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Check In/Check Out

Check In/Check Out. Patti Hershfeldt, Ed.D. phershfe@jhsph.edu. 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

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Check In/Check Out

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  1. Check In/Check Out Patti Hershfeldt, Ed.D. phershfe@jhsph.edu

  2. 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

  3. RFA • ODR (SWPBS Team) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Student Recommended for CICO Morning check-in Parent feedback Regular teacher feedback Afternoon check-out home

  4. Morning Check-in • Student comes to coordinator • Coordinator • Reviews home note • Gives point card • Reviews expectations • Sets positive tone • Provides missing materials if needed Morning check-in Parent feedback Regular teacher feedback Afternoon check-out • Afternoon check-out • Student comes to coordinator • Coordinator • Reviews point card • Provides feedback/acknowledgements • Prepares home report • Records points for day • 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 • Parent Feedback • Parent report goes home • Parents provide positive/ neutral feedback • Parents sign report card home

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Daily Progress Report

  13. CICO Process (cont.) • Weekly or Bi-weekly Principal Recognition • CICO coupon with graph attached • Data shared with all staff at least quarterly • 9-Week graph sent to parents

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

  15. Point Sheet Name: Date: Morning Work Reading Math Afternoon Goal met?

  16. = 2 points = 1 point = 0 points POINT SHEET

  17. Indian Head ElementaryCharles County

  18. 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%

  19. Sustaining

  20. 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%

  21. Total Referrals by YearSeptember-November 69% decrease

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

  23. Referrals by Location

  24. Referrals by Student2004-05

  25. Referrals by Student 2005-06 69% decrease

  26. Referrals by Problem Behavior

  27. 75% Decrease In Number of Physical Contacts 89% decrease in number of incidents of Bullying and Harassment

  28. Out of School SuspensionsSeptember- November 86% decrease

  29. 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.

  30. 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!!!!

  31. Getting the CICO Started In Your School

  32. 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

  33. How Do You Build Student and Staff “buy-in” for 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

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

  35. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

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

  44. = 2 points = 1 point = 0 points POINT SHEET

  45. HAWK Report Date ________ Student _______________Teacher___________________

  46. KENNEDY CARD

  47. 4. Point Trading System Metric – 3 point rating scale and number of check in periods will determine total number of points students may earn each day. Points may be accumulated and used at the “Trading Post” When will trading occur? Variety of rewards with social focus, what happens if a student misses “Trading post day?”

  48. CICO Trading Post- Focus on Building Relationships- “School Connectedness”

  49. 5. Student Identification Considerations: How will students be identified? What are the decision rules? Students should be able to access support in multiple ways.

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