Check-in/ Check-out with PB4L Schools Rob Horner University of Oregon .
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Transcript of Check-in/ Check-out with PB4L Schools Rob Horner University of Oregon .
Check-in/ Check-out with PB4L Schools
Rob HornerUniversity of Oregon
www.pbis.org
Goals• Define the logic and core features of Check-in/Check-out (CICO) as
a Tier II intervention within the PB4L approach.
• Provide empirical evidence supporting CICO, and practical examples from local schools.
• Build an action plan for CICO implementation
• Define the process for self-assessing CICO implementation
CICO within PB4L
• The basic logic of CICO is to build self-regulation o To teach a student how manage his/her own behavioro To teach a student how to get the support he/she needs from adults
• CICO is highly efficient in use of staff time
• All Tier II interventions are more effective, and more durable, if they are done with Tier I school-wide behavioral expectations as a foundation.
Major Features of Targeted (Tier II) Interventions
• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by teachers
• Consistent with school-wide expectations
• Implemented by all staff/faculty in a school
• Home/school linkage
• Flexible intervention based on assessmento Functional Assessment
• Adequate resources (admin, team)o weekly meeting, plus 10 hours a week for coordination
• Student chooses to participate
• Continuous monitoring for decision-making
Check-in Check-out Cycle
Weekly CICO Meeting9 Week Graph Sent
Program Update
EXIT
CICO Plan Morning
Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Request for AssistanceODR LevelFamily or Student request
CICO CoordinatorBehavior support team
Check-in Check-out Cycle
Weekly CICO Meeting9 Week Graph Sent
Program Update
EXIT
CICO Plan Morning
Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO Morning Check-In
•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise
Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback
Check-in Check-out Cycle
Weekly CICO Meeting9 Week Graph Sent
Program Update
EXIT
CICO Plan Morning
Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS
Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs
Check-in Check-out Cycle
Weekly CICO Meeting9 Week Graph Sent
Program Update
EXIT
CICO Plan Morning
Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Team Meeting•Review student progress•Adjust support plan if no improvement in two weeks•Build self-management steps when appropriate•Exit when appropriate•Report to School-wide Team, Administration, Whole Faculty
CICO Record
Name: _______Darin_________________ Date: __March 2, _______ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful Total
Check In 0 1 2 0 1 2 0 1 2 5
BeforeRecess
0 1 2 0 1 2 0 1 2 6
BeforeLunch
0 1 2 0 1 2 0 1 2 6
After Recess 0 1 2 0 1 2 0 1 2 5
Check Out 0 1 2 0 1 2 0 1 2 6
Today’s goal 28 Today’s total points 28Comments:
HAWK ReportDate ________ Student ______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful Be Your Personal Best Teacher initials
Keep hands, feet, and objects to self
Use kind words and actions
Follow directions Working in class
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
Why does CICO work?• Improved structure and predictability
• Prompts are provided throughout the day for correct behavior.• System for linking student with at least one positive adult.• Student chooses to participate.
• Student is “set up for success”• First contact each morning is positive.• “Blow-out” days are pre-empted.• First contact each class period (or activity period) is positive, and sets up
successful behavioral momentum.
• Increase in contingent feedback• Feedback occurs more often.• Feedback is tied to student behavior.• Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO work?
• Student recruits adult supporto Student uses card to recruit adult attention.o Very low “effort” for teacher
• Program can be applied in all school locationso Classroom, playground, cafeteria (anywhere there is a supervisor)
• Elevated reward for appropriate behavioro Adult and peer attention delivered each target periodo Adult attention (and tangible) delivered at end of day
Why does CICO Work?
• Linking behavior support and academic supporto For academic-based, escape-maintained problem behavior incorporate
academic support
• Linking school and home supporto Provide format for positive student/parent contact
• Program is organized to morph into a self-management systemo Increased options for making choiceso Increased ability to self-monitor performance/progress
Getting CICO Started
• Use the CICO Self-Assessment• Use the CICO Action Plan• Team
o Recordero Facilitator
39
Logistics for Setting up a CICO
program
• 1. Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?
o More than 5 students need extra supporto CICO is designed to work with 10-12% of kids in a schoolo CICO typically “works” (50% reduction) with 67% of students.o CICO does NOT replace need for individualized supports.
• 2. Team available / Coordinator available• Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)
Activity1:
a) All-Faculty Orientation to CICO
b) Assessment of need (ODR rates, staff assessment)
c) Team to manage CICO
d) CICO Team Lead
e) CICO coordinator
Logistics for Setting up a CICO program
• 3. School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior
• 4. Process for identifying a student who may be appropriate for CICO
• Student is not responding to SWPBS expectationso Request for Assistance
• Student finds adult attention rewarding• Student is NOT in crisis.• Example: > ODRs, Teacher nomination, Student/Parent nomination
Activity 2:
a) SWPBIS Tier I in place (TIC = 80%; SET = 80/80)
b) Request for assistance process defined.
c) Criterion for CICO support defined.
Logistics for Setting up a CICO program
• 5. Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and returning the
card.
• 6. Home report process• Can be same as progress card• Can be a unique reporting form
Activity 3:
a) Daily Progress Report developed
b) Home report routine developed
c) Define how families will be informed of process
Logistics for Setting up a CICO program
• 7. Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned
• 8. Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral for individualized interventions.
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Daily Data Used for Decision Making
Daily Data Used for Decision
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Check-in Check-out SWIS
Check-in Check-out EmbeddedWithin SWIS
Decision-making• Is CICO being implemented?
• CICO self-assessment checklist (80%)
• Who is receiving CICO support?• How many students/ % of student body (9-12%)• Which students
• Is CICO working?• % of student on CICO with 80% points?• Trends?
• Who needs more support?• Modification of CICO• Referral to Individual Student Supports
Activity 4:
a) Rewards for CICO points defined and available
b) Process for collecting, entering, summarizing and reporting data is defined.
c) When would a student be referred for more intense support?
Logistics for Setting up a CICO program
• 9. Morning Check-in Routine• Teaching students when, what, how• Teaching check-in coordinator
• Assess• Reward• Set-up or Redirect
• 10. Teacher Check-in/Check-out Routine• Teach students when, when, how• Teaching staff/faculty
• Reward• Set-up for success, positive momentum• Evaluation
Activity 5:
a) Check-in location defined
b) Process for teaching students check-in routine defined
c) Teacher check-in/check-out routine defined
d) Teacher check-in/check-out routine presented to staff.
Logistics for Setting up a CICO program
• 11. Afternoon Check-out Routine• Teach students when, where, how• Teach CICO coordinator data collection, acknowledge success,
encourage improvement.• Consider self-recording system for older students
• 12. Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign
Activity 6:
a) End of day check-out routine, location, staff defined.
b) Family check/signature routine defined.
c) Procedure for family orientation to CICO defined.
Logistics for Setting up a CICO program
• 13. Team Meeting Decision Makingo Reporting of student statuso Process for adjusting when CICO is not successful
• 14. Planning for successo Identifying successo Fading supporto Embedding self-management
Activity 7:
a) Team meeting schedule defined for the current year.
b) Team meeting agenda defined (data review, decision protocol)
c) Decision-rules:• Stay as is• Move to self-management• Move to individual support.• Move off CICO
Sample Decision Rules
a) Stay as is:* < 6 weeks of success or upward
trendb) Move to Self-management
* > 6 weeks with 4 days per week of success.
c) Move to more intense support* 2 weeks without improvement
d) Graduate off CICO* 4-6 weeks of success on Self-management
Logistics for Setting up a CICO program
• 15. Planning for more intensive, individualized support.o Functional behavioral assessmento Tier III support team
• 16. Substitute Teacher routineo How to inform and orient new teachers
• 17. Playground, cafeteria, bus routines
Activity 8:
a) Define self-management process.• Use card, but no teacher
review• No, card, but still check in
b) Substitute teacher orientation materials
c) Use of card in non-structured areas
Empirical Support for Check-in/ Check-out
The Effects of a Targeted Intervention to Reduce Problem
Behaviors: Elementary School Implementation
of Check-In/Check-Out
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of
Check-In/Check-Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.
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Baseline Check-in Check-outP
erce
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of
Inte
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robl
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Beh
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Peer Composite
Trevor
Chad
Kendall
Eric
Todd, Kauffman, Meyer & Horner
Evaluation of a Targeted Intervention Within a School-Wide System of
Behavior Support
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior
support. Journal of Behavioral Education, 12(3), 225-240.
The Importance of Functional Assessment in Targeted
InterventionsMarch, R. E., & Horner, R. H. (2002). Feasibility and contributions
of functional behavioral assessment in schools. Journal for Emotional and Behavioral Disorders, 10(3), 158-170.
Video• Leanne Hawken
5:30
Check-in/ Check-out Self-Assessment
• Individually score the elements of the CICO Self-Assessment• In place; In progress; Not in place
• As a team review your ratings, and agree on a single summary for the school
• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?
• Define a schedule for meeting to review progress and implement your CICO plan.
Summary• Targeted interventions
o Highly Efficient, structured support
• CICO is one option emphasizing self-regulationo Assess for whom it will worko Enlist whole faculty involvement
• CICO will still need supplement from Tertiary, Function-based support system