Washington PBIS Conference Northwest PBIS Network Spokane, WA November 2013

Check-In Check-Out Intervention Overview CICO-SWIS Application Data-Based Decision Making Questions & Answers

Primary Prevention: School-wide & Classroom-wide systems for all students and all staff in all settings. Universal, Tier I Secondary Prevention: Systems for targeted or group- based interventions for students needing additional support beyond the Universal or Tier I system. Targeted, Tier II Tertiary Prevention: System for students requiring more intensive & individualized supports for academic, social, or mental health services. Individualized, Tier III

80% 15% 5% Check-In/ Check-Out

Everyone on staff knows about it Easy access and quick implementation Substitute teachers and volunteers included Always readily available for timely implementation No individual changes necessary Home school connection Regular reporting of progress Skills are taught and used Transition into self-management skills

Small group intervention to provide… Daily organization and behavioral support Systematic performance feedback High rates of adult attention Mechanism for making data-based decisions Communication link between school and home

Research supported practice Schools can successfully implement Decreases problem behavior Effective for 60-75% of Tier II, at-risk students Not as effective for students who do not find adult attention reinforcing (Crone, Horner, & Hawken, 2004, pp. 9-10)

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 may benefit from function-based, individualized interventions (Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

ALL All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation. SOME FEW

CICO works for 65-70% CICO 15%

Improved structure 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/activity period is positive. Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded

Program can be applied in all school locations Classroom, playground, cafeteria Anywhere there is a supervisor Elevated recognition for appropriate behavior Adult attention delivered each target period Adult attention (and tangible) delivered at end of day Links school and home support Provide format for positive student/parent contact Organized to fade into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

Social Competence & Academic Achievement Systems Administrative leadership, team-based implementation, defined commitment, allocation of FTE & coordinator, budgeted support, development of decision-driven information system Practices Define procedures, teach procedures, use daily progress report for progress monitoring, communicate with home on student progress, acknowledge expected behavior, correct behavioral error (continuum of consequences), use information for decision making Data Data entry, report generation, decision making

School-wide PBIS in Place School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior Process for Identifying a Student Who may be Appropriate for CICO Student is not responding to SWPBS expectations Request for Assistance Student finds adult attention rewarding Student is NOT in crisis

Daily CICO Progress Report Card Same expectations for all Common schedule All staff are taught rules for accepting, completing, and returning the card Home Report Process Can be same as progress card Can be a unique reporting form

CICO 15% CICO-SWIS is a decision system for targeted or group- based interventions for students needing additional support beyond the Universal or Tier I system.

CICO-SWIS Readiness Requirement 3 The school/facility has a standard Daily Progress Report/CICO point card with the following information: Defined number of check-in periods (up to ten) Defined number of expectations/goals (3-5) A three-point rating scale

More information and examples are available at in the Resources section

How are we doing with implementation? How are the students responding?

How is each student doing in relation to the school- wide goal?

What is one student’s pattern over time?

What does one student’s average day look like?

What is one student’s pattern over time in a single period?