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Check-In/Check-Out Introduction: CICO Point Staff

Check-In/Check-Out Introduction: CICO Point Staff. An Intervention for Tier II Students. Why Use Check-In/Check-Out Improves student accountability Increases structure Improves student behavior and academics when other interventions have failed

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Check-In/Check-Out Introduction: CICO Point Staff

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  1. Check-In/Check-OutIntroduction: CICO Point Staff An Intervention for Tier II Students

  2. Why Use Check-In/Check-Out • Improves student accountability • Increases structure • Improves student behavior and academics when other interventions have failed • Provides feedback and adult support on a daily basis • Improves and establishes daily home/school communication and collaboration • Improves student organization, motivation, incentive, and reward

  3. Why (cont.) • Helps students to self monitor and correct • Internalizes success and accomplishment of goals • Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention • Leads to maintenance free responsible behaviors, habits, and effort

  4. CICO (Check-In/Check-Out) • Designed for Students with moderate problem behaviors • Most appropriate when problem behaviors are maintained by adult/peer attention • Students “check-in” with an adult at the start of each school day • Students “check-out” with an adult at the conclusion of each school day • Students get feedback from teachers throughout the day

  5. CICO • Students establish 3-5 goals with the CICO point person (and collaboration with teachers) • Goals are based on the school wide expectations • Typical goal is to achieve at least 80% of daily available points • Students on CICO have a point sheet they pick up at the beginning of each day from CICO point person. • Students take the point sheet to each class • Adults in each setting award the student 1-3 (points for appropriate behavior during the period) • Students go to the point person to return the CICO sheet to the CICO check-out point person at the end of the school day

  6. CICO within School-wide PBS • All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

  7. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  8. Major Features of Targeted Interventions • Students chosen for intervention are based on SWIS data (high incidences of ODRs; goals of behavior based on adult/peer attention). • Intervention is continuously available • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Home/school linkage • Adequate resources (admin, team) • Student chooses to participate • Continuous monitoring for decision-making

  9. Logistics for Setting up a CICO program • School-wide PBIS 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 • SWIS Data documents have above average ODR’s • Student finds adult/peer attention rewarding • Student is NOT in crisis.

  10. Student Recommended for CICO: Based on SWIS Data CICO is Implemented (goal: maximum 12 weeks) CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Meeting at 3 weeks to Assess Student Progress Afternoon Check-out Revise Program Exit Program

  11. Class by Class Check-In • Student gives CICO sheet to teacher at the beginning of class • Teacher Greets student positively… • “Nice to see you today, Joe. Great job being on time.” • Depending on time, may or may not give a brief prompt about class. • “Today we’re talking about photosynthesis. We’re going to take notes and then complete a worksheet together.”

  12. Class by Class Check-In • Within last 5 minutes of class: • Teacher provides a SCORE that reflects class behaviors (in consideration of school-wide rules) • Teacher can provide a comment • positive comments encouraged • “Thanks for being on time!” • “Great questions!” • Nice work having homework done.”

  13. Class by Class Check-In • Goal of class by class checks: • Increase positive interactions with adults • Positive verbal and written feedback • Get feedback about classroom performance • Score • Use feedback to create, modify and track CICO goals • Give the student a mechanism for approaching teachers. • Fade class by class check over time to increase self-management skills.

  14. Class by Class Check-In • Score reflects performance. • Teacher encouraged to make verbal suggestions for improving performance using POSITIVE language. • “Great job being on time. If you bring your homework next time you’ll get a 2!” • Teacher encouraged, if you cannot make a suggestion for improvement, using positive language, then don’t focus on negative -- say nothing.

  15. Class by Class Check-In • Students report the #1 reason they do not get the card scored by teachers is because of negative verbal or written feedback. • Written comments should ALWAYS be positive. • “Catch” them behaving appropriately. • Find something about their time in class to reward with verbal or written praise

  16. Class by Class Check In Greeting Examples • Hello! • Great to see you today Olivia! • Nice shirt! • Glad to see you on time today! • Hey Donovan, we’re going to have a quiz today on graphing. You can take the next 2 minutes to look through your notes.

  17. Class by Class Check-out Exit, Examples • Great job, you got a 2 today! • I really like the way you were on time and participated in the class discussion, thanks! • Nice work getting your homework done! • I appreciate your comments today. • I like how you were paying attention while I was talking today.

  18. Monitoring Student Progress • Daily point sheet data will be entered into SWIS data system & used to guide decision making for students in CICO Baseline Check In Check Out

  19. Home Component • Students take the CICO sheet home each night* • Parents sign the CICO sheet and prompt the student to return the card • Parents are asked to provide acknowledgement and praise when the student has a good day • Parents are asked not to reprimand the student after an unsuccessful day *The CICO sheet is to praise desirable behavior and not re-punish inappropriate behaviors

  20. Review: Why does CICO Work? • 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

  21. Questions or Suggestions • Thank you!

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