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Check In-Check out – A secondary behavior plan

Check In-Check out – A secondary behavior plan. Elizabeth Roberds. A plan Proposed for Grissom Elementary School – Muncie, IN. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. School Wide Positive Behavior Support. The Infamous RTI:

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Check In-Check out – A secondary behavior plan

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  1. Check In-Check out – A secondary behavior plan Elizabeth Roberds A plan Proposed for Grissom Elementary School – Muncie, IN

  2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior School Wide Positive Behavior Support The Infamous RTI: SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings A plan Proposed for Grissom Elementary School – Muncie, IN ~80% of Students

  3. School Wide-PBS – Establishing a Social Culture • The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007): School Wide Positive Behavior Support Common Language MEMBERSHIP Common Experience Common Vision/Values A plan Proposed for Grissom Elementary School – Muncie, IN

  4. School Wide - PBS • The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007): • School environment is predictable • 1. common language • 2. common vision (understanding of expectations) • 3. common experience (everyone knows) • School environment is positive • regular recognition for positive behavior • School environment is safe • violent and disruptive behavior is not tolerated • School environment is consistent • adults use similar expectations. School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  5. Check In-Check Out • Check In-Check Out is a secondary intervention that is most effective when carried out as a complement to school-wide behavioral expectations (Horner, Sugai, Todd, Dickey, Anderson, & Scott). • Involves a morning check-in with teacher, periodic “checks”, an afternoon check-out, and a home check-in. • May be used with any school-wide behavior plan. • Minimal time and effort required from teachers. School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  6. Logistics for Setting up a Check In-Check Out Program • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Consider potentially less time spent on managing problem behavior. • Is CICO a reasonable option for us? • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” with 67% of students. • Team available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks) School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  7. Logistics for Setting up a Check In-Check Out Program • The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • 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 • Consent from parents can be obtained School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  8. How Check In-Check Out Works • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Morning Check-in Routine • Teaching students when, where, how • Teaching check-in coordinator • Assess • Reward • Set-up or Redirect • Teacher Check-in/Check-out Routine • Teach students when, where, how • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  9. How Check In-Check Out Works • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Afternoon Check-out Routine • Teach students when, where, how • Teach CICO coordinator data collection, acknowledge success, encourage improvement. • Family Review Routine • Teach students when, where, how • Teach family only to acknowledge success, sign School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  10. BEP Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out • How Check In-Check Out Works School Wide Positive Behavior Support Class Check out TeacherChecks Class Check in A plan Proposed for Grissom Elementary School – Muncie, IN

  11. How Check In-Check Out Works • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Reward Menu/ Process • Reward for collecting and turning in daily progress report information • Reward for meeting daily goal • Exchange system for points earned? School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  12. How Check In-Check Out Works • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Reward menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned • Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral for individualized interventions. School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  13. How Check In-Check Out Works • The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • Home report process • Can be same as progress card • Can be a unique reporting form School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  14. Check In-Check Out Record Form School Wide Positive Behavior Support • Based on the Grissom Behavior Pledge • I will show respect for others and their possessions • I will keep my hands, feet, and other objects to myself • I will use acceptable language • I will follow directions • I will not prevent the teacher from teaching, or other students from learning. A plan Proposed for Grissom Elementary School – Muncie, IN

  15. Check In-Check Out Record Form School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  16. CICO Home Report • The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: School Wide Positive Behavior Support CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments: A plan Proposed for Grissom Elementary School – Muncie, IN

  17. How Check In-Check Out Works • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Planning for success • How does student move off CICO? • Adding self-management options to CICO • Moving from CICO to individualized behavior support • Functional behavioral assessment • Comprehensive behavior support • Substitute Teacher use of CICO • How will substitutes learn about CICO routine? • Help from CICO coordinator, “back up” CICO person available School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  18. Why does Check In-Check Out Work? • The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Improved structure • Prompts are provided throughout the day for correct behavior. • 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, and sets up successful behavioral momentum. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded. School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  19. Why does Check In-Check Out Work? • The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior 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 School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  20. Summary of CICO • The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.: • Targeted interventions • Highly Efficient, structured support • CICO is one option • Assess for whom it will work • Enlist whole faculty involvement • CICO will still need supplement from Tertiary, Function-based support system/Individual Intervention School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

  21. Questions? • Questions or comments?? • Please feel free to contact me with questions if they come up. • Elizabeth Roberds – elroberds@bsu.edu School Wide Positive Behavior Support A plan Proposed for Grissom Elementary School – Muncie, IN

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