1. Most Promising Targeted Interventions:
Check-in/Check-out or
Teacher Check, Connect and Expect

2. Check-In/Check-Out programs… called many different things
Aka. Behavior Education Program (BEP)
Teacher Check and Connect
Variations on a long-standing strategy of using daily progress report for behavior
Many variations of CICO. We’re going to talk about CICO and TCCE.

3. Check-In/Check Out Implementation Manual
The Behavior Education Program: A Check-in, Check-out Intervention
Check-In/Check Out Implementation Manual
Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (
Information I will be presenting today is from this book. Each team gets a copy of this book and the FBA book.
Relatively inexpensive: Book $28; DVD $55; Package $65
© 2005 by The

4. What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)?
School-based programs for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:
Students who do not respond to school-wide interventions
Students with repeated referrals
Students seeking adult attention
Key is that it has most impact for students who seek adult attention. Peer attention too. CICO/TCCE can be modified and individualized in many ways but the focus is to develop a system for this intervention that is easily accessible to adults and students.

5. Teacher Check Connect and Expect: How does it work?
Student is greeted in a friendly positive way by the teacher.
Teacher reviews behavior expectations with the student, and encourages student to do well.
After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (DPR).
At end of day, teacher writes the total amount of points achieved for the day on DPR.
Completed DPRs are sent to the targeted team for input into data information system.
Targeted team reviews progress after four weeks unless otherwise indicated.
Good for elementary school where teacher has student all day. It is also easier to implement because it is only one person to check in/out and you don’t need to recruit someone to be a CICO coordinator. However, not as reliable and research on effectiveness has not done on this intervention/

6. Check-In/Check-Out: How does it work?
Morning check-in
Students checks in with coordinator within 15 minutes of arrival time
Coordinator collects and hands out Daily Progress Report (DPR) form
daily goal set with students
Students encouraged to make good choices
Student gives DPR form to each teacher prior to each period (section of time).
(Can also be used in cafeteria or playground… anywhere there is a supervisor).

7. Check-In/Check-Out: How does it work?
End of day check-out
During last 20 minutes of the day
Goes over daily progress
Reviews progress towards goals
Points tallied
Reward
Graphs student progress
Daily Progress Report form copy taken home and signed.
Return signed copy next morning.

8. Check In / Check Out A model for what Targeted Interventions should be!
How does CICO do this?
Explicitly teaching expected behavior to the student
Structured prompts for appropriate behavior
Opportunities to practice skills
Opportunities for positive feedback
Strategies for fading support as the student gains new skills
System for communicating with parents
Regular Data for Monitoring student progress

9. Check-In/Check-Out
View DVD

10. Who Qualifies for CICO or TCCE?
More than two referrals over an established time period
Teacher or parent referral
Not dangerous to self/others
Adult attention is rewarding

11. Who Can Benefit? APPROPRIATE INAPPROPRIATE
Low-level problem behavior (not severe)
2-5 referrals
Behavior occurs across multiple locations
Examples
talking out
minor disruption
work completion
INAPPROPRIATE
Serious or violent behaviors/ infractions
Extreme chronic behavior (6-10+ referrals)
Requires more individualized support

12. Lessons Learned PBIS Targeted Team and EST may need to blend
Targeted interventions should build upon Universal system.
Completing procedures for the CICO/TCCE system leads to better outcomes.
Targeted interventions should be tried first before moving to individualized practices.
Matching student need to intervention should be based on function of behavior.

13. CICO/TCCE Components:
1. Determine how Check-in/Check-out or TCCE will be implemented in your school
2.Develop Daily Progress Report and Progress Summary
3.Develop reinforcement system for students on Check-in/Check-out or TCCE
4.Develop referral system
5.Create system for managing daily data
6.Plan for fading students off intervention
7.Develop staff training
8.Develop student and parent training
These are the components for developing CICO. We will walk you through these steps and help facilitate the development of your action plan for CICO.

14. 1. Determine how CICO or TCCE will be implemented in your school
Establish the Team (student)
Assign Check-In/Check-out Coordinator (if CICO)
Determine location within building if Check- In/Check-Out; in classroom if TCCE
Establish number of students you will serve
Determine the name of this program for your school

15. Establish the Team (student) & Assign Check-In/Check-out Coordinator (if CICO)
Identify members of Student focused team.
If CICO, identify a CICO Coordinator:
“Someone the students enjoy and trust”
Enthusiastic
Leads check-in and check-out with students
Enters data daily
Attends weekly targeted team meetings
Make sure to assign a back-up CICO Coordinator!

16. Determine location within building if Check-In/Check-Out; in classroom if TCCE
Where will the Program occur?
If CICO, then the space needs to be:
Predictable – same location each day
Enough space to accommodate the Coordinator and several students at a time
Central location but relatively isolated
If TCCE, then space considerations need to emphasize discretion and convenience

17. Establish number of students you will serve

18. Activity # 6 How will CICO/TCCE be implemented?
Complete these steps
Establish the Team (student) and assign Check- In/Check-out Coordinator (if CICO). Use School Profile Form.
Determine location within building if Check- In/Check-Out; in classroom if TCCE
Establish number of students you will serve. Use your ODR data.
Determine a catchy name of this program for your school.
Go back tot he school profile form and review now that you know you will be needing a CICO coordinator.
Discuss how to make this accessible, non-stigmatizing, and confidential.
Approximately 7-12% of students will succeed on this program.
Examples of names: Kennedy Card Program, Hawks Success Program, etc.

19. CICO/TCCE Components:
1. Determine how Check-in/Check-out or TCCE will be implemented in your school
2.Develop Daily Progress Report and Progress Summary
3.Develop reinforcement system for students on Check-in/Check-out or TCCE
4.Develop referral system
5.Create system for managing daily data
6.Plan for fading students off intervention
7.Develop staff training
8.Develop student and parent training

20. Daily Progress Report (DPR)
At least 2 copies
Portable
Group vs. Individualized goals
Age appropriate
Prescribed time periods
Clear, concise, understandable for students, families and staff.

21. Check-In/Check-Out Form Daily Progress Report A- Day. B-Day Name:
Check-In/Check-Out Form Daily Progress Report A- Day B-Day Name: Jeremy Walker Date: 9/18/02 Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student’s achievement for the following goals:
Goals
1/5
2/6
3/7 HR
4/8
Be respectful
Be responsible
Keep Hand & Feet to Self
Follow Directions
Be There – Be Ready
TOTAL POINTS 8 7 10
TEACHER INITIALS
A.K.
B.D.
R.S.
J.T.
B.L.
Daily Goal 40/ Daily Score 41/50
Jeremy Walker Student Signature
Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. (I
additional space is required, please attach a note and indicate so below)
Period 1/5 Behavior is improving!
Period 2/6
Period 3/7
Period 4/8
Home Room Excellent behavior today!
Parent/Caregiver Signature: Angel Walker
Parent/Caregiver Comments: Keep up the good work!

22. Paw Print Card We Expect Your Best!
Date ____________________ Student ____________________________________
0=No
1=Sorta
2=Great!
Be Safe
Be Respectful
Be Responsible
Follow
Teacher Initials
8:30 AM to
AM Break
AM Break to Lunch
Lunch to
PM Break
PM Break to
End of day
Total Points = ________________
Points Possible = (18 Fridays)
Today _________________%
Goal _________________%
Successes: ______________________________________________________________________
Parent Signature__________________________________________________________________

23. Name _____________________________________________________
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Work
And Let
Other
Follow
Directions
the First
Time
Teacher
Parent 2 1 No
Assignments:
Wow,
= _____ Goal = 36

24. HAWK Report Helping A Winning Kid. Date _________________
HAWK Report Helping A Winning Kid Date _________________ Teacher___________________________ Student_____________________________
0 = No
1= Good
2= 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
Recess
Lunch
Total Points =
Points Possible =
Today ______________%
Goal ______________%
This DPR is somewhat individualized for the student to highlight specific behaviors the adults are looking for within the overarching expectations. It is best to have a generic card and only individualize if/when you need to.
Parent’s signature______________________________
WOW:_________________________________________________________________________________
______________________________________________________________________________________

25. This is the VTPBiS State Team CICO program
This is the VTPBiS State Team CICO program. WE noticed that a few people (10%) need a little extra support to be successful in this training. We nominated --- to participate in this opportunity. They will be checking in with us throughout the day and we will keep you posted on their success.

26. Develop Progress Summary Check-in, Check-out Form: Elementary School Version
Student
Check-Out
% of points earned
Goal
Check-in
Delivered
Contract
Signed Parent Copy
of DPR

28. Activity # 7 Create DPR Forms and Progress Summary
Complete these steps:
Create DPR Form:
Expectations should match Universal expectations
DPR should be teacher and student friendly.
Daily Progress Report must have the following:
Defined # of check-in periods (up to ten)
Defined # of expectations/goals (3-5)
a three point rating scale
There should be a place to write each student’s goals
Use examples from BEP book pgs. 201 – 204; and at at PBISveromont.org CICO forms). pbisvermont.org and SWIS CICO Readiness Checklist
Create CICO/TCCE Progress Summary Form:
Refer to BEP book pgs

29. CICO/TCCE Components:
1. Determine how Check-in/Check-out or TCCE will be implemented in your school
2.Develop Daily Progress Report and Progress Summary
3.Develop reinforcement system for students on Check-in/Check-out or TCCE
4.Develop referral system
5.Create system for managing daily data
6.Plan for fading students off intervention
7.Develop staff training
8.Develop student and parent training

30. Develop reinforcement system for students on Check-in/Check-out or TCCE
Types of rewards:
PRAISE, PRAISE, PRAISE
Positive adult contact
Provide students reinforcement for meeting daily point goals is essential:
-Spinner System
-Credit Card System
-Activities

31. Student Reinforcement
Small reinforcer for successful check-in
-On time
-Returned signed DPR
-Has all materials
-Filled out new DPR
Small reinforcer from teacher for perfect periods
Small reinforcer for successful check-out
-Being there in time to make the bus
-Having DPR
-Met daily goal
Additional incentives for weekly, monthly achievements

32. Student Reinforcement – Connected to School-Wide PBIS
SW dollars, mini-store at checkpoint
Check-in/Check-out dollars (worth more than SW bucks)
Accelerated value/redemption

33. CICO/TCCE Components:
(1) Determine how Check-In/Check-Out or TCCE will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

34. Referral Sources Office Discipline Referrals
Universal Screening (will identify internalizing non-responders)
Other data – absentees, visits to nurse, academics, other
Parent Request
Teacher Request

35. Request for Assistance
Must have a request for assistance form that guides the process
All faculty & staff should be familiar with how to use the form to make a referral
Request for assistance forms should be easily accessible
Request for assistance forms should be given to Targeted Coordinator
Targeted Coordinator should respond to person making referral within 2 days

36. Develop the Request for Assistance Process
What, Where, How long?
Determine maximum capacity
System for prioritizing students
Process for graduating from program

37. Request for Assistance Form
(See Pg 94 in Crone et al. text)
Elements to include:
Student’s name
Date
Name of referring person
Reason for referral
(description of problem behavior)
Hypothesized reason for the problem behavior
(what does the student gain by misbehaving)?
Behavior strategies tried thus far
All staff should know how to use form to make referral
Easily accessible to all staff

40. Contract/Agreement Agreement to succeed
(See Pg 108 in Crone et al. text)
Agreement to succeed
Student: Student chooses to participate
Parent
Check-In/Check-Out Coordinator
Teachers
Contract may be written or verbal
Better if written

41. Permission for Check-In/Check-Out
Winder School
Permission for Check-In/Check-Out
Date ____________________
Student _____________________________________ Grade _______________
Teacher _____________________________________
Parent / Guardian _____________________________
I would like to include your child in our Check-In/Check-Out Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child.
_____ I do give consent for my student to participate.
_____ I do not give consent for my student to participate.
___________________________________ Date _________________________
( Parent / Guardian )
For further information, please call:
___________________________________ at ,
Sabrina Williams
or call ___________________________________.

44. Activity # 8 Create Reward System and Referral Process
Complete these steps:
Develop reward system using guidelines in Workbook
Establish Referral Criteria and Process and create:
Request for Assistance Form (see BEP book pg. 197 and at PBISveromont.org CICO forms).
Student Agreement Contract (see BEP book pg. 219)
Parent Consent Form or Contract (see example at at PBISveromont.org CICO forms). )
If necessary, develop a parent consent form (BEP book pg. 199 and at at PBISveromont.org CICO forms).

45. CICO/TCCE Components:
(1) Determine how Check-In/Check-Out will be implemented in your school
(2) Develop DPR
(3) Develop reinforcement system for students on Check-In/Check-Out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off of intervention
(7) Develop staff training
(8) Develop student and parent training

46. CICO-SWIS Organized around same three areas as SWIS:
Data Entry
Reporting
Tool
Reports organized to be used for two levels of problem-solving
Overall CICO Implementation
Individual Student Progress Monitoring

47. CICO-SWIS – View Reports

48. CICO-SWIS: Next Steps
Daily Progress Report must be aligned with SWIS CICO Readiness Checklist and have the following:
Defined # of check-in periods (up to ten)
Defined # of expectations/goals (3-5)
a three point rating scale
SWIS account must be renewed to include SWIS CICO.
Individuals must receive training.
If interested, sign up on list.

49. CICO/TCCE Components:
(1) Determine how Check-In/Check-Out will be implemented in your school (2) Develop DPR (3) Develop reinforcement system for students On Check-In/Check-out (4) Develop referral system (5) Create system for managing daily data (6) Plan for fading students off intervention (7) Develop staff training (8) Develop student and parent training

50. Graduating from the Program
80% or better for at least 4 weeks, on a daily basis
Consult with teacher's), team
Meet with student to introduce graduation process
-Show data
-Explain how to use rating card/how to judge own Behavior
CELEBRATE
Talk with parents about graduation, how they can continue to support their child

51. Graduating from the Program
Shift to self-management
Teacher ratings = Student ratings
Rewards for honesty and accuracy
Rewards become contingent on good behavior
Fade teacher ratings, rewards (not as much)
Fade data collection

52. Activity # 9 Managing the daily data and Fading Students from CICO/TCCE
Complete these steps:
Create your Data System:
Using the guiding questions in the Workbook, determine the who, what, when, where and how of your data system for CICO. Review questions on BAT.
Plan for fading students off of CICO:
Determine criteria for fading students off of intervention and how this will occur.

53. CICO/TCCE Components:
(1) Determine how Check-In/Check-Out will be implemented in
your school
(2) Develop DPR
(3) Develop reinforcement system for students
On Check-In/Check-out
(4) Develop referral system
(5) Create system for managing daily data
(6) Plan for fading students off intervention
(7) Develop staff training
(8) Develop student and parent training

54. Staff Training 1-2 hour in-service for ALL staff:
Staff/Teacher’s role in the process
Mission, culture, process, forms
Referrals for program
Program capacity, prioritizing, time to placement
Rating students’ behavior (Completing the DPR)
Giving effective feedback during and after class
Graduating from the program
Opportunities to practice, review forms
Booster sessions

55. Teacher Feedback to Students
Start each period on a good note
Attend to appropriate behavior (especially if it is a target behavior)
-Be specific
-Developmental considerations
Review and explain DPR ratings calmly and objectively
-Be specific and brief (app. 30 seconds)
Do not engage students in debates over ratings
Use rational detachment
Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points

56. Example: Giving Feedback
Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets. Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”

57. Teacher Feedback to Students
Praise all points, even if your goal was not met
Provide additional reward if student has a perfect period
-SW incentive, early out, etc.
Consider age, task demands
Each period is a fresh start

58. Parent Introduction For all parents Positive Brief Collaborative
Opportunity to refer

59. Student Body Introduction
Check-In/Check-Out as an Opportunity
Earn more rewards
Earn respect of peers
Emphasize Check-In/Check-Out achievements (with permission)
Incorporate into school’s culture

60. Introductory Meeting with Parents and Student
Parents first: Buy-in, support
Together with child
-Give rationale
-Emphasize positive aspects
-Emphasize opportunities to earn rewards
-Developmental considerations
-Student and parents sign CICO or TCCE Contract
Teach target behaviors (refresh as needed)
Explain finality of teacher ratings
Physically walk through checkpoints or routine

61. Activity # 10 Develop Staff, Student and Parent Training/Roll-out
Complete these steps:
Plan and schedule staff training/roll-out
Plan and schedule parent training/roll-out
Plan student training

62. Activity # 11 CICO Assessment/Action Plan
Complete these steps:
Complete the CICO Self-Assessment and Action Plan