Brief Overview of the Brief Overview of the Check In Check Out Check In Check Out

ProcessProcessSouthwest Middle School

Presenter: Freda Bruton

Check-In Check-OutCheck-In Check-Out(CICO, aka BEP)(CICO, aka BEP)

CICOCICO

Research-based intervention effective with 75% of students who participate

Check-in & check-out daily with an adult at school

Daily performance data used to evaluate progress

10 Critical Features of 10 Critical Features of CICO/BEPCICO/BEP

1. Linked directly to school-wide expectations and/or academic goals

2. Continuously available for student participation

3. Implemented within 3 school days of team determination

4. Can be modified based on assessment and/or outcome data

5. Includes structured prompts for ‘what to do’ in relevant situations

(Crone, Horner, & Hawken, 2004)

10 Critical Features of 10 Critical Features of CICO/BEP continued…CICO/BEP continued…

6. Student receives positive feedback from staff

7. Includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention

10. Opportunities to practice new skills are provided daily

(Crone, Horner, & Hawken, 2004)

Why does CICO work?Why does CICO work?

Improved structure Increase in contingent feedback Elevated reward for appropriate

behavior Linking school and home support Organized to morph into a self-

management system

Is My School Ready to Is My School Ready to Implement a CICO System? Implement a CICO System?

• School-wide system of behavior support in place (SET Score 80% or higher)

• Staff buy-in for implementation of the CICO

• Administrative support• No major changes in school climate

data• CICO implementation a top priority

How Do You Build Student and How Do You Build Student and Staff “buy-in” for the CICO?Staff “buy-in” for the CICO?

Give CICO program a high profile in your school

Promote CICO as positive support not punishment

Collaboratively involve referring teachers in CICO process

Provide regular feedback to staff, students, and families

CICO/Behavior Education Program –

Referral Flow ChartTeacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team

Grade Level Team discusses

concerns and makes

a decision

Team decides that student is not a

potential candidate for BEP – Recommends

actions for teacher(s)

Student Studies Team meets to review student data – the student is a potential candidate for

BEP – Recommends student to SST and initiates Baseline

DataRecommends BEP or alternative action

SST recommends and develops alternative action

plan – IEP Process, Tri-County Youth Counseling

Services, Small Group

Counseling, etc.

Guidance Counselors, Pupil

Personnel Worker or School Psychologist

implement SST action plan

Behavior Education Program

1. Vice Principal contacts parents to initiate Behavior Education Program

2. Grade Level BEP Coordinator meets with student to instruct on process and

procedures of program

Team decides that

ResourcesPages 26-32

How Do You Build Student and How Do You Build Student and Staff “buy-in” for the CICO?Staff “buy-in” for the CICO?

Give CICO program a high profile in your school

Promote CICO as positive support not punishment

Collaboratively involve referring teachers in CICO process

Provide regular feedback to staff, students, and families

Resources to view…Resources to view…

www.pbismaryland.org/SI2008/SI2008BaltimoreCountyHawthorne%20ES%20Check%20In%20Check

www.pbis.org/common/pbisresources/presentations/BEP_CICO_Anne.ppt

Any Questions?Any Questions?