Most Promising Targeted Interventions CheckinCheckout or Teacher Check

Most Promising Targeted Interventions: Check-in/Check-out or Teacher Check, Connect and Expect

Check-In/Check-Out programs… called many different things • Aka. Behavior Education Program (BEP) • Teacher Check and Connect ▫ Variations on a long-standing strategy of using daily progress report for behavior

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

Check-In/Check-Out: 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 (DPR) 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: 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.

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 A model for what Targeted Interventions should be! How does CICO do this? Explicitly teaching expected behavior to the student Structured prompts for appropriate behavior Opportunities to practice skills Opportunities for positive feedback Strategies for fading support as the student gains new skills System for communicating with parents Regular Data for Monitoring student progress

Check-In/Check-Out View DVD

Who Qualifies for CICO or TCCE? • More than two referrals over an established time period • Teacher or parent referral • 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) – Requires more individualized support

CICO/TCCE Components: 1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2. Develop Daily Progress Report and Progress Summary 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

1. Determine how CICO or TCCE will be implemented in your school • 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 you will serve • Determine the name of this program for your school

Assign Check-In/Check-out Coordinator (if CICO) • If CICO, identify a CICO Coordinator: ▫ ▫ ▫ “Someone the students enjoy and trust” Enthusiastic Leads check-in and check-out with students Enters data daily Attends weekly targeted team meetings Make sure to assign a back-up CICO Coordinator!

Determine location within building if Check-In/Check-Out; in classroom if TCCE Where will the Program occur? If CICO, then the space needs to be: ▫ Predictable – same location each day ▫ 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

Establish number of students you will serve

Activity # 6 How will CICO/TCCE be implemented? Complete these steps 1. Assign Check-In/Check-out Coordinator (if CICO). Use School Profile Form. 2. Determine location within building if Check. In/Check-Out; in classroom if TCCE 3. Establish number of students you will serve. Use your ODR data. 4. Determine a catchy name of this program for your school.

CICO/TCCE Components: 1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2. Develop Daily Progress Report and Progress Summary 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

Daily Progress Report (DPR) • • • At least 2 copies Portable Group vs. Individualized goals Age appropriate Prescribed time periods Clear, concise, understandable for students, families and staff.

Check-In/Check-Out Form Daily Progress Report A- Day B-Day Name: Jeremy Walker 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 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. Daily Goal 40/50 Daily Score 41/50 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 Period 4/8 Behavior is improving! Home Room Excellent behavior today! Parent/Caregiver Signature: Angel Walker Parent/Caregiver Comments: Keep up the good work!

Paw Print Card We Expect Your Best! Date __________ Student __________________ 0=No 1=Sorta 2=Great! Be Safe Be Respectful Be Responsible Follow 8: 30 AM to AM Break 0 1 2 AM Break to Lunch 0 1 2 Lunch to PM Break 0 1 2 PM Break to End of day 0 1 2 Total Points = Points Possible = ________ 24 (18 Fridays) 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

HAWK Report Helping A Winning Kid Date _________ Teacher______________ 0 = No 1= Good 2= Excellent Be Safe Student_______________ 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: ______________________________________________________________________________________

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

Activity # 7 Create DPR Forms and Progress Summary Complete these steps: Create DPR Form: • Expectations should match Universal expectations • DPR should be teacher and student friendly. • Daily Progress Report must have the following: a. Defined # of check-in periods (up to ten) b. Defined # of expectations/goals (3 -5) c. a three point rating scale • There should be a place to write each student’s goals ▫ Use examples from BEP book pgs. 201 – 204; and at at PBISveromont. org CICO forms). pbisvermont. org and SWIS CICO Readiness Checklist Create CICO/TCCE Progress Summary Form: • Refer to BEP book pgs. 210 -11.

CICO/TCCE Components: 1. Determine how Check-in/Check-out or TCCE will be implemented in your school 2. Develop Daily Progress Report and Progress Summary 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

Develop reinforcement system for students on Check-in/Check-out or TCCE Types of rewards: • 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 PBIS • SW dollars, mini-store at checkpoint • Check-in/Check-out dollars (worth more than SW bucks) • Accelerated value/redemption

CICO/TCCE Components: (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 guides 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 (See 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 (See 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 # 8 Create Reward System and Referral Process Complete these steps: • Develop reward system using guidelines in Workbook • Establish Referral Criteria and Process and create: ▫ Request for Assistance Form (see BEP book pg. 197 and at PBISveromont. org CICO forms). ▫ Student Agreement Contract (see BEP book pg. 219) ▫ Parent Consent Form or Contract (see example at at PBISveromont. org CICO forms). ) ▫ If necessary, develop a parent consent form (BEP book pg. 199 and at at PBISveromont. org CICO forms).

Supporting Staff Behavior OUTCOMES Systems Supporting Decision Making Data/ Outcomes Practices Supporting Student Behavior

CICO/TCCE Components: (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

CICO-SWIS: Next Steps • Daily Progress Report must be aligned with SWIS CICO Readiness Checklist and have the following: a. Defined # of check-in periods (up to ten) b. Defined # of expectations/goals (3 -5) c. a three point rating scale • SWIS account must be renewed to include SWIS CICO. • Individuals must receive training. • If interested, sign up on list.

CICO/TCCE Components: (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 # 9 Managing the daily data and Fading Students from CICO/TCCE Complete these steps: Create your Data System: Using the guiding questions in the Workbook, determine the who, what, when, where and how of your data system for CICO. Review questions on BAT. Plan for fading students off of CICO: Determine criteria for fading students off of intervention and how this will occur.

CICO/TCCE Components: (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. • Consider age, task demands • Each period is a fresh start

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 CICO or TCCE Contract • Teach target behaviors (refresh as needed) • Explain finality of teacher ratings • Physically walk through checkpoints or routine

Activity # 10 Develop Staff, Student and Parent Training/Roll-out Complete these steps: • Plan and schedule staff training/roll-out • Plan and schedule parent training/roll-out • Plan student training

Activity # 11 CICO Assessment/Action Plan Complete these steps: • Complete the CICO Self-Assessment and Action Plan

Acknowledging Our BEST Behavior 1. Each person will receive BEST Bucks to acknowledge participants who meet the BEST expectations during the morning. Check the expectation that you observed and give the buck to your colleague. 2. When you receive a BEST Buck, write your Team name on the buck and place it in the center of your table. 3. As a Team, set a goal for the number of BEST Bucks your Team will acquire by lunchtime. Record the number on your team folder. 4. Teams that meet their goal will receive a Team acknowledgement. 5. If 80% of the teams reach their goal, all participants will receive a reward. BEST BUCK Name: _____________________________ Expectation met: ___ Be present ___ Engage with others ___ Support each other ___ Team solutions