1. Check-In / Check-Out (CI/CO): Overview for Staff

2. © 2005 by The Guilford Press 80-95% 3-7 % 1-3%

3. Student Recommended for CI/CO CI/CO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-Out Morning Check-In CI/CO Coordinator Summarizes Data for Decision Making Weekly CI/CO Meeting to Assess Student Progress Exit Program Revise Program

4. Daily Progress Report

5. © 2005 by The Guilford Press

7. CI/CO Process (cont.)  Principal recognition –Extra reinforcers  Data shared with all staff at least quarterly on how students are doing  9-week graph sent to parents

8. © 2005 by The Guilford Press CI/CO Expectations for Teachers  Greet student  Provide feedback at predetermined times –Rate behavior on the daily progress report –Explain rating to student using specific feedback  Prompt appropriate behavior –“Tomorrow, let’s work on….”

9. © 2005 by The Guilford Press CI/CO Process (cont.)  Who will be responsible for checking students in and out? Mrs. DeLapp in the Science Lab Mrs. Sanderford in the Computer Lab Coach Jarrett will serve as backup

10. © 2005 by The Guilford Press CI/CO Process (cont.)  How do teachers make a referral? –Referral form completed –Just b/c a kid is referred, does not mean they will be invited to participate in CI/CO

11. © 2005 by The Guilford Press CI/CO Process (cont.)  How long will students be on CI/CO?

12. © 2005 by The Guilford Press Critical Features of CI/CO  Intervention is continuously available  Rapid access to intervention (72 hr)  Low effort by teachers  Positive system of support –Students agree to participate  Implemented by all staff/faculty in a school  Adequate resources allocated (admin, team) –Weekly meeting, coordinator, reinforcers  Continuous monitoring for decision making

13. © 2005 by The Guilford Press Why Does the CI/CO Work?  Improved structure  Prompts are provided throughout the day for correct behavior.  System for linking student with at least one positive adult.  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.  Increase in contingent feedback  Feedback occurs more often and is tied directly to student behavior.  Inappropriate behavior is less likely to be ignored or rewarded.