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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

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Check In Check Out Overview

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  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)

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