Check In/Check Out July 17, 2008

1. Check In/Check OutJuly 17, 2008 Susan Barrett sbarrett@pbismaryland.org

2. Agenda • Overview & Essential Features CICO • Example: Indian Head Elementary • Are you Ready? • Getting Started and Action Planning • Personnel • Referral Process • Daily Progress Report and Determining Goals • Progress Monitoring • Acknowledgement System • In-service and ongoing communication for staff, parents, students

3. Acknowledgements • Rob Horner, Leanne Hawken, Rob March, Anne Todd • Charles County MD Indian Head, Matthew Henson MS • Fern Ridge Middle School • Clear Lake Elementary • Bohemia Elementary • Kennedy Middle School • Effective Behavior Support Team- University of Oregon

4. Core features • Behavioral Priming/ Behavioral Momentum • Start school off positively • Start each class off positively • Student recruitment of contingent adult attention • Approach adults (teachers/ family) • Predictability • Self-management • Data-based decision-making • Excruciating Efficiency

5. Research 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

6. As the magnitude of the problem increases…. The need to enhance environmental structures increases The frequency for collecting and acting upon information increases The required resources to address the problem increases Core Support Program: Provided to all, intended to reach most. Continuum of Supports

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE 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  ~80% of Students

8. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  ~80% of Students

9. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Weekly CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

10. What is different about CICO? • Uses Systems Logic • Team approach • Social marketing • Administration makes priority • Easy for teachers to implement- teach staff the process to access help • Uses Data • Tracks specific students- continuous feedback- • Feedback and celebrations with all staff

11. How is CICO Different Than Other “Behavior Card” Interventions • A Targeted Intervention Implemented Within a School-Wide System of Behavior Support • Behavior Cards typically classroom interventions • Implemented in all settings, throughout the school day • All teachers and staff are trained • Students identified proactively & receive support quickly • Team uses data for decision making to determine progress

12. Behavior Education Program (CICO) Features: • Students identified and receive support within a week • Check-in and check-out daily with an adult at school • Regular feedback and reinforcement from teachers • Family component • Daily performance data used to evaluate progress

13. Daily Progress Report

14. CICO Process (cont.) • Weekly or Bi-weekly Principal Recognition • CICO coupon with graph attached • Data shared with all staff at least quarterly • 9-Week graph sent to parents

15. Point Sheet Name: Date: Morning Work Reading Math Afternoon Goal met?

16. = 2 points = 1 point = 0 points POINT SHEET

17. The Response: Targeted Interventions • “Targets” groups of students (>10) who: • fail to respond to school-wide and classroom expectations • are not currently engaging in dangerous or extremely disruptive behavior • Efficient - Similar set of behavioral strategies are used across a group of students needing similar levels of support • Effective – Decreasing problem behavior in classroom, increasing academic engagement, & decreasing office discipline referrals( Crone, Horner, & Hawken, in press; Hawken & Horner, in press; March & Horner, 2002)

18. Critical Features of CICO • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Positive System of Support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources allocated (admin, team) • weekly meeting, plus 10 hours a week • Continuous monitoring for decision-making

19. Why does the CICO work? • Improved structure • Prompts throughout the day for correct behavior • System for linking student with at least one adult • Increase in contingent feedback • Feedback occurs more often and is tied to student behavior • Inappropriate behavior is less likely to be rewarded • Elevated reward for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

20. Indian Head ElementaryCharles County PBIS Exemplar School 2005 Targeted Team Nomination 2005

21. SET The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year. Indian Head received Exemplar Status for ST 2004-05 SET Score 85%

23. Targeted Team • Identification and Training of Team • PBIS Summer Institute 2005 – Dr. Leanne Hawken • Identified 2 BEP Coordinators • Staff trained August 2005 • BEP initiated with 25 students • BEP-Fidelity of Implementation Measure 88%

24. Total Referrals by YearSeptember-November 69% decrease

25. Average Referrals September- November • 2004-05 SY = 3.5 referrals/day • 2005-06 SY = 1 referral/day

26. Referrals by Location

27. Referrals by Student2004-05

28. Referrals by Student 2005-06 69% decrease

29. Referrals by Problem Behavior

30. 75% Decrease In Number of Physical Contacts 89% decrease in number of incidents of Bullying and Harassment

31. Out of School SuspensionsSeptember- November 86% decrease

32. Cost Benefit • Referrals decreased by 139 • If administrators spent 15 minutes processing each referral then administrators recovered 285 minutes. • If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

33. Cost Benefit • If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time. • If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

34. Getting the CICO Started In Your School

35. Things to Consider First… • Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity • Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Then Participate in Targeted Interventions

36. Is It Really Resistance For Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

37. Components often overlooked: • Positive Parent Contact • Random Reinforcement Strategies • Positive Public Posting • Continuous Behavioral Feedback for Students • Data on Positive Reinforcement • Other Enhancements…

38. Tracking the Positive • Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 4:1 ratio • Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups) • Analysis of number of positive behavior tickets by teacher

39. Keep a Positive Ratio

40. Is My School Ready to Implement a CICO System? (see CICO Self Assessment Questionnaire) • School-wide system of behavior support in place (SET Score 80% or higher) • Staff buy-in for implementation of the CICO • Administrative support • Time & money allocated • No major changes in school climate • e.g. teacher strikes, administrative turnover, major changes in funding • CICO implementation a top priority

41. How Do You Build Student and Staff “buy-in” for the CICO? • Give CICO program a high profile in your school • Promote CICO as positive support not punishment • Collaboratively involve referring teachers in CICO process • Provide regular feedback to staff, students, and families

42. Personnel: CICO Coordinator • Take care of CICO requests for assistance • Lead morning check-in/ afternoon check-out • Enter CICO data on spreadsheet – daily • Organize and maintain records • Create graphs for CICO meetings • Gather supplemental information for CICO meetings • Prioritize CICO students for team meetings

43. Characteristics of an effective CICO coordinator • Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide) • Positive and enthusiastic • Someone the students enjoy and trust • Organized and dependable • Works at school every day

44. Personnel: CICO Team • Attend weekly or bi-weekly meetings • Contribute to decision making for CICO students • Help conduct “Orientation to CICO” meetings • Gather supplemental information • Contribute to student/staff development workshops • Contribute to feedback sessions • Complete any assigned tasks from CICO meeting

45. Resources: Time and Money • 8-10 hours per week for CICO coordinator • CICO forms on NCR paper • School supplies for CICO participants • Reinforcements for CICO participants

46. What’s in a Name? • Behavior Education Program • Daily Progress Report • Kennedy Card Program • Kennedy Card • Hello, Update, & Goodbye (HUG program) • Hug Card • Check and Connect *Caution with Using “Behavior Card” or “Behavior Plan”

47. APPROPRIATE Low-level problem behavior (not severe) 3-7 referrals Behavior occurs across multiple locations Examples talking out minor disruption work completion INAPPROPRIATE Serious or violent behaviors/ infractions Extreme chronic behavior (8-10+ referrals) Require more individualized support Functional Assessment Wrap Around Services For Whom is the CICO Appropriate?

48. How will students be identified? • Everyone is informed about intervention and referral procedure!! • Referral Procedures- What does the form look like? Who gets the form once completed? • Decision Rules about ODR • Nurse or Counselor referral • Teacher Referral • Parent Referral

49. How to identify students for CICO • Other Data to Consider • Absences & Tardies • In school detentions (lunch-time or after school) • Other

50. Designing Daily Progress Reports • Determine behavioral expectations • School-wide expectations • Academic vs. behavioral expectations • Expectations stated positively • Range of scores vs. dichotomous scoring • Rating scales should be age appropriate • Teacher friendly • circling versus writing & place for teacher initials • consistent expectations versus individual expectations • Data easy to summarize and determine if goal is met