Implementing Describe Targeted (“yellow zone”) Check-in ... · Efficient, ongoing programs for...

Implementing Check-in Check-outAn Efficient Intervention for Mentoring and Behaviour SupportKent McIntosh, PhDUniversity of Oregon

Handouts:http://kentmcintosh.wordpress.com

Describe Targeted (“yellow zone”) interventions

Provide details on Check-in Check-out (CICO)How it worksHow to implementHow to monitor progressHow to troubleshoot issues

Overview

Hsin’s parents work long hours at Aberdeen Centre. He doesn’t seem to have any friends, and he is wary of teachers. No adults in the school can say they really know him.

Hsin comes to school without breakfast, tries to make as little noise as possible, eats lunch alone, and makes his way through the day with as little interaction as possible. He returns home to do homework and chores alone.What does Hsin need to be successful?

A Day in the Life Hsin

Eddie is a talkative, charming guy. He has regularly struggled with basic organisational skills. He is impulsive, inattentive, late, and never turns his homework in. Everyone in the school knows him by name.

Eddie tries to make it to class on time, but there are just too many people to tell what happened to him yesterday. He does his homework but forgets to turn it in. Eddie gets the “you need to get your act together” talk from at least half of his teachers every day. What does Eddie need to be successful?

A Day in the Life Eddie

Kevin has been a child in care since Grade 1 and now splits his nights between a foster home and the street. Kevin is a non-reader and has difficulties with peers. He has been abusing alcohol and tobacco for 3 years.

Kevin gets to school mid-morning, drunk or high, trying to give it another go. He is confronted at the door by the VP and spends the morning in her office. He gets into a fight in the hall, gets suspended, and takes off a few more days for good measure.What does Kevin need to be successful?

A Day in the Life Kevin

Sarah is known by her teachers as a hard worker and role model for her peers. She has a few close friends and enjoys school.

Sarah comes to school early to help her last year’s teacher prepare for class. She excels in her classes. After school, she tutors some of the younger students in the school who need additional help.What does Sarah need to be successful?

A Day in the Life Sarah

Hsin Eddie

Kevin Sarah Universal PreventionFor all students

(prevent challenges)

The Three Tier Model

Intensive InterventionFor students with

significant challenges

Kevin

Sarah

Targeted InterventionFor students at risk

for challenges

Eddie

Hsin

Efficient, ongoing programs for multiple students who need some additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students

Targeted Interventions Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for

success (and recognition) Academic assistance

Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Loss/Friendship Groups…

Targeted Interventions: Common Features

A program to add:Mentoring by an adult in the school who looks

out for the studentStructured process of feedback and

recognition to a school day Instruction in needed skills School-home communicationBuilt-in monitoring of student progress

Check-in Check-out (CICO)(aka the Behaviour Education Program)

Combination of effective strategies MentoringDaily Point Card (Daily Behavior Report Card)Performance FeedbackSchool-Home Notes

(see Crone, Hawken, & Horner, 2010)

CICO Components

Public schools with typical resources No “hired guns”

Implemented from Pre-K to Secondary School Rated by teachers and students as efficient,

effective, and acceptable Results for most students (Grades PK to 12):

Reductions in problem behaviour Increases in academic engagement Reduced ratings of problem behaviour Increased ratings of prosocial behaviour

Research on CICO to date:18 published studies 1. Improved structure in all locations

Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

Why does CICO work?

1. Improved structure in all locations Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides

momentum3. Increase in performance feedback and recognition

Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)

Why does CICO work?1. Improved structure in all locations

Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides

momentum3. Increase in performance feedback and recognition

Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)

4. Linking school and home support Provide format for positive student/parent contact

5. The ultimate goal is student self-regulation Gives skills to self-monitor and manage their performance

Why does CICO work?

Bridgeland, DiIulio, & Morison, 2006

Connecting students with caring and supportive adults

Connecting students and teachers through meaningful performance feedback

Connecting home and school through increased communication

CICO is about CONNECTING:

What does CICO look like?

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SBT Meetingto Assess Student

Progress

Fade Program

ReviseProgram

Check-in Check-out System

ContinueProgram

1. Student checks in with mentor at arrival to schoolAcknowledge student for checking inPrepare student for day

Do they have materials? Do they need neutralizing activity?

Turn in previous day’s signed cardPick up day’s cardReview/reteach daily goalsPrecorrections for appropriate behaviour

CICO Daily Cycle

2. At each class periodStudent brings card to teacherTeacher acknowledges student for checking inTeacher rates & provides feedback

3. Check out with mentor at end of dayReview day’s points & goalsMentor acknowledges and/or encouragesTake successful card home for parent signature

CICO Daily Cycle

4. Give successful card to parent/ Parent acknowledges/recognizes successes Acknowledgement Encouragement for next time

Parent signs card

5. Student returns signed card next day

6. Coordinator enters daily point data

CICO Daily Cycle CICO Card

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 Hands & 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

Sample CICO CardName: ____________________________ Date: ______________

0 = Needs work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Morning Work 0 1 2 0 1 2 0 1 2

Reading 0 1 2 0 1 2 0 1 2

Lunch/Recess 0 1 2 0 1 2 0 1 2

Math 0 1 2 0 1 2 0 1 2

PE/Music/Block 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

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 ______________%

CICO Self-Monitoring CardName: ____________________________ Date: _____________

3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

Safe Kind Responsible

Homeroom 3 2 1 3 2 1 3 2 1

English 3 2 1 3 2 1 3 2 1

Math 3 2 1 3 2 1 3 2 1

History 3 2 1 3 2 1 3 2 1

Elective 3 2 1 3 2 1 3 2 1

Today’s goal: Today’s total points:

Today’s Accuracy Goal: Today’s Accuracy Total:

Use a single card with school-wide expectationsCard needs to be quick & easy for staff to

completeOk to vary cards developmentally

i.e., primary vs. intermediate

A Critical Feature of Effective Point Cards

Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Name: Date:

Safety Organization Achievement Respect

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Name: Safety Organization Achievement RespectDate: Keep hands to

selfTurn in homework

Do my own work

Raise hand to talk

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Individualize this way, if you need to provide specific prompts

How do we implement CICO?

Do you have Universal (“green zone”) systems in place?Use fidelity measures at PBISassessment.org

Is CICO right for your school? What is PBIS Assessment?

PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBS decision making

And it’s free to use!

What measures can be used with PBIS Assessment?

Team Implementation Checklist Self-Assessment Survey School-wide Evaluation Tool Benchmarks of Quality School Safety Survey

How can I enter information?

You can enter pen and paper surveys into the system or have respondents (staff, students, parents) complete surveys online

All you need to do is set up an account with your district coordinator and set survey completion times

District coordinators: contact Kent McIntosh ([email protected]) to get set up with a coordinator account

Do you have Universal (“green zone”) systems in place?Use fidelity measures at PBISassessment.org

How many students in your school need moderate support? If > 10 students, consider CICO If < 10 students, focus on individualized

interventions A CICO system typically supports 15 to 30

students per year

Is CICO right for your school?

1. Is CICO something our school needs?2. If so, what more do we need to know to

implement CICO?a. Readiness?b. Teaming?c. Coordination?d. Enrollment?e. Data systems?f. Monitoring progress?g. Troubleshooting?h. Graduation/fading?

Guiding Questions

School-wide (“green zone”) behaviour support system in place

Staff buy-in for implementing CICOCICO implementation a top priority

Administrative supportTime and money allocated

CICO Readiness Checklist (Crone, Hawken, & Horner, 2010)

Form online

CICO Self-Assessment and Action Planning Form

Handouts: http://kentmcintosh.wordpress.com

1. Create a CICO team2. Identify and train CICO Coordinator3. Create a daily CICO card4. Develop a nomination system5. Create a data system6. Create a plan to train teachers, students,

and parents

CICO Implementation Steps

Representative team (could be SBT) Teachers, staff, administrator CICO Coordinator CICO Mentor(s)

Access to resources Meeting time at least every two weeks

1. Create a CICO team

Coordinator Chair CICO meetings, faculty contact,

improvement Mentor(s)Check-in, check-out, meeting, data entry

Together (Coordinator + Mentor) = about 10 hours/wk

All staff need to know about the program and their roles

Organization and Structure

WHAT FITS YOUR

SCHOOL?

Combining these roles/

responsibilities across multiple

staff or not?

CICO Coordinator vs. MentorCoordinator Facilitates the CICO

system Runs the meeting Enrols students

Training

Contact for staff and families

Organizes and summarizes data for meetings

May also be Mentor

Mentor Check-in at start of day Check-out at end of day Attends CICO meetings May enter daily CICO

data

Lead morning check-in & afternoon check-out Enter CICO data daily Organize and maintain records Process CICO nominations Create graphs for CICO meetings Gather supplemental information for CICO

meetings Prioritize CICO students for team meetings

2. Identify/train CICO Coordinator and Mentors

Plan for turn-over Increase sustainabilityDocument all procedures

School CICO handbookActive management from administratorsWrite coordinator duties into a job descriptionDevote FTE to the coordinator position

CICO Coordinator: Planning for Sustainability

Identify the behavioural expectations for ratings Consistent with school-wide expectations

Fixed or variable

Positively stated

Identify how often teachers rate the students’ behaviour

Ensure the card is age-appropriate

Ensure the card is teacher-friendly and easy to use

Decide if a different card will be used for home notes

3. Create a daily CICO card 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:


ParentFeedback


AfternoonCheck-out

Morning Check-in


For Decision Making


Progress

Fade Program

ReviseProgram

ContinueProgram

CICO is Implemented


Identify criteria for placing students on CICOTeacher nominationAutomatic referral (multiple behaviour

incidents) Create a parental consent/notification form Create decision rules for CICO graduation

4. Develop a nomination system

1. School team identifies student Teacher nomination form Multiple office referrals/behaviour log entries

2. Student must choose to participate3. Teach routines to students, teachers, & parents4. Establish school & home recognition system

CICO Startup Process

Leanne Hawken’s typical teaching plan for elementary school students onlineExplain CICO in generalWalk through the card

Have student show/describe expected behavior Explain points process and goals

Teach process for: Check-in with mentor Check-in and out with teacher(s) Check-out with mentor Taking card home

Sample Student Lesson Plan




ParentFeedback


AfternoonCheck-out

Morning Check-in

Fade Program

ReviseProgram

ContinueProgram

CICO is Implemented


Progress


For Decision Making

Identify/create a computer program to enter and graph data

Identify:Who will enter dataWho will create graphs for team meetings

Create guidelines/timelines for: Sharing graphs with the whole staff Sharing graphs with parents

5. Create a data system

Team meetings at least every other week Evaluate point data for current studentsCoordinator provides graphs for all studentsTroubleshoot students not making progressConsider graduation for successful students

Evaluating CICO Progress

CICO-SWIS (www.pbisapps.org) Excel graph online

Evaluating CICO Progress:Options


CICO Team Meeting AgendaDate:____________ Note Taker:___________Team Members Present:___________________________

List of Priority Students:1) Evaluate Current Student Progress (priority students)2) Discuss New Referrals3) Identify Students to Receive Extra Acknowledgment4) Other CICO Issues or Students

Evaluating CICO Progress: Sample Agenda

Design lesson plans to train students Checking in and out with mentor and teacher Accepting feedback appropriately

Create plan to train parents on how to provide feedback at home Positive or encouraging

All staff taught rules for accepting, completing, and returning the card Positive first interaction

Encouragement and precorrection Specific feedback (“parent safe”)

6. Create a plan to train teachers, students, and parents

Monitoring progress with CICO

Collect PLEP by rating student without training student to use card

Set initial objective as 10% of points above baseline

Revise based on data

Creating IEP Goals and Objectives using Daily Point Report Cards

1. Is the student making point goals?2. CONTINUE - REVISE - FADE ?3. If REVISE, what changes need to be made?

Are the points being given accurately? Is there day-to-day consistency? What are the actual point card patterns? What do we need to change?

How to look at daily point data and make decisions

Using CICO data for decision making

A

DC

B

Decisions to make:

1. Is the student experiencing more success?

2. CONTINUE – REVISE – FADE ?

DECISION-MAKING QUESTIONS

1. Is the student making point goals?

2. CONTINUE - REVISE - FADE ?

3. If REVISE, what changes need to be made?

Symptoms:Consistently making points (> 1 month)

Prescription:Fade CICO

Graduate Remove components Move to self-management system

“Poster Boy” Pierre





Symptoms:Suddenly stops using card

Prescription:Check fidelity Assess barriers to checking in/outAssess reinforcement system

Change incentives? Increase frequency?Assess mentor-student relationshipAssess home component

“Cold Turkey” Cole





Symptoms:Regularly skips checking in or out

Prescription:Assess barriers to checking in/outRe-teach and re-practice point card skillsProvide additional check-in/out points

“Check-in” Charlie“Check-out” Chelsea

Symptoms:Fails to check out when day is blown

Prescription:Provide additional check-out pointsProvide partial points

Running total instead of yes/no pointsAssess home component

Is it too punitive?

“Math Wiz” Matthew





Symptoms:Never made point goals

Prescription:Check program fidelity Re-teach and re-practice point card skills

e.g. teach how to accept critical feedbackAssess reinforcement system

Change incentives? Increase frequency?Assess mentor-student relationshipConsider function-based support

“Missed the Bus” M’shell





Symptoms:Some good days, some bad days

Prescription:Look at overall data for weekly patterns

A day of the week? Go to the cards and assess daily patterns

Time of day? Subjects? Individualize the plan

e.g. cool-down routine, academic help, change in structure, etc.

“Bad Hair Day” Betty

Troubleshooting CICO

Student won’t carry card Assess student commitment Consider less obtrusive method

Mentor provides card to teacher and picks up Student continues to receive feedback from teacher

Student isn’t checking in or out Determine reason Identify a more preferred person as mentor

Teacher fidelity Assess teacher commitment/enthusiasm Re-teach Student as prompter Redesign card?

Potential Challenges Differential Effects by Function of Problem Behaviour

0

0.25

0.5

0.75

1

1.25

1.5

1.75

2

Pre-test Post-test

Mea

n O

DRs

(for 8

wee

k pe

riod)

AttentionEsc. Task

30

40

50

Pre-test Post-test

BASC

T-S

core

AttentionEsc. Task

McIntosh, Campbell, Carter, & Dickey, 2009

Discipline Referrals Adaptive Skills

Differential Effects by Function of Problem Behaviour

50

60

70

80

Pre-test Post-test

BASC

T-S

core

AttentionEsc. Task

40

50

60

Pre-test Post-test

BASC

T-S

core

AttentionEsc. Task

Externalizing Behaviour Internalizing Behaviour

McIntosh, Campbell, Carter, & Dickey, 2009

Peer Attention: Provide peer attention for meeting expectationsCheck out with friendBrief free time with friend at end of class

Escape Academic Task: Provide relief from difficult tasksBreaks, shorten work requirementAccess to assistance Preferred way to complete work (e.g., groups)Provide academic support

Modifying/Intensifying/IndividualizingCICO

Change feedback processMore frequent check-insMore time with (preferred) mentorPair attention with other incentives

Add social skills instructionGroup

Middle of day Common curriculum

Individual Tailored to individual needs

Modifying/Intensifying/Individualizing CICO

Flowchart online

CICO Troubleshooting Flowchart


Fading CICO

CELEBRATE! (GRADUATE?) Options1. Simply take the intervention away2. Gradually remove different components

of CICO3. Teach the student to self-monitor

What do we do when students are doing well on CICO?

Gradually decrease checks during the day (keep check in and out)

Remove check in Remove check out Remove parent feedback

Monitor behaviour for continued successModify removal plan as needed

Removing Components of CICO

Phase 1: Train the student Teach the student how to evaluate her/his

behaviour (with specific examples) Teach the student how to use the modified

card Teach the student how to handle

disagreements

Self-Monitoring (Campbell & Anderson, 2011)

Phase 2: Active Accuracy Checks Students rate their own behaviour Teachers also rate behaviour and check

for accuracy (agreement) Students should receive praise and points

for accuracy as well as positive behaviour


Phase 3: Periodic Accuracy Checks After meeting a criterion (e.g., 90%

accuracy for two weeks), accuracy checks may be reduced to random teacher checks

If the student continues to show appropriate behaviour, other features of the intervention may be faded


How do we learn more about CICO?

Manual on How to Implement Check-in Check-out

Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed.). New York: Guilford Press.

© 2005 by The

Contact Information

Kent McIntoshSpecial Education Program1235 University of OregonEugene, OR [email protected]


Cannon Beach, Oregon © GoPictures, 2010

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