Tier 2 Interventions Check-In/Check-Out (CICO)

1. Tier 2 InterventionsCheck-In/Check-Out (CICO) Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

2. CICO Resources • www.tier2pbis.pbworks.com

3. CICO within School-wide PBIS • All specialized interventions are more effective, and more durable, if they are done with school-wide Behavioural expectations as a foundation. 5% ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SCHOOL-WIDE POSITIVE Behaviour SUPPORT ~80% of Students

4. Questions about Tier 2 InterventionsSystems Considerations • What constitutes a Tier 2 Intervention? • An intervention that: • Serves multiple students at one time (15-25 student at once) • More efficient use of resources that 1 student at a time • Students can get started with almost immediately upon referral • Requires almost no legwork from referring staff to begin implementation of the intervention with a student • All school staff know about, understand their roll with, and know the referral process for • SYSTEMS NOTE: Resources Required: • If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

5. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring for decision-making

6. Check-In/Check-OutResearch 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

7. Why does CICO Work? • Improved structure • Prompts are provided throughout the day for correct Behaviour. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student Behaviour. • Inappropriate Behaviour is less likely to be ignored or rewarded.

8. Why does CICO Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate Behaviour • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking Behaviour support and academic support • For academic-based, escape-maintained problem Behaviour incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

9. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO BASIC CYCLE Check In Check Out (CICO) CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

10. Logistics for Setting up a CICO program • 1. Faculty and staff commitment • Is problem Behaviour a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” (50% reduction) with 67% of students. • CICO does NOT replace need for individualized supports. • Activity 1: • Assessment of need (ODR rates, staff assessment) • Readiness: • Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80) • Is there faculty commitment to work with tougher kids? • Arein-schoolresources available to implement? • Are districtresources available to support start-up? • Team to manage CICO • Administrator; CICO Coordinator; Check In/Out staff member(s), Behaviour Specialist (e.g. SPED/SPSY), Teacher

11. CICO Coordinator Leading Systems Implementation

12. Organization and Structure • Coordinator • Chair CICO meetings, faculty contact, improvement • Specialist • Check-in, check-out, meeting, data entry, graphs • Together (Coordinator + Specialist) = 10 hours/wk • Meeting 45 min per week • Coordinator, Specialist, Sped faculty, Related Services • All staff commitment and training • Simple data collection and reporting system. WHAT FITS YOUR SCHOOL? Combining these roles/ responsibilities across multiple staff or not?

13. CICO Coordinator: Selection Criteria and Considerations • Who would be a good coordinator? • What duties/responsibilities will he/she have? • Do we need to adjust schedules/time/ workload for this person? • How will we train the coordinator? • How will we evaluate the coordinators effectiveness? • Who will be our back-up coordinator? • What steps do we need to take to accomplish this?

14. CICO Coordinator Responsibilities • Establish rapport with students • Provide training to all students before they begin CICO • Coordinate check-in and check-out • Possibly do Check-in & check-outs • Enter data daily (or monitor daily data entry) • Organize and summarize student data for meetings • Contact person for caregivers • Process requests for assistance • Lead meetings • Problem-solve

15. Non-Examples CICO Coordinator • Principal • Classroom teacher • Any individual responsible for discipline Examples Social worker Counselor Special Education teacher Paraprofessional

16. Coordinator: Training • The coordinator should receive training in the systems, practices, and the use of data in the CICO program. • Connect w/ your District & Regional Coaches • Be sure to train a “back-up” coordinator

17. CICO Coordinator: Planning for Sustainability • Plan for turn-over in the coordinator position • Increasing sustainability • Document all procedures • Active management from the leadership team • Write coordinator duties into a job description • Devote FTE to the coordinator position

18. Getting Creative: CICO Specialists These individuals only do check-in/check-outs w/ students only (data and organization is the CICO Coordinator’s responsibility) • School custodian • School office staff members • “Specials” teachers

19. Checking In & Checking Out: A good candidate is. . . • In the building everyday • Available at the beginning and end of each day • Someone students like and enjoy being around • Enthusiastic • Organized • Positive

20. CICO Coordinator: Ensuring “Best Fit” & Fidelity The effectiveness of implementation should be examined on a regular basis Evaluation Questions: • Does the coordinator establish positive rapport with students? • Does the coordinator display effective Behaviour management skills? • Does the coordinator’s position allow all tasks to be completed in a timely manner? • Is the coordinator implementing the intervention with fidelity? • CICO Self Assessment, Benchmarks of Advanced Tiers, etc. • Integrate CICO implementation fidelity within a district evaluation plan

21. Roles & Responsibilities • 2. Team available / Coordinator available • CICO Coordinator • CICO Specialists (checking in & out w/ students daily) • Team (meets at least once every two weeks) • Activity 2: • Plan CICO Roles & Responsibilities • CICO Coordinator • CICO Specialist(s) • Who is doing daily Check-ins & Check-outs? • Behaviour: Individual Student Systems Data Team meetings • Training Day 2

22. Referral Process & Student Selection

23. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO Request for Assistance ODR Level Family or Student request BASIC CYCLE Check In Check Out (CICO) CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Behaviour support team CICO Coordinator Summarizes Data For Decision Making Exit Program

24. Identification and Referral • Multiple office referrals • ID at-risk students at beginning of school year based on previous years data • ID students based on cumulative ODR in school year • Referral • by teacher • Teacher Request for Assistance • by parent • Time to action: • 30 min to 7 days (goal is < 72 hours)

25. CICO: Who Qualifies • More than a minimum number of referrals • Across several different settings • Not dangerous to self/others • Several minor referrals • Adult attention is rewarding

26. Example Behaviours • Tardy • Defiant • Refuses to do work • Difficulty taking turns • Refuses to share • Out of seat Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language

27. Do Not Include: • Dangerous/violent students • Students who bring a weapon to school • Students who injure/may injure themselves • Students with a high number of referrals • Students with referrals from only one setting, teacher, or time • Students who find adult attention aversive

28. Pick Your Candidate… • George • 17 referrals • From multiple classrooms, cafeteria, hall, and bus • Disruption, defiance, fighting • Caught with box opener • Richard • 5 referrals • From playground • Defiance, inappropriate language • John • 5 referrals • 2 from classroom, 2 from hall, 1 from bus • Disruption, defiance, tardy, harassment

29. SWIS: Referrals by Student Start the year by reviewing last years data: CICO can help to start the year off on the right foot

30. Referral Process Office Discipline Referrals - Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc.) • Set Decision Rules • Students with 2nd referral = TEAM REVIEW • MS & Elem may have different criterion • Print out an individual student report (SWIS) for each identified student to examine patterns (location, time, problem Behaviour, etc.)

31. Teacher Referral Process • Develop a system • Teach staff how to use the system • Provide verbal and written instructions on the referral system • Respond to referrals in a timely manner • System must be efficient

32. Teacher Referral Process: Example

33. Referral Form: Example

34. CICO Referral Process Considerations • How will we examine ODRs? • How will we integrate academic data? • How often? • Is there other data that we will use for screening? • What criteria will be use to determine if the student is appropriate for CICO? • What will happen after we determine a student is identified as needing CICO?

35. CICO Teacher Referrals:Guiding Questions • How will teachers refer students (form, email, etc.) & who will the referral go to? • What data is needed after the referral is received & who will gather it? • How will we determine if a student is appropriate for CICO? • How will we inform teachers of this process? • What is our anticipated time frame for examining and acting upon referrals? • What will we do if a student does not appear to be a good fit?

36. Student Screening & Request for Assistance • 3. Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis. Activity 3: Develop a Request for assistance process defined. Define criterion for CICO support (Decision Rules)

37. Initial MeetingAgreements/Contract

38. Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO BASIC CYCLE Check In Check Out (CICO) Initial Meeting/ Agreements -Roles & Responsibilities -Teaching CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

39. Initial “Meeting” / Communicating Agreements • How do you want to accomplish this? • Formal meeting? – other communication? • Needs before starting the program • Parental permission • Student agreement • Clear understanding of the program & agreement to individual Roles/ Responsibilities • Parents • Student • CICO Coordinator or Specialist(s) • Teacher/Staff?

41. Roles & Responsibilities • School team • Identify students who may benefit • Monitor implementation • Evaluate effects and modify/fade as needed • Coordinator • Facilitate morning and afternoon checks (in & out) • Get signed form from students, give new form • Maintain positive, constructive environment • Acknowledge successes • Teachers • Obtain form from student each day • Monitor student Behaviour and mark card accurately • Provide feedback to student in positive and constructive manner • Students • Check in and out each day • Give form to teacher • Meet expectations • Take form home and have parents sign, bring to school the next day

42. Parent: Role & Responsibilities • Be interested, encouraging & supportive • Identify Incentives your child can earn at home for performing well on CICO (daily &/or weekly) • Incentives need to be reasonable and something parents can regularly deliver • VERY IMPORTANT!!!  Do NOTuse punishers if your child does not meet his/her goal • if you do your child will not continue with the program… or will not bring reports home to parents • Just encourage your child: “Too bad today, but if you try hard you’ll do better tomorrow!” • Before School • Try to reduce “Tough Mornings” before school • Encourage & Support  Behaviour & School Readiness • After School – • Request to see student’s home report! • Provide incentives (if the student has earned it), or encouragement

43. Contract/Agreement • Agreement to succeed • Student: Student chooses to participate • Parent • CICO coordinator • Teachers • Contract may be written or verbal • Better if written

45. Teaching CICO to Student • Teach program logistics • Responsibilities: Student, Teacher, Coordinator • Where & with Whom to Check-in & Check-out • Teach Desired Behaviours • Teach Point Card & Rating • What Behaviours = 0/1/2 • Role Play w/ student • Have student be teacher & score your Behavioural examples

46. Agreements & Teaching Student Program and Expectations • 4. Establishing Agreements & Communicating Roles & Responsibilities • Permission to Participate • Communicating Roles & Responsibilities • Parent, Student • Teaching Student Program Logistics • Teaching Student Expected Behaviours & Point Card • Activity 4: • Develop a plan for communicating agreements, roles & responsibilities w/ parent & student • Will you hold an initial meeting? Develop a contract? • Identify how student will be taught program logistics & Behavioural Expectations

47. Check In & Check Out: Planning Logistics http://www.youtube.com/watch?v=UqMdy5-OSlQ

48. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Student Recommended for CICO • Morning Check-In • Check student “status” • Review home card • Provide Daily Progress Rpt • Greet and praise Class Check out • Teacher Checks • Student give card to teacher • Teacher praise/ prime • Provide Daily Progress Rpt • Greet and praise • End of class feedback TeacherChecks Class Check in

49. Logistics: Check-In • 5. Morning Check-in Routine • Teaching students when, when, how • Teaching check-in coordinator • Assess • Reward  provided for checking-in; breakfast treat, etc. • Set-up or Redirect • 6. Teacher Check-in/Check-out Routine • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation Activity 5: Identify Check-in staff & location Define Check-in routine & how to train check-in staff Teacher check-in/check-out routine defined

50. Developing a Point Card