check-in/check-out (cico) jefferson parish public school system cindy morgan-d’atrio, ph.d....

CHECK-IN/CHECK-OUT CHECK-IN/CHECK-OUT (CICO)(CICO)

Jefferson Parish Public School SystemJefferson Parish Public School System

Cindy Morgan-DCindy Morgan-D’’Atrio, Ph.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/RtI, Copyright, 2008UNO-PAM/RtI, 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!


Behavioral SystemsBehavioral Systems

Tier 1Tier 1 80%80%

Universal Universal InterventionsInterventions

PBS, PBS, PBSPBS, PBS, PBS

Universal ScreeningUniversal Screening

All students/Preventive/ProactiveAll students/Preventive/Proactive

Problem-Solving Committee (e.g., Problem-Solving Committee (e.g., ABIT)ABIT)


Behavioral Behavioral SystemsSystems

TIER 3TIER 3

Intensive, Individual, Intensive, Individual, InterventionsInterventions

Individual Students; Assessment-Individual Students; Assessment-based; Intense, durable based; Intense, durable

proceduresprocedures

TIER 2TIER 2Targeted InterventionsTargeted Interventions

Some students (at-risk)Some students (at-risk)High efficiency, Rapid responseHigh efficiency, Rapid response

TIER 1TIER 1

Universal Universal InterventionsInterventions

All settings; all All settings; all students; preventive; students; preventive;

proactiveproactive

80%80%

15%15%

5%5%

PREVENTIVEPREVENTIVE

REACTIVEREACTIVE


Behavioral Behavioral SystemsSystems

TIER 3TIER 3

Intensive, Individual Intensive, Individual InterventionsInterventions

Individual Students; Individual Students; Assessment-based; Intense, Assessment-based; Intense,

durable proceduresdurable procedures

TIER 2TIER 2Targeted InterventionsTargeted Interventions

Some students (at-risk)Some students (at-risk)High efficiencyHigh efficiencyRapid responseRapid response

TIER 1TIER 1

REACTIVEREACTIVE

15%15%

5%5%

PREVENTIVEPREVENTIVE


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


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!!!


CHECK-IN CHECK-OUT CHECK-IN CHECK-OUT (CICO)(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


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


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 interventionUNO-PAM/RtI, Copyright, 2008UNO-PAM/RtI, Copyright, 2008


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



Considerations:– Identification of salient rewards is necessary (These typically change over time.)

– “Check-In” frequency will vary depending on student needs (1x/day v. 10x/day)

– “Check-In” and “Check-Out” persons need to be consistent



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

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-PreparationCICO-Preparation


1. WHICH STUDENTS? 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”



2. MEET WITH STUDENT2. MEET WITH STUDENT• Teacher, administrator or staff Teacher, administrator or staff member who has a POSITIVE rapport member who has a POSITIVE rapport with the student with the student

• Discuss behavioral concerns

• Explore willingness to participate in CICO

• Prepare student for upcoming meetings



2.2. MEET WITH STUDENTMEET WITH STUDENT

• Introduce CICO as a program that Introduce CICO as a program that can can ““help them to be more help them to be more successful in schoolsuccessful in school””

• Explain that he/she has been Explain that he/she has been ““nominated for the CICO programnominated for the CICO program””

NOT that they NOT that they ““have to participatehave to participate””



2.2. MEET WITH STUDENTMEET WITH STUDENT

• We canWe can’’t mandate that a student t mandate that a student participate in CICO participate in CICO

• If a student doesnIf a student doesn’’t want to t want to participate in CICO, the intervention participate in CICO, the intervention WILL NOT be successful WILL NOT be successful

• Remember that some students will Remember that some students will not be a good match for the CICO not be a good match for the CICO programprogram

• Be willing to explore other optionsBe willing to explore other options



3. INVITE PARENT / ABIT 3. INVITE PARENT / ABIT MEETINGMEETING• Inform parent/guardian that son/daughter has been “nominated” for the CICO program

• Do your best to obtain parent participation



3. INVITE PARENT / ABIT 3. INVITE PARENT / ABIT MEETINGMEETING• At TIER II – need to inform the parent

• At TIER III – need to obtain written parental consent



4.4. IDENTIFY BEHAVIOR GOALSIDENTIFY 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)



4.4. SUGGESTED STARTING GOALSUGGESTED STARTING GOAL• A quick assessment of whether A quick assessment of whether

CICO will be helpful as a tiered CICO will be helpful as a tiered interventionintervention

• This can help us to:A. set the Daily Point GoalB. determine whether the Behavior

Goals are appropriate


CICO-PreparationCICO-Preparation4.4. SUGGESTED STARTING GOALSUGGESTED 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


CICO-PreparationCICO-Preparation4.4. SUGGESTED STARTING GOALSUGGESTED STARTING GOAL• Calculate the overall percentage of

points• If: 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


CICO-PreparationCICO-Preparation4.4. SUGGESTED STARTING GOALSUGGESTED STARTING GOAL• If: 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


CICO-PreparationCICO-Preparation4.4. SUGGESTED STARTING GOALSUGGESTED STARTING GOAL• If: 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 !!



5.5. REWARD or NO REWARD?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



6. IDENTIFY CHECKER6. 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 MAKE SURE THAT THE CHECKER IS A PERSON THAT HAS A POSITIVE A PERSON THAT HAS A POSITIVE

RELATIONSHIP WITH THE STUDENT RELATIONSHIP WITH THE STUDENT !!!!



6. IDENTIFY CHECKER6. IDENTIFY CHECKER• Assign a back-up or substitute

“Checker”



7.7. PREPARE CICO FORMPREPARE 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

CICO-ProcedureCICO-Procedure


1.1. MORNING CHECK-INMORNING 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

CICO-Procedure CICO-Procedure Sign-In/Out FormSign-In/Out Form




1.1. MORNING CHECK-INMORNING 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”



2.2. POINT CARD TO EACH TEACHERPOINT 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



3.3. TEACHER / STAFF FEEDBACKTEACHER / 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



3.3. TEACHER / STAFF FEEDBACKTEACHER / 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



4. 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)



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



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



5. DAILY REPORT FORM to PARENT• Every effort should be made to involve

parents• Modeling /coaching may be helpful

CICO-Data 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

CICO-Data 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)

CICO-Decisions 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

CICO-Decisions CICO-Decisions


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

CICO-Decision CICO-Decision GuidelinesGuidelines


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



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)



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



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”



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



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

CICO-EXIT CRITERIA / ENDING CICOCICO-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

CICO-EXIT CRITERIA / ENDING CICOCICO-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 earn2. 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

CICO-ACTIVITYCICO-ACTIVITY1.1. Read scenarioRead scenario

2.2. Add up daily pointsAdd up daily points

3.3. Graph points along:Graph points along:

- Daily Point Total- Daily Point Total

- Behavior Goals- Behavior Goals

- Subject / Area- Subject / Area

CICO-ACTIVITYCICO-ACTIVITYGregGreg’’s Daily Point Total – Percentages Daily Point Total – Percentage

(GOAL=85%)(GOAL=85%)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Daily Point

Total %: 64% 69% 81% 90% 96%

GregGreg’’s Daily Point Totals – by GOAL (85%)s Daily Point Totals – by GOAL (85%)

DateKeep hands

to self

Raise hand to speak

Listen by 2nd time

toldFollow

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 16 18

Greg’s Total points: 77 66 72 68 80

Total possible points: 90 90 90 90 90

Greg’s %: 86% 73% 80% 76% 89%

Date

BUSBefore School Science Math Art Lunch Lang. Reading

Soc.Stud. BUS

Day 1 2 9 8 10 5 4 8 8 4

Day 2 5 10 8 9 6 7 8 5 4

Day 3 6 8 10 10 9 9 8 8 5

Day 4 9 9 9 10 7 8 10 8 10

Day 5 10 9 9 10 9 10 10 9 10

Greg’s Total pts: 32 45 44 49 36 39 44 38 34

Total poss. points: 50 50 50 50 50 50 50 50 50

Greg’s %: 64% 90% 88% 98% 72% 78% 88% 76% 68%

GregGreg’’s Daily Point Totals – by SUBJECT (85%)s Daily Point Totals – by SUBJECT (85%)


Example 2: Mike(time permitting)

Behavior Plan

Student’s Name: ____________ Homeroom Teacher: _ __________ Date: _______

Reading Math Spelling Language Core I Core I I Specials

Be Safe

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Kind

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Peaceful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Comments

Goal for today: ____________ /70

Total for today: ____________ /70

I made my goal I didn’t make my goal

Comments:

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.; McKenna, Moira K.; Benedict, Elizabeth A.. Education and Treatment of Children, v30 n1 p69-84 . By: Filter, Kevin J.; McKenna, Moira K.; Benedict, Elizabeth A.. Education and Treatment of Children, v30 n1 p69-84 Feb 2007. (EJ778093) Feb 2007. (EJ778093)

http://web.ebscohost.com.ezproxy.uno.edu/ehost/viewarticle?data=dGJyMPPp44rp2/dV0+njisfk5Ie46bZQtaiuS7Wk63nn5Kx95uXxjL6trUmtqK5ItpayUq+nuE23ls5lpOrweezp33vy3+2G59q7Sq+os0uwprRRtZzqeezdu33snOJ6u9vwgeGc8nnls79mpNfsVcPAtU+2prdLpNztiuvX8lXk6+qE8tv2jAAA&hid=7


Behavior Plan

Student’s Name: ____________ Homeroom Teacher: _ __________ Date: _______

Reading Math Spelling Languag

e Core I Core I I Specials

Be Safe

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Kind

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Peaceful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Comments

Goal for today: ____________ /70

Total for today: ____________ /70

I made my goal I didn’t make my goal

Comments:

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.; McKenna, Moira K.; Benedict, Elizabeth A. Education and Treatment of Children, v30 n1 p69-84 . By: Filter, Kevin J.; McKenna, Moira K.; Benedict, Elizabeth A. Education and Treatment of Children, v30 n1 p69-84 Feb 2007. (EJ778093) Feb 2007. (EJ778093)

99 99999966

1313

101099

1212

1313

1414

99

59 (85%)59 (85%)

61 61

Need to work on behavior during math and also being peacefulNeed to work on behavior during math and also being peaceful

MikeMikeMs. JohnsonMs. Johnson



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 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: 140 140 140 140 140

Percentage: 93.6% 89.3% 92.9% 95.7% 60.0%


check-in/check-out (cico) jefferson parish public school system cindy morgan-d’atrio, ph.d....

Documents

preventive unopamrti

intervention unopamrti

responsibility unopamrti

abit unopamrti

consequences unopamrti

targeted behaviors unopamrti

preventive reactive

behavioral interventions