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Check in, Check Out- Part 2
Leanne S. Hawken, University of UtahDiane LaMaster, Rock Island School District 41 (IL)
Sharon Laviolette & Kristyn Bair, Little Fort Elementary (IL)
Illinois PBIS Forum, 2011
Review BEP/CICO Principles
Where have we been and where are we
going?
BEP/CICO at the school level.
BEP/CICO at the district level.
Overview
3
Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in/DPR
Pick-up
BEP CoordinatorSummarizes Data
For Decision Making
Bi-weekly BEP Meetingto Assess Student
Progress
Exit Program
ReviseProgram
BEP-CICO Implementation
Process
Fern Ridge Middle School, Veneta Oregon 5 schools
◦ 3 elementary◦ 2 middle schools
One BEP Coordinator served:◦ 15-20 students elementary◦ 20-30 students secondary
Excel Data System◦ No web-based system
In the beginning
Manual on How to Implement BEP/CICO
Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press
To support more students, some schools have multiple BEP/CICO check-in, check out facilitators.
Expanded to include high school & preschool populations
New data system◦ SWIS CICO◦ Current – 1999 schools K-12 use SWIS CICO data
base. Fidelity of Implementation
◦ Individual Systems Evaluation Tool (I-SET)
Current BEP/CICO practice
Manual on How to Implement BEP/CICO
Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed). New York, NY: Guilford Press
8
Leanne S. Hawken, PhD - 2011 9
DVD on how to Implement BEP/CICOHawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York, NY: Guilford Press.
Research on BEP/CICO Effective in reducing problem behavior for:
◦ Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007).
◦ Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002)
◦ Students in Urban School Settings (McCurdy, 2007)
◦ Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010)
***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs
Research on CICO
Effective in increasing academic engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009)
Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007)
Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007)
Research on CICO More effective with students with attention-
maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008)
Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011)
Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)
Little Fort ElementaryDr. Sharon Laviolette, Principal
Kristyn Bair, Ed.S., School Psychologist
Little Fort Elementary
552 Students27 Teachers
Little Fort Demographics
• The universal level of PBIS was first introduced during the 2003-2004 school year
• CICO was first implemented during the 2006-2007 school year
History of PBIS at Little Fort
Training for CICO first began by focusing on how to give explicit feedback using our school-wide expectations.
POOL of Respect
Expectations
Property Others Ourselves LearningUse materials appropriately
Using kind words
Be prepared Completing work
Have your materials ready
Keep hands and feet to self
Take responsibility of your actions
Raising your hand
Respect others property
Share Do your best Asking for help
Ask to touch others materials
Use friendly voice with others
Have a positive attitude
Check your work
Keep your area clean
Say hello to others
Expectations
A CICO refresher is presented to the staff at the beginning of the school year.
◦ A review of the CICO cycle is presented
◦ Modeling and roleplaying of how to provide feedback is presented
◦ All logistics of the program are reviewed
Expectations
At the beginning of the school year all students participating in CICO meet with the social worker and psychologist to discuss the following:
- What is the purpose of CICO- Why were they chosen for CICO- Skill teaching and roleplaying of how to
handle feedback
Expectations
• Once the student is identified for CICO their name is given to the grade level team. The grade level team then determines which member of that team will be the students CICO teacher.
• When students need more individualized support like a mentoring relationship, more explicit reminders of the expectations, etc. a CICO teacher may be strategically chosen.
• The more strategically chosen staff members are often our support staff
• Nurse• Social Worker• Librarian• Principal• Special Education Teachers
What adults implement CICO?
CICO Program Identification: • Student reaches 2 office discipline referrals in
a 5 week time period• Student is identified by the Systematic
Screening for Behavior Disorders (SSBD)• Grade level request or individual staff referral• Students receiving targeted level groups or
social work services • Attendance decision rule is currently
beginning developed
How are students identified for CICO?
Identification based on referrals
• Immediately after the morning announcements the student goes either to their designated staff member or if needed the staff member goes directly to the student.
• The interaction is to be brief to remind the student of the school expectations and to begin the students day POSITIVELY.
• Different staff members are responsible for filling out the students points during the identified times.
• For example if a student has a special the music, art , interventionist, or gym teacher will need to fill out the points in the “specials” box. In addition, recess and lunch staff will need to fill out the card during those times.
• At the end of the day, the student returns to their designated staff member to check-out. At this time the staff member reviews their point sheet and collects it from the student.
Procedure of CICO
CICO Form
Adequate Progress With 4 weeks of data reviewed, student has made
their CICO goal 90% of the time and there is a reduction in office discipline referrals
Exit Criteria With 8 weeks of data, student has made their
CICO goal 90% of the time and there have not been any office discipline referrals. The teacher is then contacted for their opinion about if exiting is appropriate or if CICO should continue.
How do we track student progress
Student progress
Student ExamplesThe student was first identified for support through the SSBD. He was targeted as in internalizer through the screener.
Student examplesStudent was identified for CICO by teacher referral due to lack of work completion
Miquel, age 11
“Check-in/check-out helps me a bunch. It helps me stay on-task”.
Miquel is currently a fifth grade student. Before the end of the school year he asked his check-in teacher if he could do CICO in middle school because he thinks it helps him a lot.
Student Examples
Month # of Students Particpating
# of Students Responding
September 14 14
October 18 18
November 26 24
December 24 23
January 24 23
February 24 21
March 28 24
April 33 25
May 36 31
Tracking student progress
Provide the teachers with more support on how to look at both the referral and CICO data.
This will be scheduled monthly at staff meetings Students will be given copies of their CICO graphs
at least monthly. Grade level teams will be giving CICO and referral
reports by grade level each month. Provide follow-up training later in the year to
focus on giving specific feedback. Universal team will continue to monitor the Tier I
implementation.• Focus on when to write referrals
Goals for 2011-2012
CICO – District Level Implementation
Diane LaMasterPBIS Coordinator
Rock Island, IL
• District Enrollment: 6299• 63% low income• Ethnicity:
Caucasian – 47.2%African American – 31%Hispanic – 11%Asian – 1.7%Multi‐racial – 8.6%Native American – 0.2%
Rock Island School District 41Demographics
Attended CICO session at August 2007 conference District part of demo project with Illinois PBIS Network
in developing continuum of Tier 2 interventions Approached central administration and building
principals with intervention specifics Leanne Hawken extremely helpful with
information/tips to help my training and district roll out
Training for BEP (Behavior Education Program) Coordinators and staff held 1st semester
Implementation of intervention began January 2008 in all elementary and junior high buildings
In the Beginning…..
BEP Coordinators attended day long training covering:
1. Basic BEP2. BEP Cycle3. Decision rules for program4. Daily Progress Reports5. Corrective Feedback6. Reinforcement7. Roles/Responsibilities of staff, students, parents8. Entering and graphing DPR data 9. Viewed DVD10. Behavior Management Traps article
Training
Each coordinator received book “Responding to Problem Behavior in Schools”
The Behavior Education Program manual Daily Progress Reports Powerpoint to introduce and in-service staff
on BEP program Coordinator returned to building and trained
staff
Training
Stressing that CICO is a POSITIVE intervention
Staff writing negative comments on DPR
Needed to revisit corrective feedback techniques with staff
Staff giving consistent feedback to students
Staff individualizing DPR for many students
“It’s the student’s responsibility”
Challenges
CICO is now “business as usual” in all schools
First Tier 2 intervention for most students
Tracking Tool utilized at monthly PBIS Systems Meetings
Tracks number of students in CICO and how many are responding to intervention
Beginning of year and mid-year refresher and review for all CICO Coordinators
Successes/Expectations
Helped tremendously with data entry and report generation
CICO Coordinators trained to enter DPR data and pull reports for secondary teams
Easy to read graphs to help determine effectiveness of intervention and assist teams in progress monitoring
SWIS - CICO
Daily Data Used for Decision-Making
Piloted a group of freshman students during 2010-2011 s.y.
5 CICO Coordinators trained to facilitate intervention
Students assigned to Coordinator
Students/staff trained
Data collected in CICO-SWIS
Restructured incentives
High School
Very few students regularly checked in and out
Carrying hard copy DPR not successful at this level
Exploring electronic DPR at end of last year
High School Observations
Decision rules crucial for accurately assessing if student is responding to intervention
Tracking Tool utilized at the building level
CICO refresher/review part of yearly staff kick-off
PBSevals application utilized for aggregating district-wide data
How Are We Doing in Year 4?
SWIS-CICO DATA
SWIS-CICO DATA
SWIS-CICO DATA
SWIS-CICO DATA
Getting the right people to serve as BEP Coordinator crucial
Shifting duties and responsibilities to ensure time for implementation of intervention
Administrative support both at district and building level instrumental to success
Conclusions/Recommendations for Districts