Check In Check Out Technical Assistance

1. Check In Check Out Technical Assistance

2. Think and Respond • Where are you at with your development and implementation of CICO?

3. 10 Ten Critical Features Examples of Documentation from Illinois Schools

4. 10 Critical Features of Tier 2 Interventions • Intervention linked directly to school wide expectations and/or academic goals. • Intervention continuously available for student participation. • Intervention is implemented within 3 school days of determining the student is in need of the intervention • Intervention can be modified based on assessment and/or outcome data

5. Intervention linked directly to school wide expectations and/or academic goals Name: _________________________________ Date:­___________ HomeroomTeacher: _____________________________________ Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________

6. Intervention continuously available for student participation.

7. Intervention is implemented within 3 school days of determining the student is in need of the intervention. Parkwood CICO Referral Process: 1. Gather any behavioral data you may have on the student (e.g. office referrals, behavior log). 2. Participate in the Universal Screening process or discuss the student at the next data review meeting. 3. The student will be given a parent letter explaining the program. The teacher can call the parent if necessary. If there is no objection from the parent, the student will start immediately. 4. The Secondary Team then shows the teacher(s) how to fill out the DPR (Daily Progress Report) and to give the student feedback. 5. The teacher teaches the student how to participate in the program. 6. Student checks in and out at the PBIS CICO Station daily. 7. Student receives feedback from teacher(s) and Staff Member at the PBIS CICO Station, and earns daily reinforcement as they met their daily goal. 8. After student has consistently met goal for six weeks, the student may be ready to graduate from PBIS CICO. 9. Once the student is eligible to graduate, the student will receive a parent letter explaining his or her success and he or she will receive a certificate presented by the student’s teacher.

8. Intervention can be modified based on assessment and/or outcome data Parkwood Data-Based Decision Rules (Interventions are always layered and added to the previous intervention) • CICO • Responding: 80% or better for 30 data points • Not Responding: 79% or below for 30 data points; a small group is added to the intervention

9. Critical Features continued • Intervention includes structured prompts for what to do in relevant situations. • Intervention results in students receiving positive and/or corrective feedback from staff. • Intervention includes a school-home communication exchange system at least weekly.

10. Intervention includes structured prompts for what to do in relevant situations. The DPR card is the structured prompt.

11. Intervention results in students receiving positive and/or corrective feedback from staff. • Parkwood Manual for CICO, Examples: • Student earns full points; teacher enthusiastically gives brief, specific, positive feedback: “Wow! You did such a nice job of following directions, keeping your hands and materials to yourself, and using kind words. I am impressed!” • Student earns full points for all but one area; teacher gives positive and brief corrective feedback: “You really kept your hands and materials to yourself, and worked hard today. You received 2s for those. I am giving you a 1 for following directions because I had to remind you three times to put your materials away. You can earn a 2 next time if you follow directions the first time.”

12. Intervention results in students receiving positive and/or corrective feedback from staff. • Student does not earn full points in any area: teacher gives brief corrective feedback, and reminds the student of the rules: • “You are earning 0s today because I had to remind you many times to keep working, to keep your hands to yourself when sitting next to Jorge, and to use kind words with Janet. I know you can earn 2s if you remember to work hard, keep your hands to yourself and use kind words.”

13. NON Examples: • Student does not earn full points; teacher is negative: • “I can’t believe how you were talking in class today. I told you five times to stop. You are not earning any points for that period. That was terrible.” • Teacher penalizes student for behavior for a previous period or activity that has already passed and been rated: “I can’t give you full points for your good behavior in reading, because you were not following directions earlier in math.” • Student earns full points; teacher does not give specific feedback on what the student did well: “Good work.” • Teacher circles all points at the end of the day, instead of after each period or activity.

14. Intervention includes a school-home communication exchange system at least weekly.

15. Critical Features continued 8. Orientation process and introduction to materials is provided for students as they begin the intervention 9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

16. Orientation process and introduction to materials is provided for students as they begin the intervention

17. Student Orientation Continued:

18. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. PARENT TRAINING FOR CICO This can be done at a meeting with parents, if possible, or over the phone. This should not be the first time the parent(s) have heard about the program. They should have given permission and been consulted on the program for their child. Rationale for CICO: “As we discussed, we are going to start the CICO program (your school’s program) with ____ (student’s name). The point of this program is for _____ (student’s name) to have positive interactions with teachers, staff and you for following school expectations so your child is more likely to meet those expectations in the future. “

19. Parent Orientation Continued: Procedure: “We will ask your child to: • 1. Pick up a card with the school rules and ratings on it at check in every morning. • 2. Carry card with him/her to all classes. • 3. Take card to check out at the end of the day. • 4. Receive a reward or points toward a reward. • 5. Take card home at end of day to be signed by you, the parent(s). • 6. Bring card back to school the next day.

20. Parent Orientation Continued: • “We want this to be positive for your child. When they meet their goal, you might say things like, ‘Wow! Nice work today,’ or ‘You have done a great job following all the rules this week!’ If your child did not meet their goal, you can encourage them to do better the next day, ‘What can you do to meet your goal tomorrow?’ or ‘I know that if you work hard, you can meet your goal tomorrow.’ Please do not punish or be negative to him/her if s/he did not meet the goal. If so, s/he may not want to participate in the program. • “Please contact _______ (CICO coordinator) if you have any questions or concerns about this program.”

21. Substitute Letter Dear Substitute Teacher, We have a PBIS Program at Parkview called Check-In/Check-Out (CICO). If there is a student who is currently enrolled in CICO, please send the student to his or her CICO Station in the morning at 7:55 am where the student will receive a DPR – Daily Progress Report. Please fill out the sheet each hour or during each natural transition, which checks a student’s behavior progress for the day. The sheet will determine if the student respects Property, All Others, Learning, and Self. The student will receive a 2 if he or she demonstrated excellent behavior, a 1 if the student demonstrated satisfactory behavior with minimal prompts, and a 0 if the student does not follow the behavior expectations at all. Before the end of the day at 1:55 pm, please send the student to his or her assigned CICO Station. If you have any questions at all please feel free to ask the following people below. Thank you for your assistance with this process.

22. Opportunities to practice new skills are provided daily. Name: _________________________________ Date:­___________ HomeroomTeacher: _____________________________________ Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________

23. What Are Your Next Steps? • Do you have defined roles? • Set meeting times? • Time for students to check in AND check out • Have you practiced with staff? • How do you pre-correct for staff or students struggling with intervention? • Are there acknowledgements in place for staff? Students? Families? • Continue to work on your Multi-tiered Action Plan (MAP) Please share any other examples in the chat or with your voice