1. Check-in/ Check-out with PB4L Schools
Rob Horner
University of Oregon

2. Goals
Define the logic and core features of Check-in/Check-out (CICO) as a Tier II intervention within the PB4L approach.
Provide empirical evidence supporting CICO, and practical examples from local schools.
Build an action plan for CICO implementation
Define the process for self-assessing CICO implementation

3. CICO within PB4L The basic logic of CICO is to build self-regulation
To teach a student how manage his/her own behavior
To teach a student how to get the support he/she needs from adults
CICO is highly efficient in use of staff time
All Tier II interventions are more effective, and more durable, if they are done with Tier I school-wide behavioral expectations as a foundation.

4. TERTIARY PREVENTION SECONDARY PREVENTION PRIMARY PREVENTION
ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
TERTIARY PREVENTION
~5%
SECONDARY PREVENTION
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Classroom Systems
Parent engagement
Bully Prevention
PRIMARY PREVENTION
~80% of Students

5. Major Features of Targeted (Tier II) Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Home/school linkage
Flexible intervention based on assessment
Functional Assessment
Adequate resources (admin, team)
weekly meeting, plus 10 hours a week for coordination
Student chooses to participate
Continuous monitoring for decision-making

6. Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Student Recommended for CICO
Request for Assistance
ODR Level
Family or Student request
CICO Coordinator
Behavior support team
Class Check out
Teacher Checks
Class Check in

7. Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Student Recommended for CICO
Morning Check-In
Check student “status”
Review home card
Provide Daily Progress Rpt
Greet and praise
Class Check out
Teacher Checks
Student give card to teacher
Teacher praise/ prime
Provide Daily Progress Rpt
Greet and praise
End of class feedback
Teacher Checks
Class Check in

8. Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Student Recommended for CICO
Home Check
Student give card to parent
Parent praise/ prime
No negatives
Parent signs
Class Check out
Teacher Checks
Afternoon checkout
Review day
Retrieve card
Send copy to family
Record points in SWIS
Class Check in

9. Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Student Recommended for CICO
Team Meeting
Review student progress
Adjust support plan if no improvement in two weeks
Build self-management steps when appropriate
Exit when appropriate
Report to School-wide Team, Administration, Whole Faculty
Class Check out
Teacher Checks
Class Check in

10. CICO Record Total 5 6 Safe Responsible Respectful Check In 0 1 2
Name: _______Darin_________________ Date: __March 2, _______
0 = Need work, 1 = “OK” 2 = Nice Job
Safe
Responsible
Respectful
Total
Check In 5
Before
Recess 6
Lunch
After Recess
Check Out
Today’s goal
Today’s total points
Comments:

11. Keep hands, feet, and objects to self
HAWK Report
Date ________ Student ______________Teacher___________________
0 = Not Yet
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 ______________%

12. Daily Progress Report Periods (block schedule) along the top
Goals (along the side) are the school-wide expectations (may need to be individualized for some students)
Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

13. Why does CICO work? Improved structure and predictability
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 period (or activity period) is positive, and sets up successful behavioral momentum.
Increase in contingent feedback
Feedback occurs more often.
Feedback is tied to student behavior.
Inappropriate behavior is less likely to be ignored or rewarded.

14. Why does CICO work? Student recruits adult support
Student uses card to recruit adult attention.
Very low “effort” for teacher
Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behavior
Adult and peer attention delivered each target period
Adult attention (and tangible) delivered at end of day

15. Why does CICO Work? Linking behavior support and academic support
For academic-based, escape-maintained problem behavior incorporate academic support
Linking school and home support
Provide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choices
Increased ability to self-monitor performance/progress

16. Getting CICO Started Use the CICO Self-Assessment
Use the CICO Action Plan
Team
Recorder
Facilitator 39

17. Logistics for Setting up a CICO program
Activity1:
All-Faculty Orientation to CICO
Assessment of need (ODR rates, staff assessment)
Team to manage CICO
CICO Team Lead
CICO coordinator
1. Faculty and staff commitment
Is problem behavior a major concern?
Are staff willing to commit 5 min per day?
Is CICO a reasonable option for us?
More than 5 students need extra support
CICO is designed to work with 10-12% of kids in a school
CICO typically “works” (50% reduction) with 67% of students.
CICO does NOT replace need for individualized supports.
2. Team available / Coordinator available
Team leader
CICO coordinator (morning, afternoon)
Team (meets at least once every two weeks)

18. Logistics for Setting up a CICO program
Activity 2:
SWPBIS Tier I in place (TIC = 80%; SET = 80/80)
Request for assistance process defined.
Criterion for CICO support defined.
3. School-wide PBS in place
School-wide expectations defined and taught
Reward system operating
Clear and consistent consequences for problem behavior
4. 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.
Example: > ODRs, Teacher nomination, Student/Parent nomination

19. Logistics for Setting up a CICO program
Activity 3:
Daily Progress Report developed
Home report routine developed
Define how families will be informed of process
5. Daily CICO progress report card
Same expectations for all
Common schedule
All staff taught rules for accepting, completing and returning the card.
6. Home report process
Can be same as progress card
Can be a unique reporting form

20. Logistics for Setting up a CICO program
7. Trading menu
Reward for collecting and turning in daily progress card
Reward for meeting daily goal
Exchange system for points earned
8. Collecting, summarizing and using data
Daily updates
Weekly review by team
Referral for individualized interventions. 28

21. Daily Data Used for Decision Making

22. Daily Data Used for Decision Making

23. Check-in Check-out SWIS

31. Check-in Check-out Embedded Within SWIS

33. Decision-making Is CICO being implemented?
Activity 4:
Rewards for CICO points defined and available
Process for collecting, entering, summarizing and reporting data is defined.
When would a student be referred for more intense support?
Is CICO being implemented?
CICO self-assessment checklist (80%)
Who is receiving CICO support?
How many students/ % of student body (9-12%)
Which students
Is CICO working?
% of student on CICO with 80% points?
Trends?
Who needs more support?
Modification of CICO
Referral to Individual Student Supports

34. We can also add a comparative measure to this report to see how the staff fidelity data connects to Brian’s asking for help data.
ISIS-SWIS reports will give teams and administrators powerful information with which to make good decisions!

35. Logistics for Setting up a CICO program
Activity 5:
Check-in location defined
Process for teaching students check-in routine defined
Teacher check-in/check-out routine defined
Teacher check-in/check-out routine presented to staff.
9. Morning Check-in Routine
Teaching students when, what, how
Teaching check-in coordinator
Assess
Reward
Set-up or Redirect
10. Teacher Check-in/Check-out Routine
Teach students when, when, how
Teaching staff/faculty
Set-up for success, positive momentum
Evaluation

36. Logistics for Setting up a CICO program
Activity 6:
End of day check-out routine, location, staff defined.
b) Family check/signature
routine defined.
c) Procedure for family
orientation to CICO
defined.
11. Afternoon Check-out Routine
Teach students when, where, how
Teach CICO coordinator data collection, acknowledge success, encourage improvement.
Consider self-recording system for older students
12. Family Review Routine
Teach family only to acknowledge success, sign

37. Logistics for Setting up a CICO program
Activity 7:
Team meeting schedule defined for the current year.
Team meeting agenda defined (data review, decision protocol)
Decision-rules:
Stay as is
Move to self-management
Move to individual support.
Move off CICO
Sample Decision Rules
Stay as is:
* < 6 weeks of success or upward trend
Move to Self-management
* > 6 weeks with 4 days per week of success.
Move to more intense support
* 2 weeks without improvement
Graduate off CICO
* 4-6 weeks of success on Self-management
13. Team Meeting Decision Making
Reporting of student status
Process for adjusting when CICO is not successful
14. Planning for success
Identifying success
Fading support
Embedding self-management

38. Logistics for Setting up a CICO program
Activity 8:
Define self-management process.
Use card, but no teacher review
No, card, but still check in
b) Substitute teacher orientation materials
c) Use of card in non-structured areas
15. Planning for more intensive, individualized support.
Functional behavioral assessment
Tier III support team
16. Substitute Teacher routine
How to inform and orient new teachers
17. Playground, cafeteria, bus routines

39. Empirical Support for Check-in/ Check-out

40. The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check-In/Check-Out
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check-In/Check-Out. Journal of Positive Behavioral Interventions, 10(1),

41. Baseline Check-in Check-out Trevor
Todd, Kauffman, Meyer & Horner
Baseline
Check-in Check-out
Trevor
Peer Composite
Chad
Percentage of Intervals with Problem Behavior
Kendall
Eric

42. Evaluation of a Targeted Intervention Within a School-Wide System of Behavior Support
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12(3),

44. The Importance of Functional Assessment in Targeted Interventions
March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal for Emotional and Behavioral Disorders, 10(3),

46. Video
Leanne Hawken
5:30

47. Check-in/ Check-out Self-Assessment
Individually score the elements of the CICO Self-Assessment
In place; In progress; Not in place
As a team review your ratings, and agree on a single summary for the school
For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?
Define a schedule for meeting to review progress and implement your CICO plan.

48. Summary Targeted interventions
Highly Efficient, structured support
CICO is one option emphasizing self-regulation
Assess for whom it will work
Enlist whole faculty involvement
CICO will still need supplement from Tertiary, Function-based support system