Check in, Check Out- Part 2

Leanne S. Hawken, University of Utah

Diane LaMaster, Rock Island School District 41 (IL)

Sharon Laviolette & Kristyn Bair, Little Fort Elementary (IL)

Illinois PBIS Forum, 2011

Overview

• Review BEP/CICO Principles
• Where have we been and where are we going?
• BEP/CICO at the school level.
• BEP/CICO at the district level.

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Student Recommended for BEP/CICO

BEP/CICO Implemented

Parent

Feedback

Regular Teacher

Feedback

Afternoon

Check-out

Morning

Check-in/DPR

Pick-up

BEP Coordinator

Summarizes Data

For Decision Making

Bi-weekly BEP Meeting

to Assess Student

Progress

Exit

Program

Revise

Program

BEP-CICO Implementation Process

In the beginning

• Fern Ridge Middle School, Veneta Oregon
• 5 schools
• 3 elementary
• 2 middle schools
• One BEP Coordinator served:
• 15-20 students elementary
• 20-30 students secondary
• Excel Data System
• No web-based system

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Manual on How to Implement �BEP/CICO

• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

Current BEP/CICO practice

• To support more students, some schools have multiple BEP/CICO check-in, check out facilitators.
• Expanded to include high school & preschool populations
• New data system
• SWIS CICO
• Current – 1999 schools K-12 use SWIS CICO data base.
• Fidelity of Implementation
• Individual Systems Evaluation Tool (I-SET)

Manual on How to Implement �BEP/CICO

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

DVD on how to Implement BEP/CICO

Leanne S. Hawken, PhD - 2011

Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York, NY: Guilford Press.

Research on BEP/CICO

• Effective in reducing problem behavior for:
• Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007).

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• Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002)

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• Students in Urban School Settings (McCurdy, 2007)

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• Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010)

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***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs

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Research on CICO

• Effective in increasing academic engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009)

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• Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007)

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• Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007)

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Research on CICO

• More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008)

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• Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011)

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• Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

Little Fort Elementary

Dr. Sharon Laviolette, Principal

Kristyn Bair, Ed.S., School Psychologist

Little Fort Elementary

552 Students

27 Teachers

Little Fort Demographics

History of PBIS at Little Fort

• The universal level of PBIS was first introduced during the 2003-2004 school year
• CICO was first implemented during the 2006-2007 school year

Expectations

• Training for CICO first began by focusing on how to give explicit feedback using our school-wide expectations.

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POOL of Respect

Expectations

Expectations

• A CICO refresher is presented to the staff at the beginning of the school year.

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• A review of the CICO cycle is presented

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• Modeling and roleplaying of how to provide feedback is presented

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• All logistics of the program are reviewed

Expectations

• At the beginning of the school year all students participating in CICO meet with the social worker and psychologist to discuss the following:

- What is the purpose of CICO

- Why were they chosen for CICO

- Skill teaching and roleplaying of how to handle feedback

What adults implement CICO?

• Once the student is identified for CICO their name is given to the grade level team. The grade level team then determines which member of that team will be the students CICO teacher.

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• When students need more individualized support like a mentoring relationship, more explicit reminders of the expectations, etc. a CICO teacher may be strategically chosen.

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• The more strategically chosen staff members are often our support staff
• Nurse
• Social Worker
• Librarian
• Principal
• Special Education Teachers

How are students identified for CICO?�

• CICO Program Identification:
• Student reaches 2 office discipline referrals in a 5 week time period
• Student is identified by the Systematic Screening for Behavior Disorders (SSBD)
• Grade level request or individual staff referral
• Students receiving targeted level groups or social work services
• Attendance decision rule is currently beginning developed

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Identification based on referrals

Procedure of CICO

• Immediately after the morning announcements the student goes either to their designated staff member or if needed the staff member goes directly to the student.

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• The interaction is to be brief to remind the student of the school expectations and to begin the students day POSITIVELY.

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• Different staff members are responsible for filling out the students points during the identified times.
• For example if a student has a special the music, art , interventionist, or gym teacher will need to fill out the points in the “specials” box. In addition, recess and lunch staff will need to fill out the card during those times.

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• At the end of the day, the student returns to their designated staff member to check-out. At this time the staff member reviews their point sheet and collects it from the student.

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CICO Form

How do we track student progress

• Adequate Progress
• With 4 weeks of data reviewed, student has made their CICO goal 90% of the time and there is a reduction in office discipline referrals
• Exit Criteria
• With 8 weeks of data, student has made their CICO goal 90% of the time and there have not been any office discipline referrals. The teacher is then contacted for their opinion about if exiting is appropriate or if CICO should continue.

Student progress

Student Examples

The student was first identified for support through the SSBD. He was targeted as in internalizer through the screener.

Student examples

Student was identified for CICO by teacher referral due to lack of work completion

Student Examples

• Miquel, age 11

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• “Check-in/check-out helps me a bunch. It helps me stay on-task”.

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• Miquel is currently a fifth grade student. Before the end of the school year he asked his check-in teacher if he could do CICO in middle school because he thinks it helps him a lot.

Tracking student progress

Goals for 2011-2012

• Provide the teachers with more support on how to look at both the referral and CICO data.
• This will be scheduled monthly at staff meetings
• Students will be given copies of their CICO graphs at least monthly.
• Grade level teams will be giving CICO and referral reports by grade level each month.
• Provide follow-up training later in the year to focus on giving specific feedback.
• Universal team will continue to monitor the Tier I implementation.
• Focus on when to write referrals

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CICO – District Level Implementation

Diane LaMaster

PBIS Coordinator

Rock Island, IL

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�Rock Island School District 41�Demographics �

• District Enrollment: 6299

• 63% low income

• Ethnicity:

Caucasian – 47.2%

African American – 31%

Hispanic – 11%

Asian – 1.7%

Multi‐racial – 8.6%

Native American – 0.2%

In the Beginning…..

• Attended CICO session at August 2007 conference
• District part of demo project with Illinois PBIS Network in developing continuum of Tier 2 interventions
• Approached central administration and building principals with intervention specifics
• Leanne Hawken extremely helpful with information/tips to help my training and district roll out
• Training for BEP (Behavior Education Program) Coordinators and staff held 1^st semester
• Implementation of intervention began January 2008 in all elementary and junior high buildings

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Training

• BEP Coordinators attended day long training covering:
• Basic BEP
• BEP Cycle
• Decision rules for program
• Daily Progress Reports
• Corrective Feedback
• Reinforcement
• Roles/Responsibilities of staff, students, parents
• Entering and graphing DPR data
• Viewed DVD
• Behavior Management Traps article

Training

• Each coordinator received book “Responding to Problem Behavior in Schools”
• The Behavior Education Program manual
• Daily Progress Reports
• Powerpoint to introduce and in-service staff on BEP program
• Coordinator returned to building and trained staff

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Challenges

• Stressing that CICO is a POSITIVE intervention

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• Staff writing negative comments on DPR

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• Needed to revisit corrective feedback techniques with staff

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• Staff giving consistent feedback to students

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• Staff individualizing DPR for many students

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• “It’s the student’s responsibility”

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Successes/Expectations

• CICO is now “business as usual” in all schools

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• First Tier 2 intervention for most students

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• Tracking Tool utilized at monthly PBIS Systems Meetings

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• Tracks number of students in CICO and how many are responding to intervention

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• Beginning of year and mid-year refresher and review for all CICO Coordinators

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SWIS - CICO

• Helped tremendously with data entry and report generation

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• CICO Coordinators trained to enter DPR data and pull reports for secondary teams

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• Easy to read graphs to help determine effectiveness of intervention and assist teams in progress monitoring

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Daily Data Used for Decision-Making�

High School

• Piloted a group of freshman students during 2010-2011 s.y.

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• 5 CICO Coordinators trained to facilitate intervention

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• Students assigned to Coordinator

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• Students/staff trained

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• Data collected in CICO-SWIS

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• Restructured incentives

High School Observations

• Very few students regularly checked in and out

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• Carrying hard copy DPR not successful at this level

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• Exploring electronic DPR at end of last year

How Are We Doing in Year 4?

• Decision rules crucial for accurately assessing if student is responding to intervention

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• Tracking Tool utilized at the building level

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• CICO refresher/review part of yearly staff kick-off

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• PBSevals application utilized for aggregating district-wide data

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SWIS-CICO DATA

SWIS-CICO DATA

SWIS-CICO DATA

SWIS-CICO DATA

Conclusions/Recommendations for Districts

• Getting the right people to serve as BEP Coordinator crucial

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• Shifting duties and responsibilities to ensure time for implementation of intervention

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• Administrative support both at district and building level instrumental to success