CHECK IN-CHECK OUT – A SECONDARY BEHAVIOR PLAN
Elizabeth Roberds
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE, IN
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
The Infamous RTI:SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTSchool Wide-PBS – Establishing a Social Culture
The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007):
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
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RTSchool Wide - PBS
The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007):
School environment is predictable1. common language2. common vision (understanding of expectations)
3. common experience (everyone knows)School environment is positive
regular recognition for positive behaviorSchool environment is safe
violent and disruptive behavior is not toleratedSchool environment is consistent
adults use similar expectations.A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTCheck In-Check Out
Check In-Check Out is a secondary intervention that is most effective when carried out as a complement to school-wide behavioral expectations (Horner, Sugai, Todd, Dickey, Anderson, & Scott).
Involves a morning check-in with teacher, periodic “checks”, an afternoon check-out, and a home check-in.May be used with any school-wide behavior plan.Minimal time and effort required from teachers.
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTLogistics for Setting up a Check In-Check Out Program
The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Faculty and staff commitmentIs problem behavior a major concern?Are staff willing to commit 5 min per day?
Consider potentially less time spent on managing problem behavior.
Is CICO a reasonable option for us?CICO is designed to work with 10-12% of kids in a school
CICO typically “works” with 67% of students.
Team available Team leaderCICO coordinator (morning, afternoon)Team (meets at least once every two weeks) A PLAN PROPOSED FOR
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RTLogistics for Setting up a Check In-Check Out Program
The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
School-wide PBS in placeSchool-wide expectations defined and taughtReward system operatingClear and consistent consequences for problem behavior
Process for identifying a student who may be appropriate for CICO
Student is not responding to SWPBS expectationsRequest for Assistance
Student finds adult attention rewardingStudent is NOT in crisisConsent from parents can be obtained A PLAN PROPOSED FOR
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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Morning Check-in RoutineTeaching students when, where, howTeaching check-in coordinator
AssessRewardSet-up or Redirect
Teacher Check-in/Check-out RoutineTeach students when, where, howTeaching staff/faculty
RewardSet-up for success, positive momentumEvaluation A PLAN PROPOSED FOR
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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Afternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection,
acknowledge success, encourage improvement.
Family Review RoutineTeach students when, where, howTeach family only to acknowledge success,
signA PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTHow Check In-Check Out Works
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Reward Menu/ ProcessReward for collecting and turning in daily
progress report informationReward for meeting daily goalExchange system for points earned?
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Reward menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned
Collecting, summarizing and using dataDaily updatesWeekly review by teamReferral for individualized interventions.
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTHow Check In-Check Out Works
The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning
the card.
Home report processCan be same as progress cardCan be a unique reporting form
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTCheck In-Check Out Record Form
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
Based on the Grissom Behavior PledgeI will show respect for others and their possessionsI will keep my hands, feet, and other objects to myselfI will use acceptable languageI will follow directionsI will not prevent the teacher from teaching, or other
students from learning.
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A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best Teacher initials
Keep hands, feet, and other objects to
self
Use acceptable language, do not
touch others’ possessions without
permission
Follow directions
Do not prevent the teacher from
teaching or other students from
learning
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 ______________%
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RTCICO Home ReportThe following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Planning for successHow does student move off CICO?Adding self-management options to CICO
Moving from CICO to individualized behavior support
Functional behavioral assessmentComprehensive behavior support
Substitute Teacher use of CICOHow will substitutes learn about CICO routine?
Help from CICO coordinator, “back up” CICO person available
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTWhy does Check In-Check Out Work?
The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Improved structurePrompts 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 feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.A PLAN PROPOSED FOR
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RTWhy does Check In-Check Out Work?
The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Program can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day
Linking behavior support and academic supportFor academic-based, escape-maintained problem behavior incorporate
academic support
Linking school and home supportProvide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choicesIncreased ability to self-monitor performance/progress
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN
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RTSummary of CICOThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:
Targeted interventionsHighly Efficient, structured support
CICO is one optionAssess for whom it will workEnlist whole faculty involvement
CICO will still need supplement from Tertiary, Function-based support system/Individual Intervention A PLAN PROPOSED FOR
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RTQuestions?
Questions or comments??
Please feel free to contact me with questions if they come up.Elizabeth Roberds – [email protected]
A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN