Check In/Check Out A Tier 2 targeted system for providing behavioral support to groups of students at risk MCPS “Bone” Evidence Based Practices Training, 2/10

Approach Prior to 07-08 Goal Individual Interventions 1 Kid at a Time Targeted Interventions Kids at Risk Universal Interventions All Kids In MCPS, we have been working to provide information and support to schools to develop a multi-tiered approach to behavior support, as this approach is nationally regarded as current evidence-based best practice. Prior to this initiative in 2007, we had no formal structure in place in MCPS for Tier 1 positive behavior supports. The only PBS practice in use was development of PBS Plans for individual students. This practice was in wide use in many of our schools through the SWIM training and development of SWIM teams in schools. At that time, we attempted to develop less intensive PBS plans for students at Tier 2 level – the “Good Day” or “FAST” plans were two formats frequently used. The practice of developing individual PBS plans as a primary intervention was extremely inefficient; up to 10-15% of the kids in a typical school could require intervention at the Tier 2 level. Tier 2 interventions need to be easy to access, low cost and relatively low effort for teachers to be effective. Check In/Check Out is an example of a current, Tier 2 intervention that meets this criteria. An intervention like this would be used instead of a “Good Day” or “FAST” PBS plan under the old SWIM model in MCPS. Some schools in MCPS have not updated their practices, and still use the old SWIM model. A n evidence-based practice like CICO would be a great update for those schools.

Tier II: Some Kids (5-10%) Easy to access interventions for groups of kids at risk Evidence-based practices recommended by Virginia DOE: Social Skills Training Check In/Check Out Homework Club

What is Check In/Check Out (CICO)? Tier 2 System: always available, easy to access Students begin each day with a “check in” positive interaction from a respected adult Students get feedback from teacher every period on behavioral goals using a daily progress report Students end each day with a “check out” positive interaction from a respected adult Graph progress toward goal. Parents reinforce at home.

Purpose of Check In/Check Out Help the student receive reliable, positive connections to school Give the student specific corrective feedback when it’s needed. Give needed help to the student within the context of the regular school routine – without isolating or segregating. Note that the “power” in a CICO intervention is starting and ending the day with a personal interaction with a respected adult, and frequent, regular feedback from the teacher throughout the day, and graphing progress. The “power” is NOT earning rewards or having punishers assigned for failing to meet the daily goal. It’s all about the feedback.

Deanne Crone, PhD Rob Horner, PhD Leanne Hawken, PhD The Behavior Education Program is one of the best and most highly recommended CICO interventions. We will watch a video on the BEP in class. Materials on the BEP are available to MCPS schools. Leanne Hawken, PhD

Staffing CICO BEP uses a “coordinator” backed up by a team that meets regularly (usually weekly). BEP Coordinator runs the system, graphs the data, & selects kids to discuss at team meetings: priority kids, new referrals, students for recognition, other. Other systems assign responsibilities to volunteer mentors. MUST BE THE RIGHT PERSON!!! The BEP system is organized to be run by a “coordinator” – this responsibility takes about an hour a day – 30 minutes at the beginning of the day and 30 minutes at the end of the day to run the program for the whole school (usually up to about 30 students). This can be an instructional assistant or other staff member. Other CICO systems do not use a single coordinator – students check in with volunteer mentors. In either case, it is essential that the person assigned for student/s to “check in” and “check out” is someone who is liked and respected by the student/s! The person/s selected to coordinate or to be mentors in the program MUST be selected based on this criteria, NOT simply on who has time to do it. Becoming the team that runs the CICO program a school would be a great job for the old SWIM team, in MCPS schools that still have that model going. A CICO program could also be managed through Guidance in a school or through the SBIT committee.

Goals for the Student BEP uses school-wide goals, & individualizes if necessary. BEP includes checking & supplying materials at check in. BEP Coordinator graphs progress in meeting goals & presents to team. BEP has specific steps for modifying if student is initially unsuccessful. Goals for students in CICO can be the same 3-5 school-wide expectations used in the Tier 1 (school-wide) system in the school, OR they can be individualized for particular students.

Here is an example of an elementary level daily progress report Here is an example of an elementary level daily progress report. Note that a schedule has been built in for the regular feedback with the teacher.

Another example , probably from a middle school – note that the school uses block scheduling on an alternating day schedule.

Here’s an example of the daily graph and a student’s progress on meeting their goal of earning 80% of their total points. The student sees this graph each day – many programs are set up so that students make their own graphs. This is the graph that is shared with parents and/or the CICO monitoring team to document student progress. © 2005 by The Guilford Press From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Obviously, when things start heading south, the team has a “heads up” and can meet with the student or review the situation to determine the problem. It looked as though the student was initially successful. What happened? Is feedback positive and consistently delivered? Has something occurred in the student’s life recently that is causing problems in school? Are more or different supports needed? By having ready access to clear progress data, the team can closely monitor student progress and make adjustments early if needed. © 2005 by The Guilford Press From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Goals for the Student Check-n-Connect program uses individualized goals. Check-n-Connect uses individual team framework with student participating & presenting graph. There are many other CICO program models besides the Behavior Education Program (BEP) model. “Check-n-Connect” is another type of CICO program. In the Check-n-Connect program, individual goals are set for the student by a small team (I.E. classroom teacher, parent, student mentor, administrator) that meets with the student regularly. The student graphs her own data each day, and presents her data to the team at progress review meetings.

At the student’s entry into the program, a contract is developed At the student’s entry into the program, a contract is developed. Note that the Check-N-Connect program also uses rewards when students meet their goals.

Here’s the format for the follow-up “progress check” meeting in the Check-N-Connect program.

It’s a Positive Intervention! Student agrees to participate. Staff are trained on how to interact with the student around the Daily Progress Report (greet, rate, explain, reinforce & prompt) Students trained in using system & accepting corrective feedback. Parents informed – look over, sign, positive feedback Extra incentives for using the system & successes. CICO is a Tier 2 PBS intervention. The student must agree to participate. Teachers must be trained in how to give regular positive feedback, and must agree to do it when they have a student in the CICO program. Participating students need some training in how the person works, and in accepting corrective feedback gracefully. Many programs use students currently in the CICO program to do an orientation with students just entering the program.

Is it RTI? RTI = Using facts to help kids What kind of help is needed? What actions should we take? Is it working? Evidence-based Practices Assessment Data Progress Data There should be some kind of systematic way that students enter a CICO program. Teacher referrals may seem like a logical way – and they could be used as the access mechanism. But as we discussed last week – teachers can vary widely on the criteria they use to make referrals. If the school has a Tier 1 School-wide PBS system in place and they have clear criteria in use for office discipline referrals, the number of ODRs a student has received could be used as a criteria. When a student receives more than one ODR, the program could be offered to that student for the next month or 6 weeks. Discipline Referrals or Time Outs Check In/Check Out Daily Progress Reports Discipline Referrals or Time Outs

www.pbis.org key words: check in check out These materials on BEP (you will see them in class at our next meeting) are available through Cyndi for any interested schools. www.pbis.org key words: check in check out

Kids can’t start learning to care until they start believing that we care. CICO is a research-based, positive intervention that communicates caring to students at risk!