implementing describe targeted (“yellow zone”) check-in ... · efficient, ongoing programs for...
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Implementing Check-in Check-outAn Efficient Intervention for Mentoring and Behaviour SupportKent McIntosh, PhDUniversity of Oregon
Handouts:http://kentmcintosh.wordpress.com
Describe Targeted (“yellow zone”) interventions
Provide details on Check-in Check-out (CICO)How it worksHow to implementHow to monitor progressHow to troubleshoot issues
Overview
Hsin’s parents work long hours at Aberdeen Centre. He doesn’t seem to have any friends, and he is wary of teachers. No adults in the school can say they really know him.
Hsin comes to school without breakfast, tries to make as little noise as possible, eats lunch alone, and makes his way through the day with as little interaction as possible. He returns home to do homework and chores alone.What does Hsin need to be successful?
A Day in the Life Hsin
Eddie is a talkative, charming guy. He has regularly struggled with basic organisational skills. He is impulsive, inattentive, late, and never turns his homework in. Everyone in the school knows him by name.
Eddie tries to make it to class on time, but there are just too many people to tell what happened to him yesterday. He does his homework but forgets to turn it in. Eddie gets the “you need to get your act together” talk from at least half of his teachers every day. What does Eddie need to be successful?
A Day in the Life Eddie
Kevin has been a child in care since Grade 1 and now splits his nights between a foster home and the street. Kevin is a non-reader and has difficulties with peers. He has been abusing alcohol and tobacco for 3 years.
Kevin gets to school mid-morning, drunk or high, trying to give it another go. He is confronted at the door by the VP and spends the morning in her office. He gets into a fight in the hall, gets suspended, and takes off a few more days for good measure.What does Kevin need to be successful?
A Day in the Life Kevin
Sarah is known by her teachers as a hard worker and role model for her peers. She has a few close friends and enjoys school.
Sarah comes to school early to help her last year’s teacher prepare for class. She excels in her classes. After school, she tutors some of the younger students in the school who need additional help.What does Sarah need to be successful?
A Day in the Life Sarah
Hsin Eddie
Kevin Sarah Universal PreventionFor all students
(prevent challenges)
The Three Tier Model
Intensive InterventionFor students with
significant challenges
Kevin
Sarah
Targeted InterventionFor students at risk
for challenges
Eddie
Hsin
Efficient, ongoing programs for multiple students who need some additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge
Should work for most (but not all) students
Targeted Interventions Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for
success (and recognition) Academic assistance
Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Loss/Friendship Groups…
Targeted Interventions: Common Features
A program to add:Mentoring by an adult in the school who looks
out for the studentStructured process of feedback and
recognition to a school day Instruction in needed skills School-home communicationBuilt-in monitoring of student progress
Check-in Check-out (CICO)(aka the Behaviour Education Program)
Combination of effective strategies MentoringDaily Point Card (Daily Behavior Report Card)Performance FeedbackSchool-Home Notes
(see Crone, Hawken, & Horner, 2010)
CICO Components
Public schools with typical resources No “hired guns”
Implemented from Pre-K to Secondary School Rated by teachers and students as efficient,
effective, and acceptable Results for most students (Grades PK to 12):
Reductions in problem behaviour Increases in academic engagement Reduced ratings of problem behaviour Increased ratings of prosocial behaviour
Research on CICO to date:18 published studies 1. Improved structure in all locations
Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour
Why does CICO work?
1. Improved structure in all locations Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour
2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides
momentum3. Increase in performance feedback and recognition
Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)
Why does CICO work?1. Improved structure in all locations
Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour
2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides
momentum3. Increase in performance feedback and recognition
Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)
4. Linking school and home support Provide format for positive student/parent contact
5. The ultimate goal is student self-regulation Gives skills to self-monitor and manage their performance
Why does CICO work?
Bridgeland, DiIulio, & Morison, 2006
Connecting students with caring and supportive adults
Connecting students and teachers through meaningful performance feedback
Connecting home and school through increased communication
CICO is about CONNECTING:
What does CICO look like?
Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly SBT Meetingto Assess Student
Progress
Fade Program
ReviseProgram
Check-in Check-out System
ContinueProgram
1. Student checks in with mentor at arrival to schoolAcknowledge student for checking inPrepare student for day
Do they have materials? Do they need neutralizing activity?
Turn in previous day’s signed cardPick up day’s cardReview/reteach daily goalsPrecorrections for appropriate behaviour
CICO Daily Cycle
2. At each class periodStudent brings card to teacherTeacher acknowledges student for checking inTeacher rates & provides feedback
3. Check out with mentor at end of dayReview day’s points & goalsMentor acknowledges and/or encouragesTake successful card home for parent signature
CICO Daily Cycle
4. Give successful card to parent/ Parent acknowledges/recognizes successes Acknowledgement Encouragement for next time
Parent signs card
5. Student returns signed card next day
6. Coordinator enters daily point data
CICO Daily Cycle CICO Card
Goals 1/5 2/6 3/7 HR 4/8
Be respectful 0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible 0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hands & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions 0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
Sample CICO CardName: ____________________________ Date: ______________
0 = Needs work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Morning Work 0 1 2 0 1 2 0 1 2
Reading 0 1 2 0 1 2 0 1 2
Lunch/Recess 0 1 2 0 1 2 0 1 2
Math 0 1 2 0 1 2 0 1 2
PE/Music/Block 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= 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 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
CICO Self-Monitoring CardName: ____________________________ Date: _____________
3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate
Safe Kind Responsible
Homeroom 3 2 1 3 2 1 3 2 1
English 3 2 1 3 2 1 3 2 1
Math 3 2 1 3 2 1 3 2 1
History 3 2 1 3 2 1 3 2 1
Elective 3 2 1 3 2 1 3 2 1
Today’s goal: Today’s total points:
Today’s Accuracy Goal: Today’s Accuracy Total:
Use a single card with school-wide expectationsCard needs to be quick & easy for staff to
completeOk to vary cards developmentally
i.e., primary vs. intermediate
A Critical Feature of Effective Point Cards
Name:Date: Block 1 Block 2 Block 3 Block 4
Safety 0 1 2 0 1 2 0 1 2 0 1 2
Organization 0 1 2 0 1 2 0 1 2 0 1 2
Achievement 0 1 2 0 1 2 0 1 2 0 1 2
Respect 0 1 2 0 1 2 0 1 2 0 1 2
Name:Date:
Pencil sharpened
Homework completed
Raise hand to talk
Be on time Keep hands to self
1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
4. PE on T TH
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Name: Date:
Safety Organization Achievement Respect
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
Name: Safety Organization Achievement RespectDate: Keep hands to
selfTurn in homework
Do my own work
Raise hand to talk
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
Individualize this way, if you need to provide specific prompts
How do we implement CICO?
Do you have Universal (“green zone”) systems in place?Use fidelity measures at PBISassessment.org
Is CICO right for your school? What is PBIS Assessment?
PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBS decision making
And it’s free to use!
What measures can be used with PBIS Assessment?
Team Implementation Checklist Self-Assessment Survey School-wide Evaluation Tool Benchmarks of Quality School Safety Survey
How can I enter information?
You can enter pen and paper surveys into the system or have respondents (staff, students, parents) complete surveys online
All you need to do is set up an account with your district coordinator and set survey completion times
District coordinators: contact Kent McIntosh ([email protected]) to get set up with a coordinator account
Do you have Universal (“green zone”) systems in place?Use fidelity measures at PBISassessment.org
How many students in your school need moderate support? If > 10 students, consider CICO If < 10 students, focus on individualized
interventions A CICO system typically supports 15 to 30
students per year
Is CICO right for your school?
1. Is CICO something our school needs?2. If so, what more do we need to know to
implement CICO?a. Readiness?b. Teaming?c. Coordination?d. Enrollment?e. Data systems?f. Monitoring progress?g. Troubleshooting?h. Graduation/fading?
Guiding Questions
School-wide (“green zone”) behaviour support system in place
Staff buy-in for implementing CICOCICO implementation a top priority
Administrative supportTime and money allocated
CICO Readiness Checklist (Crone, Hawken, & Horner, 2010)
Form online
CICO Self-Assessment and Action Planning Form
Handouts: http://kentmcintosh.wordpress.com
1. Create a CICO team2. Identify and train CICO Coordinator3. Create a daily CICO card4. Develop a nomination system5. Create a data system6. Create a plan to train teachers, students,
and parents
CICO Implementation Steps
Representative team (could be SBT) Teachers, staff, administrator CICO Coordinator CICO Mentor(s)
Access to resources Meeting time at least every two weeks
1. Create a CICO team
Coordinator Chair CICO meetings, faculty contact,
improvement Mentor(s)Check-in, check-out, meeting, data entry
Together (Coordinator + Mentor) = about 10 hours/wk
All staff need to know about the program and their roles
Organization and Structure
WHAT FITS YOUR
SCHOOL?
Combining these roles/
responsibilities across multiple
staff or not?
CICO Coordinator vs. MentorCoordinator Facilitates the CICO
system Runs the meeting Enrols students
Training
Contact for staff and families
Organizes and summarizes data for meetings
May also be Mentor
Mentor Check-in at start of day Check-out at end of day Attends CICO meetings May enter daily CICO
data
Lead morning check-in & afternoon check-out Enter CICO data daily Organize and maintain records Process CICO nominations Create graphs for CICO meetings Gather supplemental information for CICO
meetings Prioritize CICO students for team meetings
2. Identify/train CICO Coordinator and Mentors
Plan for turn-over Increase sustainabilityDocument all procedures
School CICO handbookActive management from administratorsWrite coordinator duties into a job descriptionDevote FTE to the coordinator position
CICO Coordinator: Planning for Sustainability
Identify the behavioural expectations for ratings Consistent with school-wide expectations
Fixed or variable
Positively stated
Identify how often teachers rate the students’ behaviour
Ensure the card is age-appropriate
Ensure the card is teacher-friendly and easy to use
Decide if a different card will be used for home notes
3. Create a daily CICO card CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Check-in Check-out System
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly SBT Meetingto Assess Student
Progress
Fade Program
ReviseProgram
ContinueProgram
CICO is Implemented
Student Recommended for CICO
Identify criteria for placing students on CICOTeacher nominationAutomatic referral (multiple behaviour
incidents) Create a parental consent/notification form Create decision rules for CICO graduation
4. Develop a nomination system
1. School team identifies student Teacher nomination form Multiple office referrals/behaviour log entries
2. Student must choose to participate3. Teach routines to students, teachers, & parents4. Establish school & home recognition system
CICO Startup Process
Leanne Hawken’s typical teaching plan for elementary school students onlineExplain CICO in generalWalk through the card
Have student show/describe expected behavior Explain points process and goals
Teach process for: Check-in with mentor Check-in and out with teacher(s) Check-out with mentor Taking card home
Sample Student Lesson Plan
Handouts: http://kentmcintosh.wordpress.com
Check-in Check-out System
Student Recommended for CICO
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
Fade Program
ReviseProgram
ContinueProgram
CICO is Implemented
Bi-weekly SBT Meetingto Assess Student
Progress
CICO CoordinatorSummarizes Data
For Decision Making
Identify/create a computer program to enter and graph data
Identify:Who will enter dataWho will create graphs for team meetings
Create guidelines/timelines for: Sharing graphs with the whole staff Sharing graphs with parents
5. Create a data system
Team meetings at least every other week Evaluate point data for current studentsCoordinator provides graphs for all studentsTroubleshoot students not making progressConsider graduation for successful students
Evaluating CICO Progress
CICO-SWIS (www.pbisapps.org) Excel graph online
Evaluating CICO Progress:Options
Handouts: http://kentmcintosh.wordpress.com
CICO Team Meeting AgendaDate:____________ Note Taker:___________Team Members Present:___________________________
List of Priority Students:1) Evaluate Current Student Progress (priority students)2) Discuss New Referrals3) Identify Students to Receive Extra Acknowledgment4) Other CICO Issues or Students
Evaluating CICO Progress: Sample Agenda
Design lesson plans to train students Checking in and out with mentor and teacher Accepting feedback appropriately
Create plan to train parents on how to provide feedback at home Positive or encouraging
All staff taught rules for accepting, completing, and returning the card Positive first interaction
Encouragement and precorrection Specific feedback (“parent safe”)
6. Create a plan to train teachers, students, and parents
Monitoring progress with CICO
Collect PLEP by rating student without training student to use card
Set initial objective as 10% of points above baseline
Revise based on data
Creating IEP Goals and Objectives using Daily Point Report Cards
1. Is the student making point goals?2. CONTINUE - REVISE - FADE ?3. If REVISE, what changes need to be made?
Are the points being given accurately? Is there day-to-day consistency? What are the actual point card patterns? What do we need to change?
How to look at daily point data and make decisions
Using CICO data for decision making
A
DC
B
Decisions to make:
1. Is the student experiencing more success?
2. CONTINUE – REVISE – FADE ?
DECISION-MAKING QUESTIONS
1. Is the student making point goals?
2. CONTINUE - REVISE - FADE ?
3. If REVISE, what changes need to be made?
Symptoms:Consistently making points (> 1 month)
Prescription:Fade CICO
Graduate Remove components Move to self-management system
“Poster Boy” Pierre
DECISION-MAKING QUESTIONS
1. Is the student making point goals?
2. CONTINUE - REVISE - FADE ?
3. If REVISE, what changes need to be made?
Symptoms:Suddenly stops using card
Prescription:Check fidelity Assess barriers to checking in/outAssess reinforcement system
Change incentives? Increase frequency?Assess mentor-student relationshipAssess home component
“Cold Turkey” Cole
DECISION-MAKING QUESTIONS
1. Is the student making point goals?
2. CONTINUE - REVISE - FADE ?
3. If REVISE, what changes need to be made?
Symptoms:Regularly skips checking in or out
Prescription:Assess barriers to checking in/outRe-teach and re-practice point card skillsProvide additional check-in/out points
“Check-in” Charlie“Check-out” Chelsea
Symptoms:Fails to check out when day is blown
Prescription:Provide additional check-out pointsProvide partial points
Running total instead of yes/no pointsAssess home component
Is it too punitive?
“Math Wiz” Matthew
DECISION-MAKING QUESTIONS
1. Is the student making point goals?
2. CONTINUE - REVISE - FADE ?
3. If REVISE, what changes need to be made?
Symptoms:Never made point goals
Prescription:Check program fidelity Re-teach and re-practice point card skills
e.g. teach how to accept critical feedbackAssess reinforcement system
Change incentives? Increase frequency?Assess mentor-student relationshipConsider function-based support
“Missed the Bus” M’shell
DECISION-MAKING QUESTIONS
1. Is the student making point goals?
2. CONTINUE - REVISE - FADE ?
3. If REVISE, what changes need to be made?
Symptoms:Some good days, some bad days
Prescription:Look at overall data for weekly patterns
A day of the week? Go to the cards and assess daily patterns
Time of day? Subjects? Individualize the plan
e.g. cool-down routine, academic help, change in structure, etc.
“Bad Hair Day” Betty
Troubleshooting CICO
Student won’t carry card Assess student commitment Consider less obtrusive method
Mentor provides card to teacher and picks up Student continues to receive feedback from teacher
Student isn’t checking in or out Determine reason Identify a more preferred person as mentor
Teacher fidelity Assess teacher commitment/enthusiasm Re-teach Student as prompter Redesign card?
Potential Challenges Differential Effects by Function of Problem Behaviour
0
0.25
0.5
0.75
1
1.25
1.5
1.75
2
Pre-test Post-test
Mea
n O
DRs
(for 8
wee
k pe
riod)
AttentionEsc. Task
30
40
50
Pre-test Post-test
BASC
T-S
core
AttentionEsc. Task
McIntosh, Campbell, Carter, & Dickey, 2009
Discipline Referrals Adaptive Skills
Differential Effects by Function of Problem Behaviour
50
60
70
80
Pre-test Post-test
BASC
T-S
core
AttentionEsc. Task
40
50
60
Pre-test Post-test
BASC
T-S
core
AttentionEsc. Task
Externalizing Behaviour Internalizing Behaviour
McIntosh, Campbell, Carter, & Dickey, 2009
Peer Attention: Provide peer attention for meeting expectationsCheck out with friendBrief free time with friend at end of class
Escape Academic Task: Provide relief from difficult tasksBreaks, shorten work requirementAccess to assistance Preferred way to complete work (e.g., groups)Provide academic support
Modifying/Intensifying/IndividualizingCICO
Change feedback processMore frequent check-insMore time with (preferred) mentorPair attention with other incentives
Add social skills instructionGroup
Middle of day Common curriculum
Individual Tailored to individual needs
Modifying/Intensifying/Individualizing CICO
Flowchart online
CICO Troubleshooting Flowchart
Handouts: http://kentmcintosh.wordpress.com
Fading CICO
CELEBRATE! (GRADUATE?) Options1. Simply take the intervention away2. Gradually remove different components
of CICO3. Teach the student to self-monitor
What do we do when students are doing well on CICO?
Gradually decrease checks during the day (keep check in and out)
Remove check in Remove check out Remove parent feedback
Monitor behaviour for continued successModify removal plan as needed
Removing Components of CICO
Phase 1: Train the student Teach the student how to evaluate her/his
behaviour (with specific examples) Teach the student how to use the modified
card Teach the student how to handle
disagreements
Self-Monitoring (Campbell & Anderson, 2011)
Phase 2: Active Accuracy Checks Students rate their own behaviour Teachers also rate behaviour and check
for accuracy (agreement) Students should receive praise and points
for accuracy as well as positive behaviour
Self-Monitoring (Campbell & Anderson, 2011)
Phase 3: Periodic Accuracy Checks After meeting a criterion (e.g., 90%
accuracy for two weeks), accuracy checks may be reduced to random teacher checks
If the student continues to show appropriate behaviour, other features of the intervention may be faded
Self-Monitoring (Campbell & Anderson, 2011)
How do we learn more about CICO?
Manual on How to Implement Check-in Check-out
Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed.). New York: Guilford Press.
© 2005 by The
Contact Information
Kent McIntoshSpecial Education Program1235 University of OregonEugene, OR [email protected]
Handouts: http://kentmcintosh.wordpress.com
Cannon Beach, Oregon © GoPictures, 2010