Sandy Plains Sandy Plains HIPHIP Club Club

HHelping elping IImprove mprove PPerformance erformance through Check In/Check Out through Check In/Check Out

Goal and Objectives Goal and Objectives • By the end of today’s session, you will be By the end of today’s session, you will be

able to implement a check in/check out able to implement a check in/check out system in your building system in your building tomorrow. tomorrow.

• Data Review – red zone/yellow zoneData Review – red zone/yellow zone• Support Staff roles and responsibilities Support Staff roles and responsibilities • Teachers/Mentors roles and responsibilities Teachers/Mentors roles and responsibilities • Forms Forms • Monthly Data Meeting Monthly Data Meeting

Year One’s Data Nu

mbe

r of R

efer

rals

Where do you begin??

Targeted Students

~80% of Students

~15%

~5%

Source: Horner, CICO Presentation, San Jose CA, 9/9/2010

Summer 2010 Data Review Summer 2010 Data Review • Yellow ZoneYellow Zone

– 6 to 9 referrals 6 to 9 referrals during the 2009-during the 2009-2010 school year2010 school year

• Red ZoneRed Zone– 10 or more referrals 10 or more referrals

during the 2009 – during the 2009 – 2010 school year2010 school year

OR OR

– 2 or more 2 or more suspensions during suspensions during the 2009 – 2010 the 2009 – 2010 school yearschool year

Meet 2x’s/day

Staff selected students to mentor at faculty meeting

in August

Code of Conduct Code of Conduct Our Pledge to Ourselves & to One

Another

As members of the Sandy Plains Community:

We use kind words and actions.

We take pride in our learning.

We choose a positive attitude each day.

Mentors’ Responsibilities Mentors’ Responsibilities • Meet with mentee every morning, Meet with mentee every morning,

– give a morning pep-talkgive a morning pep-talk– provide student with daily chart provide student with daily chart

• Meet with mentee every afternoonMeet with mentee every afternoon– discuss daily chartdiscuss daily chart– complete Home Reportcomplete Home Report– return daily chart & Home Report to coordinator return daily chart & Home Report to coordinator

• Optional – provide weekly incentives Optional – provide weekly incentives

MentorStudent

Meet 2x’s/day

Submitted daily charts

& Home ReportsCoordinator

Coordinators’ Coordinators’ Responsibilities Responsibilities • Yellow Zone StudentsYellow Zone Students

– Guidance Counselor Guidance Counselor – Focus Room Facilitator Focus Room Facilitator

• Red Zone Student Red Zone Student – School Social Worker School Social Worker – School PsychologistSchool Psychologist

- Monitor Check in Check out Process

- Collect Daily Charts

- Maintain Monthly Data (spreadsheet)

- Meet with Students to review progress (at least monthly)

- Attend Monthly Data Meeting

Meet 2x’s/day

Submitted daily chartsMeet monthly to review progress

Meet 2x’s/day

Submit daily chartsMeet monthly to review progress

Parent

Additional Interventions for Additional Interventions for Continued Red Zoned Students Continued Red Zoned Students • Increased parent communicationIncreased parent communication• Personalized Daily ChartsPersonalized Daily Charts• Additional Coordinator Meetings Additional Coordinator Meetings

• Counseling with Psychologist or School Social Worker Counseling with Psychologist or School Social Worker • Referral to Outside Counseling Services Referral to Outside Counseling Services • Provide increased positive incentives Provide increased positive incentives • Consult with additional staff members Consult with additional staff members

(nurse, administrator) (nurse, administrator)

Reduced Interventions for Reduced Interventions for students showing success students showing success • Continuing to meet twice daily with Continuing to meet twice daily with

mentor without point sheet mentor without point sheet

• Meeting with mentor less frequently Meeting with mentor less frequently – Once daily Once daily – Once or twice a weekOnce or twice a week

• ““Graduation” from program Graduation” from program

Monthly Data Meetings Monthly Data Meetings • Most important aspect of program Most important aspect of program

• Conducted outside of PBIS meetingConducted outside of PBIS meeting

• Review HIP club students first, Review HIP club students first, followed by possible new referrals followed by possible new referrals

New referrals – Focus Room data, IEP/IST New referrals – Focus Room data, IEP/IST team and teacher referrals team and teacher referrals

Check In/Check OutCheck In/Check Out

Features:Features: Students are identified to receive behavioral Students are identified to receive behavioral supportsupportCheck-in and check-out daily with a mentor at Check-in and check-out daily with a mentor at schoolschoolRegular feedback and reinforcement from Regular feedback and reinforcement from teachersteachersFamily componentFamily componentDaily performance data used to evaluate Daily performance data used to evaluate progressprogress