CHECKINCHECKOUT CICO Jefferson Parish Public School System Cindy
CHECK-IN/CHECK-OUT (CICO) Jefferson Parish Public School System Cindy Morgan-D’Atrio, Ph. D. Licensed Psychologist Pupil Assistance Model (PAM) Director of Behavioral Programs University of New Orleans
Before you begin… • How well does PBS work in your school? • How do you know? - # of incentives handed out? - SET score? - Low # of referrals? - Screening measures? UNO-PAM/Rt. I, Copyright, 2008
Before you begin… • How many students are you targeting for Tier II and Tier III level interventions? • More than 10%-15% is too high! UNO-PAM/Rt. I, Copyright, 2008
Behavioral Systems Tier 1 80% All students/Preventive/Proactive Problem-Solving Committee (e. g. , ABIT) Universal Screening Universal Interventions PBS, PBS UNO-PAM/Rt. I, Copyright, 2008
REACTIVE 5% 15% 80% PREVENTIVE UNO-PAM/Rt. I, Copyright, 2008 TIER 3 Intensive, Individual, Interventions Individual Students; Assessmentbased; Intense, durable procedures TIER 2 Targeted Interventions Some students (at-risk) High efficiency, Rapid response Behavioral Systems TIER 1 Universal Interventions All settings; all students; preventive; proactive
PREVENTIVE TIER 1 TIER 2 Targeted Interventions Some students (at-risk) High efficiency Rapid response 15% 5% REACTIVE UNO-PAM/Rt. I, Copyright, 2008 Behavioral Systems TIER 3 Intensive, Individual Interventions Individual Students; Assessmentbased; Intense, durable procedures
Data are Everywhere • • PBS data Universal Screening results (e. g. , SSBD) Office disciplinary referrals (ODRs) Attendance / tardiness Percentage of work completed Grades Frequency counts Direct Observation UNO-PAM/Rt. I, Copyright, 2008
Behavioral Interventions are successful ONLY if… • • • Implemented with Integrity/Fidelity Monitored!!! Implemented with Consistency As important as teaching academic skills NOT a quick fix! Data are reviewed & graphed!!! UNO-PAM/Rt. I, Copyright, 2008
CHECK-IN CHECK-OUT (CICO)
Check-In Check-Out (CICO) What is it? – Developed as a “targeted” intervention – Student “checks-in” during specific parts of the day with designated adult – Built around cycle of daily events at school – Student carries point card – Student “checks-out” with same adult at end of day – Student gives point card to parent at home – May or may not be tied to rewards, reinforcers, or consequences UNO-PAM/Rt. I, Copyright, 2008
Check-In Check-Out (CICO) Purpose: – Increase prompts for appropriate behavior – Increase adult feedback – Enhance structure through school day – Improve feedback to families – Increase student accountability – Improve motivation (give students a “jump start”) – Increase / decrease specifically targeted behaviors UNO-PAM/Rt. I, Copyright, 2008
Check-In Check-Out (CICO) What kinds of students? -Need structure, limits, boundaries -Need ongoing supervision -Unmotivated -Sad / anxious -ODRs -Absences / Tardiness • Can be a Tier 2 OR part of a Tier 3 intervention UNO-PAM/Rt. I, Copyright, 2008
Check-In Check-Out (CICO) Strengths: – Easy to develop & use – Contingencies are based upon student performance – Unlimited parameters (can be for any time period, any reward) – Involves parents – Take minimal teacher time – Can be faded – Used with a wide variety of students – Students learn responsibility UNO-PAM/Rt. I, Copyright, 2008
Check-In Check-Out (CICO) Considerations: – Identification of salient rewards is necessary (These typically change over time. ) – “Check-In” frequency will vary depending on student needs (1 x/day v. 10 x/day) – “Check-In” and “Check-Out” persons need to be consistent UNO-PAM/Rt. I, Copyright, 2008
Check-In Check-Out (CICO) 1) Morning “Check-In” - Discuss behavior /point goals - Point card given 2) Point card to each teacher - Beginning or end of period (school specific) 3) Teacher Feedback - End of period UNO-PAM/Rt. I, Copyright, 2008 4) End-of-Day “Check. Out” - review performance /problem solving - Was goal met? 5) Point card to Parent - send copy of card home with student - parent initials and card is returned following day
CICO-Preparation 1. WHICH STUDENTS? • Review office discipline referrals (ODRs), SSBD data, behavior reports Students with at least 1 out-of-school SUSPENSION (JPPSS mandate) • • “At-Risk” on SSBD • Other students with “red flags” UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 2. MEET WITH STUDENT • Teacher, administrator or staff member who has a POSITIVE rapport with the student • Discuss behavioral concerns • Explore willingness to participate in CICO • Prepare student for upcoming meetings UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 2. MEET WITH STUDENT Introduce CICO as a program that can “help them to be more successful in school” • Explain that he/she has been “nominated for the CICO program” NOT that they “have to participate” • UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 2. • • MEET WITH STUDENT We can’t mandate that a student participate in CICO If a student doesn’t want to participate in CICO, the intervention WILL NOT be successful Remember that some students will not be a good match for the CICO program Be willing to explore other options UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 3. INVITE PARENT / ABIT MEETING • Inform parent/guardian that son/daughter has been “nominated” for the CICO program Do your best to obtain parent participation • UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 3. INVITE PARENT / ABIT MEETING • At TIER II – need to inform the parent At TIER III – need to obtain written parental consent • UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • • • IDENTIFY BEHAVIOR GOALS Use an A/BIT meeting as forum to develop BEHAVIOR GOALS Align BEHAVIOR GOALS with the school’s PBS Expectations (aim for 3 -5 for TIER II; no more than 6 for TIER III) Determine the Daily POINT GOAL for each day (e. g. , 85%) and the points needed to earn that percentage (i. e. , 60 out of 70 points) UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • • SUGGESTED STARTING GOAL A quick assessment of whether CICO will be helpful as a tiered intervention This can help us to: A. set the Daily Point Goal B. determine whether the Behavior Goals are appropriate UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • • • SUGGESTED STARTING GOAL Have all of the student’s teachers rate him/her across selected Behavior Goals using a Daily Report Form Have teachers rate the student’s behavior over the past week Because one Daily Report Form will be used for each teacher (not one for each day of the week), the rating will be an average score UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • • • SUGGESTED STARTING GOAL Calculate the overall percentage of points If: teachers rate the student at 90% or higher, the Behavior Goals selected may not be appropriate or capture the behavior of concern Student may need other Behavior Goals OR another intervention UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • SUGGESTED STARTING GOAL If: teachers gave the student 30% or lower of the total possible points, CICO may need to be implemented at the TIER III level (i. e. , highly individualized) OR CICO may not be the appropriate intervention for this student UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 4. • • SUGGESTED STARTING GOAL If: students receive scores between 30% - 90%, set the Daily Point Goal 10% to 20% higher EX: if teacher ratings were 65%, set the Daily Point Goal between 75% 85% KEEP IN MIND THAT THESE ARE GUIDELINES !! UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 5. • • REWARD or NO REWARD? Determine whether the student’s CICO plan will include use of a reward or incentive If including a reward/incentive, make sure that it is salient/meaningful for the targeted student UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 6. IDENTIFY CHECKER • Determine who will collect, review and enter the data for the A/BIT meeting each week. • This person will be the “Checker” MAKE SURE THAT THE CHECKER IS A PERSON THAT HAS A POSITIVE RELATIONSHIP WITH THE STUDENT !! UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 6. IDENTIFY CHECKER • Assign a back-up or substitute “Checker” UNO-PAM/Rt. I, Copyright, 2008
CICO-Preparation 7. • • PREPARE CICO FORM Fill out the student’s CICO form (Daily Report Form) with name, Behavior Goals and Subjects/Areas, and Reward/Incentive if applicable Calculate the number of points the student can earn and how many points the student will need to earn to reach his/her Daily Point Goal UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 1. • • MORNING CHECK-IN Student checks in with the “Checker” first thing in the morning The “Checker” should have the student sign -in or track the students that are Checking -In each morning Use the CICO Sign-In/Out Form to track students in the program The “Checker” gives the student the CICO Daily Report Form UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure UNO-PAM/Rt. I, Copyright, 2008 Sign-In/Out Form
CICO-Procedure 1. • • • MORNING CHECK-IN Morning Check-In should be a positive interaction with the student Communication should be supportive and encouraging Examples: • “Hope your test goes well today” • “Have a good day” • “Make sure to do all of your work in Ms. Smith’s class” • “Remember to ignore some of those comments made by your peers” UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 2. • POINT CARD TO EACH TEACHER The student gives the CICO Daily Report Form to each teacher (or someone supervising) at the beginning of the class or activity UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 3. • • TEACHER / STAFF FEEDBACK At the end of the class /activity, the teacher determines whether the student met the Behavior Goals for the class that day The teacher circles one of the following: • “ 0” – if the student did NOT meet the Behavior Goal • “ 1” – if the student partially met the Behavior Goal • “ 2” – if the student met the Behavior Goal UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure TEACHER / STAFF FEEDBACK • After determining whether the student met his/her Behavior Goals, the teacher initials the Daily Report Form AND • Gives the student performance feedback in a supportive and positive manner 3. UNO-PAM/Rt. I, Copyright, 2008
4. • • • CICO-Procedure END-OF-DAY CHECK-OUT At the end of the day, the student Checks. Out with the “Checker; ” make sure the student signs-out The “Checker” tallies up the student’s points and determines whether he/she met the Daily Point Goal The “Checker” also gives the student feedback in a supportive and positive way (e. g. , focus on what happened during the day that was positive) UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 4. • • • END-OF-DAY CHECK-OUT If a reward or incentive is to be given, then do it here This may require having the student meet with the “Checker” a few minutes before dismissal Give the student a copy of the Daily Report Form UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 5. • • • DAILY REPORT FORM to PARENT The student takes his/her copy of the Daily Report Form home to get signed Have the student return it the next morning to the “Checker” NOTE: If it is known that information from the Daily Report Form will be used in a negative or punitive manner, this component may be withdrawn UNO-PAM/Rt. I, Copyright, 2008
CICO-Procedure 5. • • DAILY REPORT FORM to PARENT Every effort should be made to involve parents Modeling /coaching may be helpful UNO-PAM/Rt. I, Copyright, 2008
CICO-Data DATA • Students participating in the CICO program should sign-in and sign-out each day (the “Checker” is responsible for this) • “Checkers” should also document whether the student received a reward/incentive (on the SIGN-IN/OUT form) • Data should be entered into Excel at the end of each day UNO-PAM/Rt. I, Copyright, 2008
CICO-Data DATA • Data needs to be given to the A/BIT and reviewed EVERY WEEK (i. e. , every 5 days) • The following graphs should be given to the A/BIT each week: a. Percentage of Daily Points for each day (line graph) b. Percentage of Points by Behavior Goal (bar graph) c. Percentage of Points by Subject/Area (bar graph) UNO-PAM/Rt. I, Copyright, 2008
CICO-Decisions DECISIONS • After reviewing the CICO data at the A/BIT meeting each week, one of the following decisions will be made: 1. Continue using the current CICO plan UNO-PAM/Rt. I, Copyright, 2008
DECISIONS CICO-Decisions 2. Continue using CICO, but modify it in some way: a. change Behavior Goals, b. raise or lower the Daily Point goal, c. add / fade-out rewards or incentives, d. change the check-in frequency 3. Discontinue the current CICO plan UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines CHANGING BEHAVIOR GOALS • Students scoring below 30% on Daily Reports may need more specific Behavior Goals and implementation on the TIER III level • Further assessment may be warranted UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines CHANGING BEHAVIOR GOALS • Students scoring above 90% on Daily Reports may simply need different Behavior Goals other than those currently being used (may simply need to be different and not highly individualized) UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines RAISING the DAILY POINT GOAL • A/BIT should only consider raising the Daily Point Goal if the student meets the current goal for a minimum of 5 consecutive days • Daily Point Goals should not be raised too high OR too quickly • 10% -20% is suggested as a guideline UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines ADDING a REWARD/INCENTIVE • • If a reward/incentive is going to be used, make sure that it is meaningful/salient to the student A student should not finish his/her CICO plan while receiving a reward/incentive The reward/incentive should be faded-out The student should be able to demonstrate that he/she can meet the Daily Point Goal without the assistance of a “motivator” UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines CHECK-IN FREQUENCY • • Students may need to “Check-In” more frequently than at the end of each class period These students will need to be moved to a TIER III level intervention UNO-PAM/Rt. I, Copyright, 2008
CICO-Decision Guidelines FADING-OUT and MAINTENANCE • • After the student’s behavior has stabilized, CICO may be faded so that students are just checking-in and out at the beginning and the end of the day If the data indicate, after 5 consecutive days this can then be faded to once per week for 2 weeks and then discontinued entirely UNO-PAM/Rt. I, Copyright, 2008
CICO-EXIT CRITERIA / ENDING CICO • The length of time a student participates in CICO should be determined by the DATA collected. There is no minimum or maximum amount of time that a student may participate in CICO UNO-PAM/Rt. I, Copyright, 2008
CICO-EXIT CRITERIA / ENDING CICO • Decisions to end CICO may be guided by the following: 1. Student has maximized the percentage of Daily Points he/she can earn 2. Student is not receiving Office Discipline Referrals (ODRs) 3. Student is receiving about the same (or more) number of rewards in the PBS program as other students 4. Student can maintain his/her performance without the support of rewards/incentives UNO-PAM/Rt. I, Copyright, 2008
CICO-ACTIVITY 1. 2. 3. Read scenario Add up daily points Graph points along: - Daily Point Total - Behavior Goals - Subject / Area
CICO-ACTIVITY Greg’s Daily Point Total – Percentage (GOAL=85%) DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Daily Point Total %: 64% 69% 81% 90% 96%
Greg’s Daily Point Totals – by GOAL (85%) Date Keep hands Raise hand to self to speak Listen by 2 nd time told Follow dress code Use Approp. Lang. Day 1 13 10 12 14 12 Day 2 14 10 10 12 16 Day 3 15 15 14 12 17 Day 4 17 15 18 16 18 Day 5 18 16 18 Greg’s Total points: 77 66 72 68 80 Total possible points: 90 90 90 86% 73% 80% 76% 89% Greg’s %:
Greg’s Daily Point Totals – by SUBJECT (85%) BUS Before School Science Math Art Lunch Lang. Day 1 2 9 8 10 5 Day 2 5 10 8 9 Day 3 6 8 10 Day 4 9 9 Day 5 10 Greg’s Total pts: Reading Soc. Stud. BUS 4 8 8 4 6 7 8 5 4 10 9 9 8 8 5 9 10 7 8 10 9 9 10 10 9 10 32 45 44 49 36 39 44 38 34 Total poss. points: 50 50 50 Greg’s %: 64% 90% 88% 98% 72% 78% 88% 76% 68% Date
Example 2: Mike (time permitting) UNO-PAM/Rt. I, Copyright, 2008
Check in/Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools. By: Filter, Kevin J. ; Mc. Kenna, Moira K. ; Benedict, Elizabeth A. . Education and Treatment of Children, v 30 n 1 p 69 -84 Feb 2007. (EJ 778093)
Mike Ms. Johnson 13 12 13 14 9 9 6 9 9 10 59 (85%) 61 Need to work on behavior during math and also being peaceful Check in/Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools. By: Filter, Kevin J. ; Mc. Kenna, Moira K. ; Benedict, Elizabeth A. Education and Treatment of Children, v 30 n 1 p 69 -84 Feb 2007. (EJ 778093)
Mike’s CICO Chart – Goal: 85% Date Be Safe Be Kind Be Respectful Be Responsible Be Peaceful 6/2/2008 13 13 14 14 9 6/3/2008 14 12 13 12 10 6/4/2008 12 14 11 6/5/2008 13 11 12 14 12 6/6/2008 13 12 13 14 10 6/9/2008 14 11 13 12 7 6/10/2008 12 12 14 12 6 6/11/2008 12 12 14 14 5 6/12/2008 14 14 13 14 6 6/13/2008 14 14 12 14 8 Total points: 131 125 130 134 84 Total possible: 140 140 140 93. 6% 89. 3% 92. 9% 95. 7% 60. 0% Percentage: UNO-PAM/Rt. I, Copyright, 2008
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