Check-in Check-out: A Follow Up

1. Check-in Check-out:A Follow Up

2. Objectives • “Checking in” • Integrating CICO into your school-wide system • Advanced/Problem Solving for CICO • Taking stock: • CICO Self Assessment • Goals for CICO implementation

3. Checking In • Brief update (discuss in your teams): • Where are you at with CICO implementation? • 2-4 things that are going well with CICO • 2-4 things that could be improved

4. Integrating CICO Into Your School-wide System

5. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Comprehensive Supports Function-based Support Group Interventions w/function-based modifications • Secondary Prevention Group Interventions for students “at risk” • CICO • First Steps to Success • Skills groups Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings

6. TEAM Coordination of supports Individual Student-Focused Team assess & plan supports Comprehensive & Function Based Supports • Screening (GrIP or IPBIS) team identifies & monitors • Secondary Prevention Group Interventions for students “at risk” • CICO, First Steps to Success, Skills groups • Group interventions w/modifications • PBIS team identifies & monitors universal, school-wide strategies • Coordinates teaching & reviewing school-wide expectations across settings (playground, cafeteria, classroom, etc.) • Coordinates consistent system of responding to behaviors • Coordinates training activities & updates for staff on behavior support

7. Example: IntensivePBIS Systems • Teams to support all students • PBIS • IPBIS Team (GrIP, SST, Screening, whatever you want to call it…) • Responsibilities • Facilitator • Time Keeper • Note Taker • Data analyst(s) • Membership • Coordinator • Administrator • FBA coordinator (Behavior Specialist) • Targeted interventions coordinator • Academic specialist • Representation from Regular and Special ed. • Other specialists as needed

8. Screening/IntensivePBIS Team(or whatever you want to call it) • Develop an Efficient Teaming Process • Build on strengths of existing teams • Review yellow & red zone data regularly to: • ID students in need of behavioral support • Monitor progress of students receiving support • Guide decisions regarding student intervention (RTI) • Monitor interventions, implementation & action items • Review effectiveness of each Targeted Interventions to determine overall effectiveness

9. Example: IntensivePBIS Systems • Teams to support all students • PBIS • IPBIS team • Core Student-focused team (NOT A STANDING TEAM)Responsibilities • Conduct functional behavior assessment • Build support plan • Monitor progress, Coordinate next steps of evaluation & supports as needed • Membership • Someone with expertise in function-based support • Teacher(s), other stakeholders • Parent, student

10. What does this look like in your school? • In your groups, discuss: • Where will monitoring of CICO take place? • GrIP team • PBIS team • Create new IPBIS team • Other • How often will monitoring take place? • Focus on working with structures that are already in place!

11. Advanced Implementation of Check in Check out Systems:Adapting and Fading Support

12. Overview • Creating a system that will be effective and efficient • When it’s not working: Adapting/Modifying the program • When it is working: Fading the program • Questions

13. Review: Why Secondary Interventions? It can take 2-4 weeks to conduct a Red Zone intervention: Complete Functional Behavior Assessment (FBA) Develop a behavior support plan Train everyone in implementation Students can receive support within 72 hours with CICO *CICO is effective for about 80% of students!

14. Benefits of point card prompts • For staff • Reminder for specific feedback to student at regular intervals • For student • Reminder of schedule for day • Reminder of specific behavioral expectations and goals for the day • A ‘ticket’ for self-recruiting feedback from teachers and parents • Progress monitoring tool • For school • Provides data for data entry for student monitoring and program monitoring • Communication

15. Student Recommended for CICO CICO is Implemented The entire system is essential CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program Hawken, 2002

16. Establishing a good CICO system • Plan, Plan, Plan! • Document, Document, Document! • Create a CICO manual that describes all of the procedures for students and staff • The manual needs to provide enough detail that a staff member could look at it and get a good understanding of the system • CICO Action Planning Tool

17. Establishing a good CICO system • Lessons from other schools: Consistent check-in and -out person with some flexibility in their job role Check-in and -out is in a convenient location! On the way in and out of the building Efficiency is key Keep a positive focus- attitude of the adults is key

18. Indicators of a good system • All staff know how to access/implement the program • The process is predictable & positive for all • Rapid access to intervention • Low effort for teachers/staff to implement • Generic intervention, minimal time • Consistent with school-wide expectations • Goal to get back to green!

19. CICO Self- Assessment

20. Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Regular Meeting to Assess Student Progress Afternoon Check-out It is not working!!!! Revise Program Exit Program Hawken, 2002

21. Who is successful on standard CICO? • Students who like attention • Students who are in the “yellow zone” • Students who are displaying mild-moderate levels of problem behavior throughout the day • Students who may come to school in a “bad mood” due to setting events on the bus or at home

22. Who is not successful on CICO alone? • Students who are in the “red zone” • Students who do not like adult attention • Students who are engaging in problem behavior to avoid difficult academic tasks • Students who only have problems in a specific setting (recess, music, etc.)

23. Intensifying CICO • Use a team approach to problem-solving • Don’t get discouraged • Use data to determine modifications • Points, No data-fidelity, Rewards • A brief teacher interview (FACTS) • or detailed information on a referral form may be useful (Request for Assistance)

24. Decision Guidelines • Student progress monitoring • Generic guidelines for concern: • 5 consecutive data points under goal that make a flat line or three consecutive days of decreasing point earned percentage under goal. • Teacher, parent, student testimonies • Decision Rule for modifying intervention: • Student is below goal for 2-3 weeks of intervention • For example: Student is not making 80% of points 80% of the time (student is below goal line 80% of the time for 2-3 weeks) • Fidelity and effectiveness of targeted intervention • Use CICO- SWIS reports • Get teacher satisfaction data

25. Data analyst • Before the meeting • Review student data and use decision rules to • Determine students who are doing well • Determine students of concern • During the meeting • Provide summary of # of students doing well • Provide data for students of concern • Plan supports or additional data to gather

26. Let’s look at some data Charlie

27. Let’s look at some data What questions would we ask?

28. Let’s look at some data Maude = Office Discipline Referral

29. Typical Reasons CICO may not be working for an individual student 1.The program does not match the perceived function of the problem behavior Is the student motivated by adult attention? 2.The rewards are not powerful or desirable for the student 3. Low fidelity 4. The student needs more instruction on how to use the program

30. Troubleshooting: Intensifying CICO Problem: The student has academic skill deficits, and may be trying to escape the task Possible Modifications: • Provide additional academic support! • Pre-teach skills/lessons prior to the lesson • Allow breaks or homework passes as rewards • Modify instruction • The most important thing to remember: The “escape” will not go away until the student gains the academic skills

31. Troubleshooting: Intensifying CICO Problem: The student does not seem to be motivated by the rewards Possible Modifications: • Talk to student! They may have great ideas about possible rewards • Reduce the amount of points the student needs to earn a reward • Give the student more opportunities to earn points (more teacher check in times)

32. Troubleshooting: Intensifying CICO Problem: Low Fidelity – The teacher isn’t marking the card Possible Modifications: • Problem solve barriers with the teacher • Re-training • Time, Remembering, Philosophy, Training • Find times that are more convenient to the teacher • Model CI/CO again • Teach the student to approach the teacher to get the card marked

33. Troubleshooting: Intensifying CICO Problem: Low Fidelity – The student does not check in/out Possible Modifications: • Ensure that the student has enough time to get to class on time or make it to the bus • Provide “late slips” to students who are late • Have the check in/out time be fun and positive • Is student earning goals? Follow-through? • How delayed is back-up reinforcer

34. CICO Fidelity Checklist

35. Troubleshooting: Modifying CICO Problem: The student needs more instruction on CICO skills Possible Modifications: • Provide a thorough overview of the program and review procedures on a regular basis • Provide explicit examples and non-examples of desired behaviors • Role play the behaviors to give the student time to practice

36. Big Ideas: Intensifying Support • Use decision rules • Focus on smallest change to CICO 1st • Problem-solve with teacher • Change reward system • Analyze data • Certain time of day, certain day of week • Keep trying! Encourage teacher & student!

37. Overview • Creating a system that will be effective and efficient • When it’s not working: Adapting/Modifying the program • When it is working: Fading the program • Questions

38. Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Fading the program Revise Program Exit Program Hawken, 2002

39. Why do we want to fade the support? • To free up resources for other children who may need more support • We want students to learn to manage their own behavior • We don’t want students to carry a behavior card for years

40. When Should We Fade CICO? • The student should have demonstrated success over time • What are your decision rules? • BEP book, 80-80-4 • Student earns 80% of points, 80% of the time, for 4 • weeks • Majors…Minors (Remember to consider referrals!) • Realistic expectations…we all make mistakes sometimes

41. Celebrating Graduation • CICO Graduation celebration • CICO “Alumni” parties • Older/Faded/Alumni students support younger, newer CICO students • Transition to new roles in the school that carry responsibilities and still provide attention for appropriate behavior • Self-monitors, PBIS leaders, etc.

42. Let’s look at some data Brooklyn

43. Let’s look at some data Carlos

44. How do we fade CICO? There are several options – • Simply take the intervention away • Increase goal • Gradually remove different components of CICO • Teach the student to self-monitor Unlike intensifying…Standardizefading for most students with ‘fading phases’

45. Gradually Fading Components of CICO • This strategy works well for many students • Different components of CICO are reduced or removed slowly • For example, the student may have fewer times that he/she checks in with the teacher, reduce the number of points that are possible, or increase the number of points needed for “prizes”

46. Gradually Fading Components of CICO • Decide what components will be faded • Document the plan • Meet with the student to explain the changes • Be sure to present the changes as positive to the student (they may not like having to earn more points!) • Monitor the student’s progress while fading CICO, and make changes as needed

47. Sample Fading Components • Decrease number of check-ins • Check in/out with staff person but decrease from 5 to 3 times with teacher • Check in/out with staff but decrease from 3 to 1 time with teacher • Check in/out with staff but no card to class

48. Self-monitoring • Self-monitoring is a great option for fading CICO • Teaching a student to monitor his or her own behavior will teach skills that are needed to be successful in the school environment • The downside: it takes time and planning to teach the student to monitor his or her own behavior with accuracy • Typically, young students (K-2) may have trouble learning to self-monitor

49. Self-monitoring Self-monitoring consists of several components: • Self-evaluation – How did I do? • Self-recording – Write down how I did • Self-reinforcement – I did a great job! • Self-recruitment of praise – Look, I did a great job!

50. Self-monitoring Step 1: Train the student Training Includes: - Telling the student about the changes in the program - Teaching the student how to evaluate his or her behavior (with lots of examples) - Teach the student how to record his or her rating on the card - Teach the student how to recruit praise