Most Promising Targeted Interventions CheckinCheckout or Teacher Check

Most Promising Targeted Interventions Check-in/Check-out or Teacher Check, Connect and Expect Every school does not need every targeted intervention. All schools need one of the above interventions or something similar.

Check-In/Check-Out programs… called many different things • Aka. Behavior Education Program (BEP) • Teacher Check and Connect • Secondary or Targeted Interventions – Variations on a long-standing strategy of using daily behavior report card

Check-In/Check Out Implementation Manual • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www. guilford. com) © 2005 by The

What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)? School-based programs for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with: – Students who do not respond to school-wide interventions – Students with repeated referrals – Students seeking adult attention

CICO and TCCE Elements • Daily positive adult contact • Check-in/Check-out system • Daily Report Card (DPR) – increased attention to behavioral goals • For all school settings • Home school partnership • Collaborative team-based process

Teacher Check Connect and Expect: How does it work? • Student is greeted in a friendly positive way by the teacher. • Teacher reviews behavior expectations with the student, and encourages student to do well. • After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (DPR). • At end of day, teacher writes the total amount of points achieved for the day on DPR. • Completed DPRs are sent to the targeted team for input into data information system. • Targeted team reviews progress after four weeks unless otherwise indicated.

Check-In/Check-Out Cycle: How does it work? • Morning check-in – Students checks in with coordinator within 15 minutes of arrival time – Coordinator collects and hands out Daily Progress Report form – daily goal set with students – Students encouraged to make good choices • Student gives DPR form to each teacher prior to each period (section of time). – (Can also be used in cafeteria or playground… anywhere there is a supervisor).

Check-In/Check-Out Cycle: How does it work? • End of day check-out – – – During last 20 minutes of the day Goes over daily progress Reviews progress towards goals Points tallied Reward Graphs student progress • Daily Progress Report form copy taken home and signed. • Return signed copy next morning.

Overview: CICO and TCCE focus on behavior • Reminders at check-in/check-out • Feedback from teacher/s after each class • Daily Progress Report • Increased opportunities for reinforcement and learning

Overview: CICO and TCCE all school settings • Daily Progress Report (DPR) • All of students’ teachers/supervisors involved • Need for staff buy-in, training

Overview: CICO and TCCE home-school partnership • Parents meet with the team and student • Parents sign behavior contract • Parents review, comment and sign DPR

Check-In/Check-Out View DVD

Who Qualifies for CICO or TCCE? • More than minimal number of referrals over an established time period • Across several different settings or activities • Not dangerous to self/others • Adult attention is rewarding

Who Can Benefit? APPROPRIATE – – Low-level problem behavior (not severe) 2 -5 referrals Behavior occurs across multiple locations Examples • • • talking out minor disruption work completion INAPPROPRIATE – Serious or violent behaviors/ infractions – Extreme chronic behavior (6 -10+ referrals) – Require more individualized support • FBA-BIP • Wrap Around Supports

Why do these programs Work? • Prompts are provided throughout the day for correct behavior • System links student with at least one positive adult • Student chooses to participate • Student is “set-up” for success • First contact each morning is positive • First contact each class period is positive • Increase in contingent feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded

Getting Started Activities 1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2. Develop Daily Progress Report 3. Develop reinforcement system for students on Check -in/Check-out or TCCE 4. Develop referral system 5. Create system for managing daily data 6. Plan for fading students off intervention 7. Develop staff training 8. Develop student and parent training

First Steps: Determine how CICO or TCCE will be implemented in your school • Establish the Team (student) • Assign Check-In/Check-out Coordinator (if CICO) • Determine location within building if Check. In/Check-Out; in classroom if TCCE • Establish number of students that can be served at one time • Determine the name of this program for your school

When does the Student Focused Targeted Team meet? Team meetings • Regular scheduled meetings –weekly or depending on building needs • • If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan

If you do CICO, you will need a Check-In/Check-Out Coordinator “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out • Enters data daily • Prioritizes students for Team meeting • Prioritizes requests for service • Creates graphs for meetings • Gathers extra info for meetings • Facilitates meetings • Maintains records

If CICO, Make sure to appoint and train a backup coordinator!

Activity # 5: The Student Focused Targeted Team Revisit the Team Profile you created for the Student Focused Team. – Identify Check-In/Check Out Coordinator(s) if CICO – Identify back-up Coordinator – Make any other needed changes to Team Profile to accommodate Check-In/Check-Out or TCCE – Consider a catchy name for your program

Who is eligible for Targeted Intervention?

Activity # 6: Who will you serve? • Review your ODR data to determine who might benefit from Check-In/Check-Out or TCCE. • What percentage of the student population does this group represent? • How many students can you serve?

Getting Started: Space Where will the Program occur? If CICO, then the space needs to be: – Predictable – Enough space to accommodate the Coordinator and several students at a time – Central location but relatively isolated If TCCE, then space considerations need to emphasize discretion and convenience

The Check-In • • Same location each day Greet students Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Record names, preparedness, yesterday’s DPR Reward for completing requirements Prompt to have a good day

The Check-Out • • • Move quickly Recognize student for checking out Collect a copy of the Daily Progress Report Reward if daily goal has been met Prompt for a good day tomorrow

Check-in, Check-out Form: Elementary School Version Student Check-Out % of points earned Goal Check-in Delivered Contract Signed Parent Copy of DPR

Activities 7 & 8 Determine the location for check-in and checkout Develop summary form for students on Program

Getting Started Activities (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop Daily Progress Report (DPR) (3) Develop reinforcement system for students on Program (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

Daily Progress Report (DPR) • • At least 2 copies Portable Group vs. Individualized goals Age appropriate Reflect all areas of campus Reflect all activities/time periods Clear, concise, understandable for students, families and staff.

Name: Jeremy Walker Check-In/Check-Out Form Daily Progress Report A- Day B-Day Date: 9/18/02 Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student’s achievement for the following goals: Goals Daily Goal 1/5 2/6 3/7 HR 4/8 Be respectful 2 1 0 2 1 0 Be responsible 2 1 0 2 1 0 Keep Hand & Feet to Self 2 1 0 2 1 0 Follow Directions 2 1 0 2 1 0 Be There – Be Ready 2 1 0 2 1 0 TOTAL POINTS 8 8 7 10 8 TEACHER INITIALS A. K. B. D. R. S. J. T. B. L. 40/50 In training Daily Score CICO Member 41/50 X Jeremy Walker Student signature Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (I additional space is required, please attach a note and indicate so below) Period 1/5 Period 2/6 Period 3/7 Behavior is improving! Home Room Excellent behavior today! Parent/Caregiver Signature: Angel Walker Parent/Caregiver Comments: Keep up the good work! Period 4/8

HAWK Report Helping A Winning Kid Date _________ Teacher______________ Student_______________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Keep hands, feet, and objects to self Use kind words and actions Be Your Personal Best Follow directions Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = Today _______% Working in class 0 1 2 Teacher initials Goal _______% 50 Parent’s signature_______________ WOW: ______________________________________________________________________________________

Paw Print Card We Expect Your Best! Date __________ 0=No 1=Sorta 2=Great! Student __________________ Be Safe Keep hands, feet and objects to self 8: 30 AM to AM Break 1. 1 AM Break to Lunch 0 1 Lunch to PM Break 0 PM Break to End of day 0 Total Points = Points Possible = ________ 24 (18 Fridays) 2 Be Respectful Use kind words and actions Be Responsible Follow directions first time given 0 1 2 2 0 1 2 1 2 0 1 2 Teacher Initials Today _________% Goal _________% Successes: ___________________________________ Parent Signature_________________________________

KENNEDY CARD Name ___________________________ Materials To Class Work And Let Other Work Follow Directions the First Time Teacher 2 1 No 2 1 No 2 1 No Assignments: 2 1 No 2 1 No Assignments: Wow, Wow, = _____ 36 Goal = Parent

Activity # 9 Create DPR Forms Guidelines: • What will the behavioral expectations be? • Are the expectations positively stated? • Is the DPR teacher friendly? • Is the DPR age appropriate, and does it include a range of scores? • Are the data easy to summarize? • Is there a place to write each student’s goals (i. e. , in case some students need to start with a lower goal)?

Getting Started Activities (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3)Develop reinforcement system for students (4) Develop referral system (5) Create a system for managing daily data (6) Plan for fading students off of intervention (7) Develop staff training (8) Develop student and parent training

Reinforcers • PRAISE, PRAISE • Positive adult contact • Provide students reinforcement for meeting daily point goals is essential: -Spinner System -Credit Card System -Activities

Student Reinforcement Small reinforcer for successful check-in -On time -Returned signed DPR -Has all materials -Filled out new DPR Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out – -Being there in time to make the bus – -Having DPR – -Met daily goal Additional incentives for weekly, monthly achievements

Student Reinforcement – Connected to School-Wide PBS • SW dollars, mini-store at checkpoint • Check-in/Check-out dollars (worth more than SW bucks) • Accelerated value/redemption

Activity # 10: Reward System • Activity 10 Guidelines: – What will the students’ daily point goal be? – What reinforcers will students receive for checking in and out (e. g. , praise and lottery ticket)? – What reinforcers will students receive for checking out and meeting their daily point goal? – How will you ensure students do not become bored with the reinforcers? – Determine what resources you will need to access reinforcers

Getting Started (1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

Referral Sources • Office Discipline Referrals • Universal Screening (will identify internalizing non-responders) • Other data – absentees, visits to nurse, academics, other • Parent Request • Teacher Request

Request for Assistance • Must have a request for assistance form that guide the process • All faculty & staff should be familiar with how to use the form to make a referral • Request for assistance forms should be easily accessible • Request for assistance forms should be given to Targeted Coordinator • Targeted Coordinator should respond to person making referral within 2 days

Develop the Request for Assistance Process • • What, Where, How long? Determine maximum capacity System for prioritizing students Process for graduating from program

Request for Assistance Form Pg 94 in Crone et al. text • Elements to include: – Student’s name – Date – Name of referring person – Reason for referral • (description of problem behavior) – Hypothesized reason for the problem behavior • (what does the student gain by misbehaving)? – Behavior strategies tried thus far • All staff should know how to use form to make referral • Easily accessible to all staff

Contract/Agreement Pg 108 in Crone et al. text • Agreement to succeed – Student: Student chooses to participate – Parent – Check-In/Check-Out Coordinator – Teachers • Contract may be written or verbal – Better if written

Winder School Permission for Check-In/Check-Out Date __________ Student ___________________ Teacher ___________________ Grade ________ Parent / Guardian _______________ I would like to include your child in our Check-In/Check-Out Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8: 45 and 9: 00 a. m. and then return to Mrs. Williams between 3: 45 and 4: 00 p. m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child. _____ I do give consent for my student to participate. _____ I do not give consent for my student to participate. __________________ ( Parent / Guardian ) Date _____________ For further information, please call: __________________ Sabrina Williams or call __________________. at 555 -7525,

Activity # 11 Develop a Request for Assistance System and Referral Form -Determine the criteria for placing students in CICO or TCCE. Other targeted interventions. -Create referral form and process that is: easy to access easy to complete contains the necessary information -Create a student agreement contract -If necessary, develop a parent consent form

Getting Started Activities (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students on Check. In/Check-Out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off of intervention (7) Develop staff training (8) Develop student and parent training

CICO-SWIS • Organized around same three areas as SWIS: 1. Data Entry 2. Reporting 3. Tool • Reports organized to be used for two levels of problem-solving 1. Overall CICO Implementation 2. Individual Student Progress Monitoring

CICO-SWIS – View Reports www. swis. org

Activity # 12 Create a system for managing the daily data • Which computer system will you use? SWIS? Excel? Other? • How frequently will your Team review the daily Check-In/Check-Out data? (at least biweekly) • Who is responsible for summarizing the data and bringing it to the meetings? • How frequently will summary data be shared with staff? Parents?

Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

Graduating from the Program • • 80% or better for at least 4 weeks, on a daily basis Consult with teacher's), team Meet with student to introduce graduation process -Show data -Explain how to use rating card/how to judge own Behavior CELEBRATE Talk with parents about graduation, how they can continue to support their child

Graduating from the Program • • • Shift to self-management Teacher ratings = Student ratings Rewards for honesty and accuracy Rewards become contingent on good behavior Fade teacher ratings, rewards (not as much) Fade data collection

Activity # 13: Plan for fading students off the Check-In/Check -Out intervention Guidelines: • What are the criteria for fading students off of Check-In/Check-Out? • How will the program be faded, and who will be in charge of helping students fade off the Check-In/Check-Out? • Plan for student graduation celebrations

Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

Staff Training 1 -2 hour in-service for ALL staff: • Staff/Teacher’s role in the process • Mission, culture, process, forms • Referrals for program • Program capacity, prioritizing, time to placement • Rating students’ behavior (Completing the DPR) • Giving effective feedback during and after class • Graduating from the program • Opportunities to practice, review forms • Booster sessions

Teacher Feedback to Students • Start each period on a good note • Attend to appropriate behavior (especially if it is a target behavior) -Be specific -Developmental considerations • Review and explain DPR ratings calmly and objectively -Be specific and brief (app. 30 seconds) • Do not engage students in debates over ratings • Use rational detachment • Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points

Example: Giving Feedback Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets. Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then. ”

Teacher Feedback to Students • Praise all points, even if your goal was not met • Provide additional reward if student has a perfect period -SW incentive, early out, etc. • When “chunking”periods… -Consider age, task demands • Each period is a fresh start

Activity # 14: Develop and Schedule Staff Training – Schedule time for staff training – Who will plan and deliver the training – Training should include information on: • • How to make a referral How to fill out the DPR Types of feedback statements to be made to students Examples and activities that model staff rating of DPR

Getting Started (1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

Parent Introduction • • • For all parents Positive Brief Collaborative Opportunity to refer

Student Body Introduction Check-In/Check-Out as an Opportunity Earn more rewards Earn respect of peers Emphasize Check-In/Check-Out achievements (with permission) • Incorporate into school’s culture • •

Introductory Meeting with Parents and Student • Parents first: Buy-in, support • Together with child -Give rationale -Emphasize positive aspects -Emphasize opportunities to earn rewards -Developmental considerations -Student and parents sign BEP Contract • Teach target behaviors (refresh as needed) • Explain finality of teacher ratings • Physically walk through checkpoints or routine

Activity # 15: Develop Student Training Guidelines: -Who will meet with the students to train them on the intervention? Training should include: • • • Overview of the program How to check in and check out daily Adding up daily points Determining whether daily point goals are met Accepting feedback –both positive and negative Procedure for taking the DPR home and bringing it back the next school day

Activity # 16 Develop Parent Training Guidelines: • How and when will the parents be trained on the intervention? • Training should include: – How to provide feedback to their children – How to focus on the positive – What to do if there is a bad day