Check in, Check Out- Part 2

1. Check in, Check Out- Part 2 Leanne S. Hawken, University of Utah Diane LaMaster, Rock Island School District 41 (IL) Sharon Laviolette & Kristyn Bair, Little Fort Elementary (IL) Illinois PBIS Forum, 2011

2. Overview • Review BEP/CICO Principles • Where have we been and where are we going? • BEP/CICO at the school level. • BEP/CICO at the district level.

4. Student Recommended for BEP/CICO BEP-CICO Implementation Process BEP/CICO Implemented BEP Coordinator Summarizes Data For Decision Making Morning Check-in/DPR Pick-up Parent Feedback Regular Teacher Feedback Bi-weekly BEP Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

5. In the beginning • Fern Ridge Middle School, Veneta Oregon • 5 schools • 3 elementary • 2 middle schools • One BEP Coordinator served: • 15-20 students elementary • 20-30 students secondary • Excel Data System • No web-based system

6. Manual on How to Implement BEP/CICO • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

7. Current BEP/CICO practice • To support more students, some schools have multiple BEP/CICO check-in, check out facilitators. • Expanded to include high school & preschool populations • New data system • SWIS CICO • Current – 1999 schools K-12 use SWIS CICO data base. • Fidelity of Implementation • Individual Systems Evaluation Tool (I-SET)

8. Manual on How to Implement BEP/CICO Crone, Hawken, & Horner (2010).Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed). New York, NY: Guilford Press

9. DVD on how to Implement BEP/CICO Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York, NY: Guilford Press. Leanne S. Hawken, PhD - 2011

10. Research on BEP/CICO • Effective in reducing problem behavior for: • Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007). • Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) • Students in Urban School Settings (McCurdy, 2007) • Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010) ***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs

11. Research on CICO • Effective in increasing academic engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009) • Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007) • Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007)

12. Research on CICO • More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008) • Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011) • Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

13. Little Fort Elementary Dr. Sharon Laviolette, Principal Kristyn Bair, Ed.S., School Psychologist

14. Little Fort Elementary 552 Students 27 Teachers

15. Little Fort Demographics

16. History of PBIS at Little Fort • The universal level of PBIS was first introduced during the 2003-2004 school year • CICO was first implemented during the 2006-2007 school year

17. Expectations • Training for CICO first began by focusing on how to give explicit feedback using our school-wide expectations. POOL of Respect

18. Expectations

19. Expectations • A CICO refresher is presented to the staff at the beginning of the school year. • A review of the CICO cycle is presented • Modeling and roleplaying of how to provide feedback is presented • All logistics of the program are reviewed

20. Expectations • At the beginning of the school year all students participating in CICO meet with the social worker and psychologist to discuss the following: - What is the purpose of CICO - Why were they chosen for CICO - Skill teaching and roleplaying of how to handle feedback

21. What adults implement CICO? • Once the student is identified for CICO their name is given to the grade level team. The grade level team then determines which member of that team will be the students CICO teacher. • When students need more individualized support like a mentoring relationship, more explicit reminders of the expectations, etc. a CICO teacher may be strategically chosen. • The more strategically chosen staff members are often our support staff • Nurse • Social Worker • Librarian • Principal • Special Education Teachers

22. How are students identified for CICO? • CICO ProgramIdentification: • Student reaches 2 office discipline referrals in a 5week time period • Student is identified by the Systematic Screening for Behavior Disorders (SSBD) • Grade level request or individual staff referral • Students receiving targeted level groups or social work services • Attendance decision rule is currently beginning developed

23. Identification based on referrals

24. Procedure of CICO • Immediately after the morning announcements the student goes either to their designated staff member or if needed the staff member goes directly to the student. • The interaction is to be brief to remind the student of the school expectations and to begin the students day POSITIVELY. • Different staff members are responsible for filling out the students points during the identified times. • For example if a student has a special the music, art , interventionist, or gym teacher will need to fill out the points in the “specials” box. In addition, recess and lunch staff will need to fill out the card during those times. • At the end of the day, the student returns to their designated staff member to check-out. At this time the staff member reviews their point sheet and collects it from the student.

25. CICO Form

26. How do we track student progress • Adequate Progress • With 4 weeks of data reviewed, student has made their CICO goal 90% of the time and there is a reduction in office discipline referrals • Exit Criteria • With 8 weeks of data, student has made their CICO goal 90% of the time and there have not been any office discipline referrals. The teacher is then contacted for their opinion about if exiting is appropriate or if CICO should continue.

27. Student progress

28. Student Examples The student was first identified for support through the SSBD. He was targeted as in internalizer through the screener.

29. Student examples Student was identified for CICO by teacher referral due to lack of work completion

30. Student Examples • Miquel, age 11 • “Check-in/check-out helps me a bunch. It helps me stay on-task”. • Miquelis currently a fifth grade student. Before the end of the school year he asked his check-in teacher if he could do CICO in middle school because he thinks it helps him a lot.

31. Tracking student progress

32. Goals for 2011-2012 • Provide the teachers with more support on how to look at both the referral and CICO data. • This will be scheduled monthly at staff meetings • Students will be given copies of their CICO graphs at least monthly. • Grade level teams will be giving CICO and referral reports by grade level each month. • Provide follow-up training later in the year to focus on giving specific feedback. • Universal team will continue to monitor the Tier I implementation. • Focus on when to write referrals

33. CICO – District Level Implementation Diane LaMaster PBIS Coordinator Rock Island, IL

34. Rock Island School District 41Demographics • District Enrollment: 6299 • 63% low income • Ethnicity: Caucasian – 47.2% African American – 31% Hispanic – 11% Asian – 1.7% Multi‐racial – 8.6% Native American – 0.2%

35. In the Beginning….. • Attended CICO session at August 2007 conference • District part of demo project with Illinois PBIS Network in developing continuum of Tier 2 interventions • Approached central administration and building principals with intervention specifics • Leanne Hawken extremely helpful with information/tips to help my training and district roll out • Training for BEP (Behavior Education Program) Coordinators and staff held 1st semester • Implementation of intervention began January 2008 in all elementary and junior high buildings

36. Training • BEP Coordinators attended day long training covering: • Basic BEP • BEP Cycle • Decision rules for program • Daily Progress Reports • Corrective Feedback • Reinforcement • Roles/Responsibilities of staff, students, parents • Entering and graphing DPR data • Viewed DVD • Behavior Management Traps article

37. Training • Each coordinator received book “Responding to Problem Behavior in Schools” • The Behavior Education Program manual • Daily Progress Reports • Powerpoint to introduce and in-service staff on BEP program • Coordinator returned to building and trained staff

38. Challenges • Stressing that CICO is a POSITIVE intervention • Staff writing negative comments on DPR • Needed to revisit corrective feedback techniques with staff • Staff giving consistent feedback to students • Staff individualizing DPR for many students • “It’s the student’s responsibility”

39. Successes/Expectations • CICO is now “business as usual” in all schools • First Tier 2 intervention for most students • Tracking Tool utilized at monthly PBIS Systems Meetings • Tracks number of students in CICO and how many are responding to intervention • Beginning of year and mid-year refresher and review for all CICO Coordinators

41. SWIS - CICO • Helped tremendously with data entry and report generation • CICO Coordinators trained to enter DPR data and pull reports for secondary teams • Easy to read graphs to help determine effectiveness of intervention and assist teams in progress monitoring

42. Daily Data Used for Decision-Making

43. High School • Piloted a group of freshman students during 2010-2011 s.y. • 5 CICO Coordinators trained to facilitate intervention • Students assigned to Coordinator • Students/staff trained • Data collected in CICO-SWIS • Restructured incentives

44. High School Observations • Very few students regularly checked in and out • Carrying hard copy DPR not successful at this level • Exploring electronic DPR at end of last year

45. How Are We Doing in Year 4? • Decision rules crucial for accurately assessing if student is responding to intervention • Tracking Tool utilized at the building level • CICO refresher/review part of yearly staff kick-off • PBSevals application utilized for aggregating district-wide data

46. SWIS-CICO DATA

47. SWIS-CICO DATA

48. SWIS-CICO DATA

49. SWIS-CICO DATA

50. Conclusions/Recommendations for Districts • Getting the right people to serve as BEP Coordinator crucial • Shifting duties and responsibilities to ensure time for implementation of intervention • Administrative support both at district and building level instrumental to success