Check-in/ Check-out with PB4L Schools Rob Horner University of Oregon

Check-in/ Check-out with PB4L Schools

Rob HornerUniversity of Oregon

www.pbis.org

Goals• Define the logic and core features of Check-in/Check-out (CICO) as

a Tier II intervention within the PB4L approach.

• Provide empirical evidence supporting CICO, and practical examples from local schools.

• Build an action plan for CICO implementation

• Define the process for self-assessing CICO implementation

CICO within PB4L

• The basic logic of CICO is to build self-regulation o To teach a student how manage his/her own behavioro To teach a student how to get the support he/she needs from adults

• CICO is highly efficient in use of staff time

• All Tier II interventions are more effective, and more durable, if they are done with Tier I school-wide behavioral expectations as a foundation.

Major Features of Targeted (Tier II) Interventions

• Intervention is continuously available

• Rapid access to intervention (72 hr)

• Very low effort by teachers

• Consistent with school-wide expectations

• Implemented by all staff/faculty in a school

• Home/school linkage

• Flexible intervention based on assessmento Functional Assessment

• Adequate resources (admin, team)o weekly meeting, plus 10 hours a week for coordination

• Student chooses to participate

• Continuous monitoring for decision-making

Check-in Check-out Cycle

Weekly CICO Meeting9 Week Graph Sent

Program Update

EXIT

CICO Plan Morning

Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO

Request for AssistanceODR LevelFamily or Student request

CICO CoordinatorBehavior support team



Program Update

EXIT

CICO Plan Morning

Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO Morning Check-In

•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise

Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback



Program Update

EXIT

CICO Plan Morning

Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks


Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS

Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs



Program Update

EXIT

CICO Plan Morning

Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks


Team Meeting•Review student progress•Adjust support plan if no improvement in two weeks•Build self-management steps when appropriate•Exit when appropriate•Report to School-wide Team, Administration, Whole Faculty

CICO Record

Name: _______Darin_________________ Date: __March 2, _______ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful Total

Check In 0 1 2 0 1 2 0 1 2 5

BeforeRecess

0 1 2 0 1 2 0 1 2 6

BeforeLunch

0 1 2 0 1 2 0 1 2 6

After Recess 0 1 2 0 1 2 0 1 2 5

Check Out 0 1 2 0 1 2 0 1 2 6

Today’s goal 28 Today’s total points 28Comments:

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 ______________%

Daily Progress Report 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 Hand & 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

Why does CICO work?• Improved structure and predictability

• Prompts 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 feedback• Feedback occurs more often.• Feedback is tied to student behavior.• Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO work?

• Student recruits adult supporto Student uses card to recruit adult attention.o Very low “effort” for teacher

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

• Elevated reward for appropriate behavioro Adult and peer attention delivered each target periodo Adult attention (and tangible) delivered at end of day

Why does CICO Work?

• Linking behavior support and academic supporto For academic-based, escape-maintained problem behavior incorporate

academic support

• Linking school and home supporto Provide format for positive student/parent contact

• Program is organized to morph into a self-management systemo Increased options for making choiceso Increased ability to self-monitor performance/progress

Getting CICO Started

• Use the CICO Self-Assessment• Use the CICO Action Plan• Team

o Recordero Facilitator

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Logistics for Setting up a CICO

program

• 1. Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?

o More than 5 students need extra supporto CICO is designed to work with 10-12% of kids in a schoolo CICO typically “works” (50% reduction) with 67% of students.o CICO does NOT replace need for individualized supports.

• 2. Team available / Coordinator available• Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)

Activity1:

a) All-Faculty Orientation to CICO

b) Assessment of need (ODR rates, staff assessment)

c) Team to manage CICO

d) CICO Team Lead

e) CICO coordinator

Logistics for Setting up a CICO program

• 3. School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior

• 4. Process for identifying a student who may be appropriate for CICO

• Student is not responding to SWPBS expectationso Request for Assistance

• Student finds adult attention rewarding• Student is NOT in crisis.• Example: > ODRs, Teacher nomination, Student/Parent nomination

Activity 2:

a) SWPBIS Tier I in place (TIC = 80%; SET = 80/80)

b) Request for assistance process defined.

c) Criterion for CICO support defined.


• 5. Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and returning the

card.

• 6. Home report process• Can be same as progress card• Can be a unique reporting form

Activity 3:

a) Daily Progress Report developed

b) Home report routine developed

c) Define how families will be informed of process


• 7. Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned

• 8. Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral for individualized interventions.

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03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision

Making

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02/05 02/08 02/13 02/20 02/23Date

Rachelle's BEP Performance2000-2001

Check-in Check-out SWIS

Check-in Check-out EmbeddedWithin SWIS

Decision-making• Is CICO being implemented?

• CICO self-assessment checklist (80%)

• Who is receiving CICO support?• How many students/ % of student body (9-12%)• Which students

• Is CICO working?• % of student on CICO with 80% points?• Trends?

• Who needs more support?• Modification of CICO• Referral to Individual Student Supports

Activity 4:

a) Rewards for CICO points defined and available

b) Process for collecting, entering, summarizing and reporting data is defined.

c) When would a student be referred for more intense support?


• 9. Morning Check-in Routine• Teaching students when, what, how• Teaching check-in coordinator

• Assess• Reward• Set-up or Redirect

• 10. Teacher Check-in/Check-out Routine• Teach students when, when, how• Teaching staff/faculty

• Reward• Set-up for success, positive momentum• Evaluation

Activity 5:

a) Check-in location defined

b) Process for teaching students check-in routine defined

c) Teacher check-in/check-out routine defined

d) Teacher check-in/check-out routine presented to staff.


• 11. Afternoon Check-out Routine• Teach students when, where, how• Teach CICO coordinator data collection, acknowledge success,

encourage improvement.• Consider self-recording system for older students

• 12. Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign

Activity 6:

a) End of day check-out routine, location, staff defined.

b) Family check/signature routine defined.

c) Procedure for family orientation to CICO defined.


• 13. Team Meeting Decision Makingo Reporting of student statuso Process for adjusting when CICO is not successful

• 14. Planning for successo Identifying successo Fading supporto Embedding self-management

Activity 7:

a) Team meeting schedule defined for the current year.

b) Team meeting agenda defined (data review, decision protocol)

c) Decision-rules:• Stay as is• Move to self-management• Move to individual support.• Move off CICO

Sample Decision Rules

a) Stay as is:* < 6 weeks of success or upward

trendb) Move to Self-management

* > 6 weeks with 4 days per week of success.

c) Move to more intense support* 2 weeks without improvement

d) Graduate off CICO* 4-6 weeks of success on Self-management


• 15. Planning for more intensive, individualized support.o Functional behavioral assessmento Tier III support team

• 16. Substitute Teacher routineo How to inform and orient new teachers

• 17. Playground, cafeteria, bus routines

Activity 8:

a) Define self-management process.• Use card, but no teacher

review• No, card, but still check in

b) Substitute teacher orientation materials

c) Use of card in non-structured areas

Empirical Support for Check-in/ Check-out

The Effects of a Targeted Intervention to Reduce Problem

Behaviors: Elementary School Implementation

of Check-In/Check-Out

Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of

Check-In/Check-Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.

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Baseline Check-in Check-outP

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Peer Composite

Trevor

Chad

Kendall

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Todd, Kauffman, Meyer & Horner

Evaluation of a Targeted Intervention Within a School-Wide System of

Behavior Support

Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior

support. Journal of Behavioral Education, 12(3), 225-240.

The Importance of Functional Assessment in Targeted

InterventionsMarch, R. E., & Horner, R. H. (2002). Feasibility and contributions

of functional behavioral assessment in schools. Journal for Emotional and Behavioral Disorders, 10(3), 158-170.

Video• Leanne Hawken

5:30

Check-in/ Check-out Self-Assessment

• Individually score the elements of the CICO Self-Assessment• In place; In progress; Not in place

• As a team review your ratings, and agree on a single summary for the school

• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?

• Define a schedule for meeting to review progress and implement your CICO plan.

Summary• Targeted interventions

o Highly Efficient, structured support

• CICO is one option emphasizing self-regulationo Assess for whom it will worko Enlist whole faculty involvement

• CICO will still need supplement from Tertiary, Function-based support system

Documents

Check-in/ Check-out with PB4L Schools Rob Horner University of Oregon