for BEP – Recommends actions for teacher(s) Grade Level Team discusses concerns and makes a decision SST recommends and develops alternative action plan – IEP Process, Tri-County Youth Counseling Services, Small Group Counseling, etc. Student Studies Team meets to review student data – the student is a potential candidate for BEP – Recommends student to SST and initiates Baseline DataRecommends BEP or alternative action Behavior Education Program 1. Vice Principal contacts parents to initiate Behavior Education Program 2. Grade Level BEP Coordinator meets with student to instruct on process and procedures of program Guidance Counselors, Pupil Personnel Worker or School Psychologist implement SST action plan CICO/Behavior Education Program – Referral Flow Chart Team decides that Resources Pages 26-32

  10. 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

  11. www.pbismaryland.org/SI2008/SI2008BaltimoreCountyHawthorne%20ES%20Check%20In%20Checkwww.pbismaryland.org/SI2008/SI2008BaltimoreCountyHawthorne%20ES%20Check%20In%20Check • www.pbis.org/common/pbisresources/presentations/BEP_CICO_Anne.ppt Resources to view…

  12. Any Questions?

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