Tier 2 Check In Check Out Wayne RESA

Tier 2: Check In – Check Out Wayne RESA School-wide PBS 2008 -09 Chris Mc. Evoy mcevoyc@resa. net

SWPBS – 3 Tier Model

CICO – What does it provide? Adapted from, “Considerations when implementing targeted interventions in an RTI model for social behavior” by Mc. Intosh, Carter, & Campbell. U. of British Columbia http: //educ. ubc. ca/faculty/kent. mcintosh n n n Daily personal contact from an adult in the school Structured process of frequent feedback & recognition Instruction and reminders in needed skills School-home communication Built-in monitoring of student progress

CICO Daily Cycle Student checks in with adult upon arrival n Greet & acknowledge student for checking in Check preparation for the day - quick q q n n q q q Materials & supplies Attitude Turn in previous day’s signed card Pick up day’s card Precorrections for appropriate behavior/review expectations

Point Sheet Rating Scale Name ________________ Points Possible ____ Points Received ____ % of Points _____ Goal Met? Y N 2= Great 1= OK 0= Goal Not Met Date ________________ Reading Math Open PE/Mu Open 1. Respect Others 2 1 0 2 1 0 2. Manage Self 2 1 0 2 1 0 3. Solve Problems 2 1 0 2 1 0 GOALS: Responsibly

Daily Cycle continued Each class period & any supervised setting n q q q Student brings card to teacher Teacher acknowledges student for checking in Teacher rates & provides feedback Check out adult at end of day n q q q Review day’s points & goals Adult acknowledges and/or encourages Take card home for parent signature

Daily Cycle continued n Give card to parent q q n n Parent acknowledges & encourages for next time Parent signs card Student returns signed card next day Adult enters daily point data

Parent Involvement n n n Get permission Get buy-in Coach parents on how to review the point sheet with their child

Research Findings n CICO is effective with about 70 -75% of tier 2 students q q q n n Reductions in problem behavior Increased ratings of prosocial behaviors Increased academic engagement Rated by teachers as efficient, effective, & acceptable May be more effective with students whose problem behavior is primarily attention-seeking rather than escape motivated – consider doing simple FBA, if necessary

Who can benefit from CICO? n Behaviors q q q Low level disruptions Disrespect Disorganized Work completion Impulsive Not major noncompliance, aggressive, or avoidant

Other Issues n CICO Coordinator q n n n Keep track of all students in school on CICO – organize their data Criteria for nomination e. g. , Number of ODRs – school establishes criteria Design your form NCR paper Staff training Students calculate their percentages

Data Analysis n n n Progress monitoring Daily data summaries Weekly data summaries Who will track the data? Periodic review meetings

Wayne RESA SWPBS website Daily & Weekly Data Summary Templates

BEP/Check and Connect Cycle BEP Plan Morning Check-In Weekly BEP Meeting 9 Week Graph Sent Daily Teacher Evaluation Home Check-In Afternoon Check-In Program Update EXIT

Data Collection for Decision-Making n n Monitor points earned each day or weekly Office Discipline Referrals Grades Regular use of data by team

Leanne Hawken, et. al.

Student: Date: _______ Points Possible: _______ Points Received: _______ % of Points: ____ Goal Met? Y N 2 = Great! 1= OK 0 = Goal Not Met Check In/ Check Out Behavior Sheet Taft-Galloway Elementary 2007 -2008 Science Special Lunch Reading Writing 1 - Treat friends/ adults with respect. 2 1 0 2 1 0 2 - NO name calling 2 1 0 2 1 0 Check Up date: May 28, 2008 Check In staff: Bailey/ Chelsea (Chiasson)

Point Sheet

Daily Behavior Points Sheet Name: Date: __________ _GOALS: Target Behavior s MATH Points Possible_____ Points Received _____ %of Points _____ Goal Met? Y N LEGEND: 2 = Great 1 = Ok 0 = Goal not Met SOCIAL STUDIES BAND STUDY SKILLS LANGUAGE ARTS SCIENCE Speak to adults in a positive manner. 2 1 0 2 1 0 Speak to peers/me ntor in a positive manner. 2 1 0 2 1 0 Follow directions in the classroo m. 2 1 0 2 1 0