check-in check-out: a follow up. objectives “checking in” integrating cico into your...
TRANSCRIPT
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Check-in Check-out:
A Follow Up
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Objectives “Checking in” Integrating CICO into your school-wide system Advanced/Problem Solving for CICO Taking stock:
CICO Self Assessment Goals for CICO implementation
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Checking In Brief update (discuss in your teams):
Where are you at with CICO implementation?
2-4 things that are going well with CICO
2-4 things that could be improved
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Integrating CICO Into Your School-wide System
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Secondary Prevention Group Interventions for students “at risk”
• CICO• First Steps to Success• Skills groups
Group Interventions w/function-based modifications
Function-based Support
Comprehensive Supports
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
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Screening (GrIP or IPBIS) team identifies & monitorsSecondary Prevention Group Interventions for students “at risk”
• CICO, First Steps to Success, Skills groups• Group interventions w/modifications
Individual Student-Focused Team assess & plan supportsComprehensive & Function Based Supports
TEAM Coordination of supports
PBIS team identifies & monitors universal, school-wide strategies•Coordinates teaching & reviewing school-wide expectations across settings (playground, cafeteria, classroom, etc.)•Coordinates consistent system of responding to behaviors•Coordinates training activities & updates for staff on behavior support
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Example: IntensivePBIS Systems Teams to support all students
PBIS IPBIS Team (GrIP, SST, Screening, whatever you want to
call it…) Responsibilities
Facilitator Time Keeper Note Taker Data analyst(s)
Membership Coordinator Administrator FBA coordinator (Behavior Specialist) Targeted interventions coordinator Academic specialist Representation from Regular and Special ed. Other specialists as needed
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Screening/IntensivePBIS Team (or whatever you want to call it)
Develop an Efficient Teaming Process Build on strengths of existing teams
Review yellow & red zone data regularly to: ID students in need of behavioral support Monitor progress of students receiving support Guide decisions regarding student intervention
(RTI) Monitor interventions, implementation & action
items Review effectiveness of each Targeted
Interventions to determine overall effectiveness
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Example: IntensivePBIS Systems
Teams to support all students PBIS IPBIS team Core Student-focused team (NOT A STANDING TEAM)
Responsibilities Conduct functional behavior assessment Build support plan Monitor progress, Coordinate next steps of
evaluation & supports as needed Membership
Someone with expertise in function-based support
Teacher(s), other stakeholders Parent, student
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What does this look like in your school? In your groups, discuss:
Where will monitoring of CICO take place? GrIP team PBIS team Create new IPBIS team Other
How often will monitoring take place?
Focus on working with structures that are already in place!
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Advanced Implementation of Check in Check out Systems:
Adapting and Fading Support
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Overview
Creating a system that will be effective and efficient When it’s not working:
Adapting/Modifying the program
When it is working:F
ading the program
Questions
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Review: Why Secondary Interventions?
It can take 2-4 weeks to conduct a Red Zone intervention: Complete Functional Behavior Assessment (FBA)Develop a behavior support planTrain everyone in implementation
Students can receive support within 72 hours with CICO
*CICO is effective for about 80% of students!
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Benefits of point card prompts For staff
Reminder for specific feedback to student at regular intervals
For student Reminder of schedule for day Reminder of specific behavioral expectations and
goals for the day A ‘ticket’ for self-recruiting feedback from
teachers and parents Progress monitoring tool
For school Provides data for data entry for student
monitoring and program monitoring Communication
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Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Hawken, 2002
The entire system is essential
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Establishing a good CICO system Plan, Plan, Plan! Document, Document, Document! Create a CICO manual that describes all of
the procedures for students and staff The manual needs to provide enough detail
that a staff member could look at it and get a good understanding of the system
CICO Action Planning Tool
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Establishing a good CICO system Lessons from other schools:
Consistent check-in and -out person with some
flexibility in their job role
Check-in and -out is in a convenient location!
On the way in and out of the building
Efficiency is key
Keep a positive focus- attitude of the adults is key
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Indicators of a good system
All staff know how to access/implement the program The process is predictable & positive for all
Rapid access to intervention Low effort for teachers/staff to implement
Generic intervention, minimal time Consistent with school-wide expectations
Goal to get back to green!
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CICO Self- Assessment
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Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Regular Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Hawken, 2002
It is not working!!!!
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Who is successful on standard CICO? Students who like attention Students who are in the “yellow zone” Students who are displaying mild-moderate
levels of problem behavior throughout the day Students who may come to school in a “bad
mood” due to setting events on the bus or at home
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Who is not successful on CICO alone? Students who are in the “red zone” Students who do not like adult attention Students who are engaging in problem
behavior to avoid difficult academic tasks Students who only have problems in a specific
setting (recess, music, etc.)
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Intensifying CICO Use a team approach to problem-solving
Don’t get discouraged Use data to determine modifications
Points, No data-fidelity, Rewards A brief teacher interview (FACTS)
or detailed information on a referral form may be useful (Request for Assistance)
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Decision Guidelines Student progress monitoring
Generic guidelines for concern: 5 consecutive data points under goal that make a flat line
or three consecutive days of decreasing point earned
percentage under goal. Teacher, parent, student testimonies
Decision Rule for modifying intervention: Student is below goal for 2-3 weeks of intervention For example: Student is not making 80% of points 80% of
the time (student is below goal line 80% of the time for 2-3 weeks)
Fidelity and effectiveness of targeted intervention Use CICO- SWIS reports Get teacher satisfaction data
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Data analyst Before the meeting
Review student data and use decision rules to Determine students who are doing well Determine students of concern
During the meeting Provide summary of # of students doing well Provide data for students of concern Plan supports or additional data to gather
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Let’s look at some data
Charlie
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Let’s look at some data
What questions would we ask?
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Let’s look at some data
= Office Discipline Referral
Maude
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Typical Reasons CICO may not be working for an individual student1.The program does not match the perceived function of the problem behavior
Is the student motivated by adult attention?
2.The rewards are not powerful or desirable for the student3. Low fidelity 4. The student needs more instruction on how to use the program
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Troubleshooting: Intensifying CICOProblem: The student has academic skill
deficits, and may be trying to escape the task
Possible Modifications:1. Provide additional academic support!2. Pre-teach skills/lessons prior to the
lesson3. Allow breaks or homework passes as
rewards4. Modify instruction5. The most important thing to remember:
The “escape” will not go away until the student gains the academic skills
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Troubleshooting: Intensifying CICOProblem: The student does not seem to be
motivated by the rewardsPossible Modifications: 1. Talk to student! They may have great
ideas about possible rewards2. Reduce the amount of points the student
needs to earn a reward3. Give the student more opportunities to
earn points (more teacher check in times)
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Troubleshooting: Intensifying CICOProblem: Low Fidelity – The teacher isn’t
marking the cardPossible Modifications: 1. Problem solve barriers with the teacher
1. Re-training2. Time, Remembering, Philosophy, Training
2. Find times that are more convenient to the teacher
1. Model CI/CO again
3. Teach the student to approach the teacher to get the card marked
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Troubleshooting: Intensifying CICO
Problem: Low Fidelity – The student does not check in/out
Possible Modifications: 1. Ensure that the student has enough time to
get to class on time or make it to the bus2. Provide “late slips” to students who are
late3. Have the check in/out time be fun and
positive1. Is student earning goals? Follow-through?2. How delayed is back-up reinforcer
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CICO Fidelity Checklist
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Troubleshooting: Modifying CICOProblem: The student needs more
instruction on CICO skillsPossible Modifications: 1. Provide a thorough overview of the
program and review procedures on a regular basis
2. Provide explicit examples and non-examples of desired behaviors
3. Role play the behaviors to give the student time to practice
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Big Ideas: Intensifying Support Use decision rules Focus on smallest change to CICO 1st
Problem-solve with teacher Change reward system Analyze data
Certain time of day, certain day of week Keep trying! Encourage teacher & student!
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Overview
Creating a system that will be effective and efficient When it’s not working:
Adapting/Modifying the program
When it is working:F
ading the program
Questions
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Student Recommended for CICO
CICO is Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Bi-weekly SST Meetingto Assess Student
Progress
Exit Program
ReviseProgram
Hawken, 2002
Fading the program
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Why do we want to fade the support? To free up resources for other children who
may need more support We want students to learn to manage their
own behavior We don’t want students to carry a behavior
card for years
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When Should We Fade CICO? The student should have demonstrated success over time What are your decision rules?
BEP book, 80-80-4S
tudent earns 80% of points, 80% of the time, for 4
weeks
Majors…Minors (Remember to consider referrals!) Realistic expectations…we all make mistakes sometimes
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Celebrating Graduation CICO Graduation celebration CICO “Alumni” parties Older/Faded/Alumni students support
younger, newer CICO students Transition to new roles in the school that carry
responsibilities and still provide attention for appropriate behavior Self-monitors, PBIS leaders, etc.
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Let’s look at some data
Brooklyn
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Let’s look at some data
Carlos
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How do we fade CICO?There are several options – 1. Simply take the intervention away2. Increase goal3. Gradually remove different components of
CICO4. Teach the student to self-monitorUnlike intensifying…Standardize fading for most
students with ‘fading phases’
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Gradually Fading Components of CICO This strategy works well for many students Different components of CICO are reduced or
removed slowly For example, the student may have fewer
times that he/she checks in with the teacher, reduce the number of points that are possible, or increase the number of points needed for “prizes”
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Gradually Fading Components of CICO Decide what components will be faded Document the plan Meet with the student to explain the
changes Be sure to present the changes as positive
to the student (they may not like having to earn more points!)
Monitor the student’s progress while fading CICO, and make changes as needed
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Sample Fading Components Decrease number of check-ins
Check in/out with staff person but decrease from 5 to 3 times with teacher
Check in/out with staff but decrease from 3 to 1 time with teacher
Check in/out with staff but no card to class
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Self-monitoring Self-monitoring is a great option for fading
CICO Teaching a student to monitor his or her own
behavior will teach skills that are needed to be successful in the school environment
The downside: it takes time and planning to teach the student to monitor his or her own behavior with accuracy
Typically, young students (K-2) may have trouble learning to self-monitor
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Self-monitoring
Self-monitoring consists of several components:
Self-evaluation – How did I do?Self-recording – Write down how I didSelf-reinforcement – I did a great job!Self-recruitment of praise – Look, I did a
great job!
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Self-monitoringStep 1: Train the student
Training Includes:- Telling the student about the changes in the program- Teaching the student how to evaluate
his or her behavior (with lots of examples)
- Teach the student how to record his or her rating on the card
- Teach the student how to recruit praise
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Self-Monitoring
Step 2: Accuracy Checks- Initially, teachers should continue to rate
student behavior & compare student ratings- This should occur until the student has
rated his or her behavior with 90% accuracy for at least two weeks & student is meeting their
goal- Students should receive praise and points
for accuracy as well as positive behavior
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Self-MonitoringStep 3: Students rate their own behavior
- After meeting a criterion/decision rule, check-
ins with teachers should be reduced- Teachers should still check the student’s card
for accuracy at certain times- Students continue to rate their own behavior- After the student has become accurate, and is displaying appropriate behavior, other features
of the intervention may be faded
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CICO CardName: ____________________________ Date: _____________3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate
Safe Kind Responsible
Check In 3 2 1 3 2 1 3 2 1
Student 3 2 1 3 2 1 3 2 1
Morning 3 2 1 3 2 1 3 2 1
Student 3 2 1 3 2 1 3 2 1
Lunch 3 2 1 3 2 1 3 2 1
Student 3 2 1 3 2 1 3 2 1
Afternoon 3 2 1 3 2 1 3 2 1
Student 3 2 1 3 2 1 3 2 1
Check Out 3 2 1 3 2 1 3 2 1
Student 3 2 1 3 2 1 3 2 1
Today’s goal: Today’s total points
Today’s Accuracy Goal Today’s Accuracy Total
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Fade Self-Monitor Check-Ins Decrease number of check-ins
Check in/out with staff person but decrease from 5 to 3 times with teacher
Check in/out with staff but only self monitoring and teacher signature on card
Check in/out with staff but no card
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Phases of CICO
If a student repeats a phase more than twice, student should be referred back to PBS team to discuss why progress is not occurring on CICO and other possible solutions.
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Sample Phases of CICOKatie Wesley Riverside Elementary N. Clackamas
1 Full CICO 80% of points for 18 to 20 days move to
phase 2 60-80% of points stay at phase 1 > 60% of points cycle to IPBS intensify
2 CICO Self-Management with Full Check-ins 80% of points earned for 2 wks move to
phase 3 60-80% of points stay at phase 2 > 60% cycle back to phase 1
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Sample Phases of CICOKatie Wesley Riverside Elementary N. Clackamas
3 CICO Self-Management with Decreased Check-ins 80% of points for 2 weeks move to phase 4 60-80% of points stay at phase 3 > 60% cycle back to phase 2
4 Full Self-management of CICO Based on student performance team meets
to discuss exiting CICO (e.g., 80% of points earned for 2 wks)
60-80% of points stay at phase 4 > 60% cycle back to phase 3
**If student repeats phase more than 2x revisit at IPBS
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Questions?
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Taking Stock As a team, review the CICO Self Assessment What areas are firmly in place? What areas still need to be addressed?
Steps that need to be taken
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CICO Self- Assessment
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Next Steps Document all of your CICO process
Decide on a systematic plan for fading students Consider celebrations Consider options for intensifying Consider how to monitor & support fidelity of
implementation/staff buy-in Plan for regular staff updates next year