check in-check out – a secondary behavior plan elizabeth roberds a plan proposed for grissom...

CHECK IN-CHECK OUT – A SECONDARY BEHAVIOR PLAN

Elizabeth Roberds

A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE, IN

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

The Infamous RTI:SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN

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RTSchool Wide-PBS – Establishing a Social Culture

The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007):


Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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RTSchool Wide - PBS

The following is reproduced from “School-wide Positive Behavior Support” (Horner & Sugai, 2007):

School environment is predictable1. common language2. common vision (understanding of expectations)

3. common experience (everyone knows)School environment is positive

regular recognition for positive behaviorSchool environment is safe

violent and disruptive behavior is not toleratedSchool environment is consistent

adults use similar expectations.A PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN

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RTCheck In-Check Out

Check In-Check Out is a secondary intervention that is most effective when carried out as a complement to school-wide behavioral expectations (Horner, Sugai, Todd, Dickey, Anderson, & Scott).

Involves a morning check-in with teacher, periodic “checks”, an afternoon check-out, and a home check-in.May be used with any school-wide behavior plan.Minimal time and effort required from teachers.


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RTLogistics for Setting up a Check In-Check Out Program

The following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:

Faculty and staff commitmentIs problem behavior a major concern?Are staff willing to commit 5 min per day?

Consider potentially less time spent on managing problem behavior.

Is CICO a reasonable option for us?CICO is designed to work with 10-12% of kids in a school

CICO typically “works” with 67% of students.

Team available Team leaderCICO coordinator (morning, afternoon)Team (meets at least once every two weeks) A PLAN PROPOSED FOR

GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN

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RTLogistics for Setting up a Check In-Check Out Program

The following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:

School-wide PBS in placeSchool-wide expectations defined and taughtReward system operatingClear and consistent consequences for problem behavior

Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBS expectationsRequest for Assistance

Student finds adult attention rewardingStudent is NOT in crisisConsent from parents can be obtained A PLAN PROPOSED FOR


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RTHow Check In-Check Out WorksThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:

Morning Check-in RoutineTeaching students when, where, howTeaching check-in coordinator

AssessRewardSet-up or Redirect

Teacher Check-in/Check-out RoutineTeach students when, where, howTeaching staff/faculty

RewardSet-up for success, positive momentumEvaluation A PLAN PROPOSED FOR


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Afternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection,

acknowledge success, encourage improvement.

Family Review RoutineTeach students when, where, howTeach family only to acknowledge success,

signA PLAN PROPOSED FOR GRISSOM ELEMENTARY SCHOOL – MUNCIE , IN

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RTHow Check In-Check Out Works


Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

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Reward Menu/ ProcessReward for collecting and turning in daily

progress report informationReward for meeting daily goalExchange system for points earned?


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Reward menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned

Collecting, summarizing and using dataDaily updatesWeekly review by teamReferral for individualized interventions.


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RTHow Check In-Check Out Works


Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning

the card.

Home report processCan be same as progress cardCan be a unique reporting form


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RTCheck In-Check Out Record Form


Based on the Grissom Behavior PledgeI will show respect for others and their possessionsI will keep my hands, feet, and other objects to myselfI will use acceptable languageI will follow directionsI will not prevent the teacher from teaching, or other

students from learning.

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RTCheck In-Check Out Record Form


0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best Teacher initials

Keep hands, feet, and other objects to

self

Use acceptable language, do not

touch others’ possessions without

permission

Follow directions

Do not prevent the teacher from

teaching or other students from

learning

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 ______________%

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RTCICO Home ReportThe following is reproduced from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:


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:

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Planning for successHow does student move off CICO?Adding self-management options to CICO

Moving from CICO to individualized behavior support

Functional behavioral assessmentComprehensive behavior support

Substitute Teacher use of CICOHow will substitutes learn about CICO routine?

Help from CICO coordinator, “back up” CICO person available


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RTWhy does Check In-Check Out Work?


Improved structurePrompts 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 feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.A PLAN PROPOSED FOR


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RTWhy does Check In-Check Out Work?


Program can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of day

Linking behavior support and academic supportFor academic-based, escape-maintained problem behavior incorporate

academic support

Linking school and home supportProvide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choicesIncreased ability to self-monitor performance/progress


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RTSummary of CICOThe following is adapted from “Check In / Check Out: A Targeted Intervention” Horner, Sugai et al.:

Targeted interventionsHighly Efficient, structured support

CICO is one optionAssess for whom it will workEnlist whole faculty involvement

CICO will still need supplement from Tertiary, Function-based support system/Individual Intervention A PLAN PROPOSED FOR


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RTQuestions?

Questions or comments??

Please feel free to contact me with questions if they come up.Elizabeth Roberds – [email protected]


mailto:[email protected]

check in-check out – a secondary behavior plan elizabeth roberds a plan proposed for grissom...

Documents

schoolwide behavior

schoolwide pbs

disruptive behavior

highrisk behavior

placeschoolwide expectations

check outcheck

wide systems forall

targeted intervention