Check In/Check Out
July 17, 2008
Susan Barrett
sbarrett@pbismaryland.org
Agenda
 Overview
& Essential Features CICO
 Example:
Indian Head Elementary
 Are
you Ready?
 Getting
Started and Action Planning
– Personnel
– Referral Process
– Daily Progress Report and Determining Goals
– Progress Monitoring
– Acknowledgement System
– In-service and ongoing communication for staff,
parents, students
Acknowledgements
Rob
Horner, Leanne Hawken, Rob March, Anne
Todd
Charles County MD Indian Head, Matthew
Henson MS
Fern Ridge Middle School
Clear Lake Elementary
Bohemia Elementary
Kennedy Middle School
Effective Behavior Support Team- University of
Oregon
Core features
 Behavioral
Priming/ Behavioral
Momentum
– Start school off positively
– Start each class off positively
 Student
recruitment of contingent adult
attention
– Approach adults (teachers/ family)
 Predictability
 Self-management
 Data-based
decision-making
 Excruciating Efficiency
Research Support

Pre schools
 Sandy Chafouleas, et al 2007

Elementary Schools
–
–
–
–
–
–

Anne Todd et al in press
1. At least 5 peer
Sarah Fairbanks et al, 2007
reviewed studies
Amy Kauffman-Campbell, dissertation
2. At least 3 different
Doug Cheney et al, 2006; 2007
researchers/settings
Leanne Hawken et al. 2007
Filter et al., 2007
Middle Schools
– Leanne Hawken et al 2003
– Rob March et al 2002

CICO is an
Evidence-Based
Practice
High Schools
3. At least 20 different
participants
Core Support Program:
Provided to all, intended to reach most.
As the magnitude of the problem increases….
The required
resources to
address the
problem
increases
The need to
enhance
environmental
structures
increases
Continuum of Supports
The frequency
for collecting
and acting
upon
information
increases
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT

~80% of Students
Student Recommended for CICO
CICO Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Weekly CICO Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
What is different about CICO?
 Uses
Systems Logic
– Team approach
– Social marketing
– Administration makes priority
– Easy for teachers to implement- teach
staff the process to access help
 Uses
Data
– Tracks specific students- continuous
feedback– Feedback and celebrations with all staff
How is CICO Different Than Other
“Behavior Card” Interventions

A Targeted Intervention Implemented Within a
School-Wide System of Behavior Support
– Behavior Cards typically classroom interventions
 Implemented
in all settings, throughout the
school day
 All teachers and staff are trained
 Students identified proactively & receive
support quickly
 Team uses data for decision making to
determine progress
Behavior Education Program
(CICO)
Features:
 Students
identified and receive support
within a week
 Check-in and check-out daily with an adult
at school
 Regular feedback and reinforcement from
teachers
 Family component
 Daily performance data used to evaluate
progress
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Keep Hand &
Feet to Self
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
CICO Process (cont.)
 Weekly
or Bi-weekly Principal
Recognition
– CICO coupon with graph attached
 Data
shared with all staff at least
quarterly
 9-Week graph sent to parents
Point Sheet
Name:
Date:
Morning Work
Reading
Math
Afternoon
3
2
1
3
2
1
3
2
1
3
2
1
Say nice things or
no things to other
people.
3
2
1
3
2
1
3
2
1
3
2
1
Follow adult directs
the first time.
3
2
1
3
2
1
3
2
1
3
2
1
Keep my hands,
feet, body and
objects to myself.
Goal met?
POINT SHEET
Name:__________________
Date:______________
= 2 points
= 1 point
= 0 points
GOALS
Keep my hands,
feet, body, and
objects to myself.
Say nice things or
no things to other
people.
Follow adult
directions the first
time.
Morning
Reading
Points
received________________
Points
possible________________
Daily goal reached? YES NO
Math
Afternoon
The Response:
Targeted Interventions
 “Targets”
groups of students (>10) who:
 fail
to respond to school-wide and classroom
expectations
 are not currently engaging in dangerous or
extremely disruptive behavior
Efficient - Similar set of behavioral strategies are
used across a group of students needing similar
levels of support
 Effective – Decreasing problem behavior in
classroom, increasing academic engagement, &
decreasing office discipline referrals ( Crone, Horner, &

Hawken, in press; Hawken & Horner, in press; March & Horner, 2002)
Critical Features of CICO
Intervention is continuously available
 Rapid access to intervention (72 hr)
 Very low effort by teachers
 Positive System of Support

– Students agree to participate
Implemented by all staff/faculty in a school
 Flexible intervention based on assessment

– Functional Assessment

Adequate resources allocated (admin, team)
– weekly meeting, plus 10 hours a week

Continuous monitoring for decision-making
Why does the CICO work?

Improved structure
 Prompts
throughout the day for correct behavior
 System for linking student with at least one adult

Increase in contingent feedback
 Feedback
occurs more often and is tied to student
behavior
 Inappropriate behavior is less likely to be rewarded

Elevated reward for appropriate behavior
 Adult
and peer attention
Linking school and home support
 Organized to morph into a self-management
system

Indian Head
Elementary
Charles County
PBIS Exemplar School
2005
Targeted Team Nomination
2005
SET
The Systems-wide Evaluation Tool
(SET) is designed to assess and
evaluate the critical features of
school-wide PBIS across each
academic school year.
Indian Head received Exemplar Status
for ST 2004-05
SET Score 85%
Score
Indian Head ES
100
100
100
90
88
83
80
100
75
70
60
50
50
40
30
20
10
0
Expectations
Defined
Behavioral
Expectations
Taught
On-Going
System for
Reward System Responding to
Behavioral
Violations
2004-05
Monitioring and
Decision Making
Leadership
District-Level
Support
Targeted Team
 Identification
and Training of Team
 PBIS Summer Institute 2005 –
Dr. Leanne Hawken
 Identified 2 BEP Coordinators
 Staff trained August 2005
 BEP initiated with 25 students
 BEP-Fidelity of Implementation
Measure 88%
Total Referrals by Year
September-November
250
202
69% decrease
200
150
100
63
50
0
2004-05
2005-06
Average Referrals
September- November
 2004-05
SY = 3.5 referrals/day
 2005-06
SY = 1 referral/day
Referrals by Location
Referrals by Student
2004-05
Referrals by Student
2005-06
69% decrease
Referrals by Problem Behavior
75% Decrease
In Number of
Physical
Contacts
89%
decrease in
number of
incidents of
Bullying and
Harassment
Out of School Suspensions
September- November
45
41
40
86%
decrease
35
30
25
20
15
10
5
5
0
2004-05
2005-06
Cost Benefit
 Referrals
decreased by 139
 If administrators spent 15 minutes
processing each referral then
administrators recovered 285
minutes.
 If students miss 45 minutes of
instructional time for each referral,
then 6,255 minutes of instruction
have been regained.
Cost Benefit
 If
administrators spend 3 hours to
process each suspension, then
administrators have recovered 18
days of time.
 If students miss 6 hours for each
suspension, students have recovered
36 days of instruction!!!!
Getting the CICO
Started In Your School
Things to Consider First…
 Establishment
of a Universal System
(School-Wide) Does Not Guarantee
Individual Teachers are
Implementing with High Integrity
 Students Who Appear “At-Risk” May
Benefit More When Teacher Improves
Skills in Behavior Management Then
Participate in Targeted Interventions
Is It Really Resistance For
Intervention?
Before Implementing a Secondary
Intervention, You Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the
Universal Intervention?
Components often overlooked:
 Positive
Parent Contact
 Random Reinforcement Strategies
 Positive Public Posting
 Continuous Behavioral Feedback for
Students
 Data on Positive Reinforcement
 Other Enhancements…
Tracking the Positive
 Analysis
of number of positive
behavior tickets to discipline tickets
to insure maintenance of at least 4:1
ratio
 Analysis of number of positive
behavior tickets by group (e.g., atrisk & high risk groups)
 Analysis of number of positive
behavior tickets by teacher
Keep a Positive Ratio
1000
900
800
700
600
500
400
300
200
100
0
Tiger Bucks
ODRs
Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr
Is My School Ready to Implement a
CICO System?
(see CICO Self Assessment Questionnaire)
 School-wide
system of behavior support in
place (SET Score 80% or higher)
 Staff buy-in for implementation of the
CICO
 Administrative support
– Time & money allocated
 No
major changes in school climate
– e.g. teacher strikes, administrative turnover,
major changes in funding
 CICO
implementation a top priority
How Do You Build Student and
Staff “buy-in” for the CICO?
 Give
CICO program a high profile in
your school
 Promote CICO as positive support
not punishment
 Collaboratively involve referring
teachers in CICO process
 Provide regular feedback to staff,
students, and families
Personnel: CICO Coordinator
 Take
care of CICO requests for assistance
 Lead morning check-in/ afternoon checkout
 Enter CICO data on spreadsheet – daily
 Organize and maintain records
 Create graphs for CICO meetings
 Gather supplemental information for CICO
meetings
 Prioritize CICO students for team
meetings
Characteristics of an effective
CICO coordinator
 Flexibility
within job responsibility
(e.g., educational assistant, counselor,
behavior health aide)
 Positive
and enthusiastic
 Someone the students enjoy and
trust
 Organized and dependable
 Works at school every day
Personnel: CICO Team
 Attend
weekly or bi-weekly meetings
 Contribute to decision making for CICO
students
 Help conduct “Orientation to CICO”
meetings
 Gather supplemental information
 Contribute to student/staff
development workshops
 Contribute to feedback sessions
 Complete any assigned tasks from
CICO meeting
Resources: Time and Money
 8-10
hours per week for CICO
coordinator
 CICO
forms on NCR paper
 School
supplies for CICO participants
 Reinforcements
for CICO participants
What’s in a Name?

Behavior Education Program
– Daily Progress Report

Kennedy Card Program
– Kennedy Card

Hello, Update, & Goodbye (HUG program)
– Hug Card

Check and Connect
*Caution with Using “Behavior Card” or
“Behavior Plan”
For Whom is the CICO
Appropriate?
APPROPRIATE
–
–
–
–
Low-level problem
behavior (not
severe)
3-7 referrals
Behavior occurs
across multiple
locations
Examples
• talking out
• minor disruption
• work completion
INAPPROPRIATE
– Serious or violent behaviors/
infractions
– Extreme chronic behavior
(8-10+ referrals)
– Require more individualized
support
• Functional Assessment
• Wrap Around Services
How will students be identified?

Everyone is informed about intervention
and referral procedure!!

Referral Procedures-
What does the form look like?
Who gets the form once completed?
–
–
–
–
Decision Rules about ODR
Nurse or Counselor referral
Teacher Referral
Parent Referral
How to identify students for
CICO
 Other
Data to Consider
– Absences & Tardies
– In school detentions (lunch-time or after
school)
– Other
Designing Daily Progress Reports
 Determine
behavioral expectations
– School-wide expectations
– Academic vs. behavioral expectations
 Expectations
stated positively
 Range of scores vs. dichotomous scoring
– Rating scales should be age appropriate
 Teacher
friendly
– circling versus writing & place for teacher initials
– consistent expectations versus individual expectations
 Data
easy to summarize and determine if goal
is met
HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = No
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Use kind
words
and actions
Be Your Personal
Best
Follow
directions
Class
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
Lunch
0
1
2
0
1
2
0
1
2
Class
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
Total Points =
Points Possible =
Today ______________%
50
Teacher
initials
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
KENNEDY CARD
Name _____________________________________________________
Material
s
To Class
Worked
and Let
Others
Work
Follow
Directions
the First
Time
Teacher
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
36
Goal =
Parent
Progress Monitoring
CICO Check-in/Check-Out Record
Date:__________________
CICO Coordinator:_________________
Check-In
Check-Out
Student Name
Paper Pencil Notebook CICO
parent
copy
Jason
√
Leanne
Juan
√
Kiran
√
Alexa
√
Jacey
√
√
√
√
√
√
√
√
90
85
√
√
√
CICO Score
60
100
√
√
95
√
√
90
Tracking Student CICO Progress
(number = % of total daily points)
Date
Jason Leanne
Juan
Kiran
Alexa
1/16/03
85
95
100
80
65
1/17/03
100
100
100
75
77
1/18/03
77
0
100
85
63
1/19/03
45
75
95
92
85
1/20/03
88
89
77
89
90
1/23/03
79
0
100
95
95
1/24/03
95
67
85
100
78
o f P o in ts
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
02/05
02/08
02/13
Date
02/20
02/23
Decision Rules
 Rapid
Responder
 Honeymoon Responder
 Slow and Steady Responder
 What
will be the General Decision
Rules around rates kids will respond?
CICO Trading Post
Points
Required
Wants attention
Wants
item/activity
Wants to escape
attention
100 pts
Take
note to
office/teacher
Ask a peer to
play/read/draw
Be a leader
Principles
recess
Trip
to
treasure chest
Choose a snack
Choose a 5 min.
activity
School wide
sticker
Principles
recess
Computer
250 pts
Computer
More
Time
400 pts
Out
with
a friend
Extra sharing
time
to lunch
with TBA
Class recess,
free time, or
popcorn party
time for
selected activity
Free ticket to
sporting event
New
school
/art supplies
by self
time
alone
Independent
work space
Wants to avoid
something
Short
break
Alternative
activity
Alternative
assignment
Get
out of
school early
Modifying CICO

Peer attention: Provide peer attention for
meeting expectations
– Check out with friend
– Sit with friend(s) at lunch
– Brief free time with friend at end or class

Task avoidance:
– breaks, shorten work requirement
– Access to assistance
– Preferred work modality (e.g., groups)

Schedule of reinforcement
– More frequent check-ins
– Highly preferred coordinator
– Pair attention with other rewards
Training Teachers on
CICO System
In-service on the “spirit” of program
– supportive, not punitive
– immediate feedback on behavior (type
of statements, what the ratings mean,
examples of feedback)
– follow-up forum to express concerns
– individual coaching
– boosters needed at least yearly
Training Students on
CICO System
 Meet
with parents and students
 Modeling
and Practice
 Accepting
Feedback
 Decision-Making
–Goal
Ongoing Communication
 Staff,
Parents
– Remember Indian Head
– New staff, students, parents
– Sustaining CICO
Frequently Asked Questions
Regarding CICO Implementation
What if the student does not check-in in the
morning?
 What if the student is not checking-out in the
afternoon?
 What if a student is consistently not checking in
and/or checking out?
 What if the student loses his/her CICO Card?
 What if the student is consistently participating in
the CICO and his/her behavior gets worse?

Activity:
Designing Daily Progress Reports (DPR) for
your school
 Questions
to think about:
– What will the behavioral expectations be
 Consistent
with school-wide expectations?
– Consistent across students or individualized?
– Expectations positively stated?
– Is the DPR teacher friendly?
– Age appropriate and include a range of
scores?
– Data easy to summarize?
Implementing CICO with Individual
Students
Effective School–Wide System in Place
Student not responding to school-wide
Expectations
Implement Basic CICO
•Increased structure, check-in, checkout
•Frequent feedback
•Connection with key adult
Implement Basic CICO
Is the Basic
Is
CICO Working?
Yes
•Continue with Basic
CICO
• Transition to selfmanagement
No
Conduct Brief Functional Assessment
•What is the problem behavior?
•Where does the problem behavior
occur/not occur?
•Why does the problem behavior keep
happening?
Building on Efficiency:
“Simple FBA”
 Full
FBAs:
– Record review, interviews, observations
– Specify problem behavior and contingencies
within routines for purpose of individualized
intervention design
 Simple
FBAs:
– Interviews
– Specify problem behavior, routines surrounding
problem behavior, and function of behavior for
purpose of selecting type of CICO
Matching CICO to Student
Needs
 Basic
CICO: goals related to cooperative,
respectful behavior; reinforced through
daily positive adult contact (attentionrelated)
 CICO + Academic Support: goals,
prompts, and encouragement for
organizational and routine-following
behaviors or increase in academic support
 Escape CICO: goals related to
cooperative, respectful behavior: students
reinforced through chance to earn a break
from aversive activity or aversive social
contact
Conduct Brief Functional Assessment
Is the behavior
maintained by escape
from social
interaction?
Is the behavior
related to lack of
academic skills?
Is the behavior
severe, complex,
intensive?
Escape Motivated
CICO
CICO + Academic
Support
Intensive,
Individualized
Behavior Support
•Reduce adult
interaction
•Use escape as a
reinforcer
•Increase Academic
support
(e.g., Full FBA-BSP
Working Smarter- Not Harder
Initiative,
Project,
Committee
CICO Team
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
Attendance
Committee
Purpose
Outcome
Target
Group
Staff
Involved
Evaluating CICO Progress:
Sample Agenda Form
CICO Team Meeting Agenda
Date:____________
Note taker:___________
Team Members Present:___________________________
List of Priority Students:
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify Students to Receive Additional
Reinforcer by Principal
4) Other CICO Issues or Students
CICO element
Variations/ options
Considerations
Educational/instructional assistant
School counselor
High school mentor
Consistency
Efficiency
One person or two
Freeing up time for person to do the job well
2. Check in/out routine
Come to school early
Leave class early
Same location/different locations
What about tardy students?
Missing instruction time
How does it work for busers, walkers, car
riders?
3. Point system and daily
report card
Numbers/words/smiley faces
0, 1, 2
1, 2, 3
great, OK, bad (difficult time)
Age appropriate
I get a point for being honest/ trying (1, 2 , 3)
4. Report home
Meet with parents individually as
part of the CICO training
Provide ideas for comments to write
back, things to say to student, how
to deal with a bad day
Staff mentor signs off if family
can’t
Parents might correct student again
Student may forge parent signature
5. Identifying students
to participate
Final recommendation by TAT
Review of ODRs, teacher concern,
family request, student request,
administrator request
Avoid making this a ‘punishment’
6. Staff training
A few at a time (start small to build
routine & success)
All at once
Efficiency in teaching time
Won’t remember unless using CICO
What happens when a student gets an office
discipline referral?
1. Coordinator(s)
CICO element
Variations/ options
Considerations
7. Student training
As a group
Individually
Daily prompts for routine the first
five days
What to do if staff/teacher isn’t
available
Teach students to remind staff/teachers to
use program
Loss of card during the day
8. Substitute staff
Train a back up check in and check
out person
Rotate roles so many people can
contribute as needed
Administrator
Front office staff for tardy
students
CICO cheat sheet for substitute
teacher folder
Lack of opportunity to maintain fluency,
positive practice, consistency
Prevent punitive approach
9. Point trading system
Spending schedule
Need a variation of items/activities
to fit many situations
Discounted school activities work
really well
Prizes/activities for whole class are
great for kids who like peer
attention
Too often
Not often enough
Student absent on spending day
Financial costs for rewards
Time costs for staff who are ‘earned’
10. Team meeting to
review student progress
Weekly data review, call a meeting
as needed
Email check in with
teachers/families
Coordinator not available/ no meeting… no
meeting/ no data review…. No data review..
program and/or kid get a bad name if it
doesn’t work