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?
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Before you begin…
• How many students are you targeting for Tier II and Tier III level interventions?
• More than 10%-15% is too high!
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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)
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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
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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
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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
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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!!!
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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
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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
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Check-In Check-Out (CICO)
What kinds of students?-Need structure, limits, boundaries-Need ongoing supervision-Unmotivated-Sad / anxious-ODRs-Absences / Tardiness
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Check-In Check-Out (CICO)
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
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Check-In Check-Out (CICO)
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
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Check-In Check-Out (CICO)
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
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Check-In Check-Out (CICO)
CICO-PreparationCICO-Preparation
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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”
CICO-PreparationCICO-Preparation
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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
CICO-PreparationCICO-Preparation
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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””
CICO-PreparationCICO-Preparation
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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
CICO-PreparationCICO-Preparation
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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
CICO-PreparationCICO-Preparation
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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
CICO-PreparationCICO-Preparation
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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)
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CICO-PreparationCICO-Preparation
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
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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
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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
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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
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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 !!
CICO-PreparationCICO-Preparation
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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
CICO-PreparationCICO-Preparation
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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 !!!!
CICO-PreparationCICO-Preparation
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6. IDENTIFY CHECKER6. IDENTIFY CHECKER• Assign a back-up or substitute
“Checker”
CICO-PreparationCICO-Preparation
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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
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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
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CICO-ProcedureCICO-Procedure
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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”
CICO-ProcedureCICO-Procedure
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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
CICO-ProcedureCICO-Procedure
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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
CICO-ProcedureCICO-Procedure
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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
CICO-ProcedureCICO-Procedure
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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)
CICO-ProcedureCICO-Procedure
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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
CICO-ProcedureCICO-Procedure
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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
CICO-ProcedureCICO-Procedure
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5. DAILY REPORT FORM to PARENT• Every effort should be made to involve
parents• Modeling /coaching may be helpful
CICO-Data CICO-Data
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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
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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
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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
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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
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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
CICO-Decision CICO-Decision GuidelinesGuidelines
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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)
CICO-Decision CICO-Decision GuidelinesGuidelines
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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
CICO-Decision CICO-Decision GuidelinesGuidelines
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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”
CICO-Decision CICO-Decision GuidelinesGuidelines
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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
CICO-Decision CICO-Decision GuidelinesGuidelines
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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
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• 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
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• 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%)
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)
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%
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