Advanced Training on Check In,
Check Out: FAQs and High School
Implementation
Leanne S. Hawken, PhD
University of Utah
Carrie Akins & Lisa Alford
North Point High School
Waldorf, MD
Objectives
• Describe ways to modify CICO to improve
its effectiveness
• Learn answers to frequently asked
questions regarding CICO
implementation
• Learn effective ways to implement CICO
in a high school setting
Student Recommended for BEP/CICO
BEP-CICO Implementation
Process
BEP/CICO Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in/DPR
Pick-up
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly CICO Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Trouble Shooting/FAQs
Referrals to CICO
• CICO should not be your only Tier 2 intervention
– 10-15% of population x 900 kids in school = 90 –135
kids who may need intervention.
• How much assessment/meeting time per referral?
– FBA or No FBA prior to student receiving CICO?
• Academic Data
• Mild problem behavior throughout the day
– Classroom-based intervention
• Not dangerous or aggressive behavior
0.35
0.3
0.30
0.25
0.2
Series1
0.15
0.1
0.05
Average Referrals Per Week
Average Referrals Per Week
0.35
0.25
0.20
0.15
0.10
0.05
0.00
0
Pre
Post
Pre
Post
Average Referrals Per Week
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Pre
Post
Average Referrals Per Week
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Pre
Post
How much assessment/meeting time
per referral?
• Need to ensure students access intervention quickly
(e.g., less than a week if possible)
• Lengthy assessment should be saved for Tier
3/tertiary level support
• Need to balance number of students who receive
intervention with capacity
– Maximum # of kids that can be served- Guideline
• 15-20 per coordinator –elementary school level
• 20-30 per coordinator – secondary school level
Collecting Baseline Data
• Give teacher a packet of 5 baseline DPR forms
(colored paper- Not on NCR)
• Have teacher rate student on the DPR but NOT
GIVE STUDENT FEEDBACK
• During baseline – student does not check-in or
check-out
• Parental consent is being obtained during
baseline
Wild Card Data for Student A
Baseline
ROAR Program
100
90
Percentage of Points
80
Goal line
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
17
19
21
School Days
23
25
27
29
31
33
35
Wild Card Data for Student B
Baseline
ROAR Program
100
90
80
Goal line
Percentage of Points
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11 12 13 14
School Days
15 16 17
18 19 20 21
Check-in
• Quick – not a counseling session
• Can be conducted by multiple
coordinators
– Need a data manager using this option
• Positive – not rote/repetitious
• Private location
• What to do if students don’t check-in
Teacher Feedback
• Phrasing “I’m going to give you” v. “you
earned.”
• Each marking period is a teaching moment
– Examples & non-examples of expected behavior
• DPR on teacher’s desk vs. student’s desk
• Training on providing corrective feedback
Check-out
• Scheduling
– After school v. last 10 minutes of day?
• Increasing efficiency of check-out
– Have students calculate total points
– Use goal calculator
– If possible- stagger students check-out
• What to do if student does not check out?
– Lottery tickets
– Is coordinator reinforcing?
CICO Goal Calculator
My Total Points
Today
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
My Score Today
100%
98%
96%
94%
92%
90%
88%
86%
84%
82%
80%
78%
76%
74%
72%
70%
68%
Manual on how to Implement the
BEP/CICO
• Crone, Horner, & Hawken
(2010). Responding to
Problem Behavior in Schools:
The Behavior Education
Program (2nd ed). New York,
NY: Guilford Press
DVD on how to Implement the BEP
Hawken,
Pettersson, Mootz,
& Anderson (2005).
The Behavior
Education Program:
A Check-in, Checkout Intervention for
Students at Risk.
New York, NY:
Guilford Press.
Not Just for Elementary Students!
A Comprehensive Model for High
School Level Implementation of
Check-in/Check-out
Carrie Akins & Lisa Alford
North Point High School
Waldorf, MD
About North Point High School
• Suburban community, 30 miles Southeast of Wash. DC
• Offer Science, Technology, and Industry programs; half
to 65% of our population is “zoned”; the others apply
for STI programs and are bussed from home areas. Not
all students at NPHS are in “STI” programs.
• Alternating Block Schedule; (A day/B day, most classes
meet every other day) each class period 84 minutes.
• Currently in our 3rd year of our “one hour lunch”
initiative.
– One hour lunch allows for students to both eat as well as
participate in clubs, tutoring, and activities during the school
day.
Student Demographics
• Approximately 2250 students:
Gender
Race
African
American
Caucasian
Male
Asian
Female
Hispanic
Other
Tiered Supports History
• School opened grades 7 through 9 in 2006 –
2007. Implemented PBIS at opening.
• Added Check-in/Check-out (CICO) program in
2008-09 school year.
• In 2011-12, began participating in the MDS3
(Maryland Safe and Supportive Schools) grant
which added additional Tier 2 supports and
fostered the creation of our “Tier 2 Team”
structure.
• In 2012-13, the Tier 2 Team structure is being
fully implemented.
Chronological History of CICO
25
20
15
Students in Program
Trained Mentors
10
5
0
2008-09
2009-10
2010-11
2011-12
Our Referral/Screening Process
Before Tier 2 Team Process
With Tier 2 Team Process
• Most referrals from Student
Support Team (SST)
• RFA (Request for Assistance) form
– Teachers also able to refer directly,
but SST or administrators were
primary source of referral
• Baseline data collection
– Collected over period of 2 weeks (5
class periods).
– Students with baseline over 85% or
under 50% not considered eligible
for CICO.
• Emphasis on targeting students
with “attention-seeking”
behaviors.
– RFA coordinator reviews data for
student and determines
appropriate Tier 2 Intervention,
including CICO
• Baseline data collection
– Teachers “estimate” percentage for
each area assessed/targeted
(materials, on-time, class
participation, work completion,
respectful behaviors)
• Emphasis on targeting students
with “attention-seeking”
behaviors and early intervention;
screening for
Beginning the Intervention
• Contact with student and invitation to
participate:
– Administrator/CICO Program Lead makes first contact
– Focus on “real world” concerns of teens: “Feeling
better about school,” “Making parents happy,” earned
rewards, graduation
• Signed parent permission letter obtained.
• Student is paired with a mentor.
• Administrator/CICO Program Lead facilitates first
meeting between mentor and student.
• Student begins meeting with mentor daily.
Considerations for Pairing
Students with Mentors
• Individual mentors model (multiple “checkers”)
– Eliminates stigma of being part of a “big group.”
– Provides students an important relationship to build
upon (sustainable even after student exits the program)
• Mentors considered based on specific needs of
student (such as male vs. female mentor match),
“geographical” closeness and ease (location of
mentor to student’s locker), or other
recommendation or previous connection between
mentor and student.
The CICO Process
The CICO Process: How it
Works at the High School Level
• Creating and maintaining buy-in:
– Rewards planning
•
•
•
•
•
•
•
Students are actively engaged in the process of goal planning
3 Days at 75% (or 15% increase over baseline, whichever is lower)
Continue in 3 day increments of achievement until student is at 75%
5 Days at 80%
10 Days at 85%
15 Days at 85%
Allocated budget per student is $35
• Success: early and often – Daily rewards (“Eagle Bucks”)
just for seeing the mentor in the morning or afternoon
• Focus on improvement over baseline
• Involving students in their own data disaggregation
Exiting the Program
• After 6-10 weeks of success in the program
(improvement over baseline to sustained 80-85%), we
“step down” from the daily regimen.
• The student begins a 3-4 week “weekly check” process
of meeting with the mentor.
• After 3-4 weeks of successful weekly checks, the
student is fully exited. Student data (grades, behavior
referrals) continue to be monitored through the
remainder of the school year.
• If student shows signs of decrease in grades or increase
in referrals, the student can be quickly restarted on the
daily check process.
Data Tracking
Data Tracking
Data Lessons
Continued Mentor Responsibilities
• Daily monitoring and encouragement
–
–
–
–
Stressed importance on “checking out” on a bad day
Parent communication
Communication with student’s teachers
Assisting students in self-advocating and improving their
own behaviors
• Planning for and obtaining rewards for student
• Data tracking and input
• Understanding of ethical aspects of mentor to student
relationship
– Mentoring vs. “friend” or “parent” role
• Assistance with frequent fidelity checks of program
Frequent Fidelity Checks of
Program
• Monthly meetings are held in order to discuss progress
of students in the program, obstacles, and ongoing
issues:
– Teacher training (non-implementing teachers)
– Student buy-in
– Parent participation
• Look at both individual progress as well as aggregate
progress of all students in the program.
• Determination of students who need to be advanced to
Tier 3 (SST/IEP) supports or referred to additional or
different Tier 2 programs (such as Check & Connect)
Working with the Teachers
• All staff members are trained in concepts of
Check-in/Check-out
• Stress on providing daily positive feedback to the
student – the most important role of the
classroom teacher
– Teacher guide (handout)
– Ongoing staff training
– Mentor/Program Lead specifically work with teachers
as needed
– Admin involvement when needed
Snapshot of a CICO Mentor’s
Experience: Lisa’s Story
With “Nicole” it started off a little rough. I had to gain her trust to where she
would want to come and see me in the mornings and afternoons, even
though it was only for a brief moment. At the time she started, she was in the
10th grade and was going through a dramatic experience at home. Once she
realized that she could trust me, she began to come and see me on a regular
basis, even at lunch time. It was clear that being part of the program helped
give her attention that she was lacking and desperately seeking.
Over time, “Nicole” started to enjoy the accountability that being in the
program provided her. She was never very interested in the rewards – for her,
it was more about the connection as well as the accountability of the check
sheet. Because of the accountability she started to excel in her classes. Once
she started to see for herself that she could do it and be successful, she really
soared. Before long, she had obtained a quarterly GPA of 3.8. We eventually
officially exited “Nicole” from the program. In the next school year, when she
felt herself start to slip back to some old habits, she asked to come to be
accountable again and we did.
Keys to Success
• Well-trained and willing mentors
• Identifying the RIGHT students for the intervention
– “Attention-seeking” students
– Early identification/intervention
• Creating and maintaining student buy-in
– Attention to “stigma” created by being “different.”
– Emphasizing student’s small successes to create intrinsic
motivation
• Parental Involvement
– Mentors/coordinators must help to ensure that parents are
participating on the home front as much as possible.
• Whole staff training
– Teachers must understand the mindset of our CICO students
– Mentors/coordinators must monitor that teachers are providing
thoughtful, accurate feedback
Measures of Success
In the 2011-12 School Year, we did a data analysis of students who
were identified for participation in CICO:
• 22 Students were screened for CICO in SY 2011-12:
– 6 participated for greater than 10 weeks (one marking period)
– 7 participated for 6-10 weeks and were moved to periodic monitoring
(rather than daily monitoring).
– 2 were moved from CICO to a different intervention
– Total of 15 students who actively, fully participated in the intervention
• Of the 9 students who did not fully participate in CICO for SY 201112:
– 50% pass rate of classes overall
– Median number of classes failed for the year was 5 of 8 classes.
• Of the 15 who participated , the students had
– 78% pass rate of classes overall
– Median number of classes failed for the year was one of 8 classes.
Please Contact Us for More Info
• Carrie Akins, Vice Principal, Tier 2
Interventions Coordinator
– cakins@ccboe.com
• Lisa Alford, CICO Program Lead
– lalford@ccboe.com
• Leanne Hawken
– Leanne.hawken@utah.edu