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Check-In, Check-Out With Fidelity

Kathy Wooten, School Climate Support Specialist

MTSS/PBIS Coordinators’ Job-Alike

Southwest Georgia RESA

February 12, 2024

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Tier 1 +

More Instruction
More Feedback
More Structure

What is Tier 2?

Students receiving Tier II interventions should continue to receive Tier I instruction.

Tier I Standards are still the target(s)

Don’t jump to individualization; This is not Tier III

Efficiency in resources and time is one goal of the process

Effective outcomes for all is the other goal

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What is Tier 2?

The purpose of Tier 2 is to provide interventions to support up to 15% of the student population who are AT RISK but not currently engaging in severe unexpected behavior or performing at the lowest level of academic performance.

< 15%

KW

TFI Subscale:

Evaluation

TFI Feature:

2.10 Level of Use

Rationale:

Understand that if we implement Tier I with fidelity than we should expect only 15% of our students or fewer will need Tier II supports.

Trainer Notes:

This slide should bring to mind to participants how often our students go from Tier I to Tier II and how Tier II mitigates having so many Tier III referrals.

Script:

Up to 15% of students may need TII interventions if we are implementing PBIS at Tier I with fidelity. When Tier 2 interventions are implemented with fidelity, consistency, and equity in addition to students receiving ongoing Tier 1 Universal support, it is estimated that 10 – 15% of students who may be at risk will have their behavioral needs met (McDaniel et al., 2015; Mitchell et al., 2011).

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Purpose of Tier 2 Systems

Even with strong Tier 1, some students need more

Tier 2 system identifies students with early risk indicators

Quick access prevents students from needing intensive supports later

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Total Student Enrollment 1000 Students	Tier Level	% of students	# of students
	Tier 3 Support	1 – 5%	10 – 50 students
	Tier 2 Support	5 – 15%	50 – 150 students
	Tier 1 Support	80 – 90%	800 - 900 students

What is your projection?

Tier 2 Capacity

TFI Subscale:

Evaluation

TFI Feature:

2.10 Level of Use

Rationale:

To get an estimate of how many students may need more supports.

Trainer Notes:

Notice the percentages do not equal 100. This models a range.

Script:

This activity that will help your team project the percentage and number of students that may need supports at Tier II. In this example the school has 1000 students. At Tier I, at least 80 percent of students should respond positively to Universal Tier I interventions. Remember, Tier I supports ALL students, but expect that some students will need more support. Using the chart on pg. 9 in your workbook complete the calculations for your school.

Ask reporters from a few teams to report their results to the group: did their numbers fall within the designated levels?

Most schools do not have the resources to provide comprehensive individualized support (TIII) for all students, so it is important to have a Tier II system to fill learning gaps. In other words, Tier II is meant to correct skill deficits and return students to Tier I Universal supports; the idea is we want to catch students before they fail.

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Why CICO for Our Discussion Today?

Many schools indicate that CICO is a Tier II Intervention that they implement
Many schools do not implement CICO with fidelity
Across all studies and dissertations, CICO was found to be effective for 72% of the students who received the intervention (Hawken, et al. 2014)

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Check-In, Check-Out � Intervention for Students

TFI Subscale:

Interventions

TFI Feature:

2.5 Options for Tier II Interventions

Rationale:

Introduce the CICO (Hawken et al., 2021)

Trainer Notes:

https://pbismissouri.org/courses/check-in-check-out/ - Link to a free online CICO course.

There are different resources on how to implement CICO. It’s important for schools to have some in-depth knowledge of CICO before implementing. The book noted on this slide is a very thorough resource.

Script:

We will now look at a highly effective intervention called Check-In Check-Out (CICO). On this slide is the book (3^rd edition) that breaks down the CICO. While a lot of people may say they’re using CICO, they are often missing some of the key components or several different components of the intervention.

If you’re currently using CICO or have used it in the past, please keep your ears and mind open as we go over how the intervention should be used in Tier II and compare what we’re about to discuss with what you’ve done in the past.

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Who is CICO for?

APPROPRIATE

Have problems across settings
Low-level problem behavior (not severe)
3-8 referrals
Behavior occurs across multiple locations
Examples

talking out, minor disruption, work completion, seek adult attention

INAPPROPRIATE

Serious or violent behaviors/ infractions
Extreme chronic behavior (10+ referrals)
Require more individualized support

Functional Assessment
Wrap Around Services

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Tier II Access

Decision Rules

Early Warning System

Nomination or Screening

Request for Assistance

TFI Subscale:

Team

TFI Feature:

2.4 Request for Assistance

Rationale:

To understand/identify the sources of data available/usable to identify students who may benefit from Tier II supports

Trainer Notes:

Introduce the first part of the flowchart. Schools should choose to use Nomination OR Universal Screener...school teams do not need to utilize both. Existing School Data = Early Warning System. Request For Assistance will be introduced in this section.

Script:

In addition to the Nomination or Screener and Early Warning System data, you may want to utilize a universal Request for Assistance that will be available to all stakeholders. This allows any person with concern(s) about a student to submit a request for assistance. It’s important your system is established before beginning the Request for Assistance process so most students have already been identified and that you have interventions in place to support those students who need more instruction, structure, and feedback.

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Screening or Nomination Process

Universal Screener--3 times per year

Purchased or Free
Externalizers vs. Internalizers—Function of the Behavior

OR

Nomination Process—3 times per year

Usually by Teachers
Free
Must include ALL students

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Early Warning Systems (EWS)

Identifies students who are likely to experience adverse outcomes early enough to alter student trajectories.

Davis, Herzog, & Legters, 2013

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Sample Elementary Early Warning System

TFI Subscale:

Team

TFI Feature:

2.3 Screening

Rationale:

To provide an Early Elementary example of EWS indicators.

Trainer Notes:

Point out some characteristics unique to K-2 schools.

Script:

What follows are 3 examples of data decision rules that were created for schools using early warning data. This is data readily available at schools. Schools should look at each area on the screen, course performance, attendance and office discipline referrals and come up with their own thresholds for each area. These thresholds will become the "triggers" that will indicate that staff need to look at students who meet these criteria closer for consideration for additional supports. Early warning indicators are one method to identify students for Tier 2 supports. Several other grade level examples follow. These charts are also found in your Tier 2 Workbook. Study each chart. In just a little while your team is going to get to do an activity that asks you to think about what thresholds you want to focus on.

Here is an example of indicators used as part of an Early Warning System for grades k-2. You may want to use some of these. What do you notice? Any questions?

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Elementary School Early Warning System

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Nomination	Request for Assistance (RFA)
Alternative to Universal Screening	Does not replace Universal Screening or Nomination
All students considered	Stakeholders can seek support for an individual; they receive a response within 3 days
Set times during the year (2-3)	Anytime during the year
Detailed form	Simple form
Typically takes 10 minutes per student	Typically takes 1 minute per student

KW

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Request for Assistance

KW

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Request for Assistance (RFA)

Does not replace Universal Screening or Nomination

Stakeholders can submit anytime during the year

Response within 3 days

Simple form

Typically takes 1 minute per student

Not a referral

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CICO Demonstration

TFI Subscale:

Interventions

TFI Feature:

2.5 Options for Tier II Interventions

Rationale:

Demonstrate CICO process

Trainer Notes:

Two scripts are provided in Folder A. One is for elementary and the other is for middle school. If only elementary schools are present, it’s recommended to use the elementary school script. However, if secondary schools are in the audience opt for the middle school script. Elementary schools will still get the concept while using the middle school script. Using the elementary school model could potentially make some secondary schools lose interest.

Preparation:

Review scripts and sample DPR in Folder A.

Copy a script for each role and highlight the parts for each role.

Script:

I need six volunteers (four if using the elementary example) to participate in this demonstration which will require some acting. Who has some acting talent and would like to volunteer?

(Pick the appropriate number of volunteers from different schools preferably. When they get to the front of the room, hand them the appropriate script for their role and explain that they will need to say that part. Spread the volunteers apart at an appropriate distance so people around the room can notice that the student is transitioning from teacher to teacher.)

Now you will get to see how CICO works. We have a student (point to the student) who is going to start their day talking to their CICO facilitator (point to the facilitator). They will rotate through their class schedule and receive feedback from their teachers (point to the teachers). The student will be carrying their Daily Progress Report around with them.

(Have the volunteers act the scene out and encourage the audience to give a round of applause at the end.)

What stood out to you in this demonstration? (Facilitate conversation.)

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Check In Check Out Flow Chart Process

DPR

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TFI Subscale:

Interventions

TFI Feature:

2.5 Options for Tier II Interventions

Rationale:

Show an example DPR to help attendees understand what is being reviewed in the upcoming activity.

Trainer Notes:

This is an example of a DPR. The purpose is to introduce what it looks like for the upcoming demonstration. We will talk more in-depth about DPRs and how they're constructed later. There are other examples of DPRs in Folder H.

Script:

This is an example of a daily progress report or DPR. We will talk more in-depth about DPRs and how they're constructed later, but right now I want to give you a visual representation of what is being passed around in the demonstration activity we're about to do. Concisely, the DPR is what teachers use to rate students' behavior performance and gives data for schools to track students' progress.

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CICO Features

Positive Feedback: Regular feedback and reinforcement from teachers

Family Component: Regular communication between family and school

Daily Performance Data: Data used to evaluate progress

TFI Subscale:

Interventions

TFI Feature:

2.5 Options for Tier II Interventions

Rationale:

Understand the features of CICO.

Script:

Here we continue to look at the features of CICO. CICO focuses on positive interactions between adults and students. The regular feedback sessions with the teacher(s) every class as well as the beginning and end of each day help to facilitate these positive interactions.

Family communication is also built in as the families are aware of what is going on from the beginning. They should know each day what is occurring and have an opportunity to view the feedback teachers give and provide their own feedback. They’re participation enhances the effects on students because the message is reiterated or reviewed in some manner at home.

The data evaluates the effectiveness of the intervention and allows us to understand if the child is positively or negatively impacted by the intervention. It also let's us make decisions based on the rules that we have decided for a school for when to modify, fade, and graduate students.

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CICO Coordinator/Facilitator

Student 1

Student 2

Student 3

CICO Coordinator

Facilitator A

Student 1

Student 2

Student 3

Facilitator B

Student 1

Student 2

Student 3

Small School

Large School

30 Students

15 Students

Personnel Needed

TFI Subscale:

Interventions

TFI Feature:

2.5 Options for Tier II Interventions

Rationale:

Determine how many personnel could be involved in CICO

Trainer Notes:

Possible "duty post" is being a CICO Facilitator. Consider facilitator being a person who has the time in the morning (teachers may be having help sessions, morning work for students, etc.)

If a school has 15-20 students per facilitator, they must be extremely efficient. The video previously viewed says 10 max and that might be more realistic, if that. Schools should consider how many students one person can realistically check-in and check-out given their school’s time constraints.

Script:

This is a model that suggests the number of personnel needed to implement CICO. Again, the facilitator’s time with a student in the morning and afternoon should be quick but positive. The number of facilitators your school needs depends on the number of students participating in the CICO intervention. To make the relationship between facilitator and student meaningful, it is suggested that they might facilitate three to five students at a time. Another thing to consider is the time the facilitator can afford in the morning or afternoon.

For example, if a teacher holds study sessions or allows students to enter the classroom before school, that would not be conducive to the dedicated minutes they need to spend with the students. Besides teachers, who else in the building might be able to facilitate CICO? An administrator may consider CICO as a possible “duty station” for facilitators to ensure the time needed in the mornings and afternoons.

Make sure there is a substitute for each of these roles; this can be anyone trained.

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Optional Reinforcer Ideas

More intensive or frequent than Tier I…

Small daily reinforcer

Snack/candy, sticker, school token, high five

Opportunity to earn larger reinforcement

Points on a credit card, dots on a chart

Opportunity to earn long-term reinforcement

Free time, school store, sports game tickets

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Ask the student;

May connect with home

10:26 – 10:33

Remember this intervention is all about attention and feedback. If the student needs practice getting into the habit of checking in and out, consider a reinforcer. Maybe student needs reinforcer to bring the DPR in the morning

If using DPR as progress monitoring tool for all kids in intervention – if kid’s function is escape, maybe gets to go to library

New kids maybe has CICO for couple of weeks to get connected.

Discussion – how long kid on CICO

Mention student questionnaire to find out what they prefer.

Always go to your SW reinforcement system. Tickets, DoJo points, etc.

This is a sample ticket that was a different color from the other schoolwide tickets. These were given to students for “checking in” and contributed to the class total. They may have counted as double. This ensures that the students enrolled in CICO have a high probably of contributing

Developer encourages the menu option.

This school used a spinner for students to “land on” a reinforcer if the student checked out at the end of the day. Topics were on velcro and could easily be switched out to maintain interest. Students ideas were solicited.

Things to consider when developing acknowledgment system

Built around verbal praise and attention. Along with additional instruction and feedback you can also increase reinforcement. Daily reinforcement and weekly. Could start with weekly first? Lowest level reinforcer – just do high five if that works for daily. When you first start you may need a really heavy reinforcement then you have to fade.

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TFI 2.9 Professional Development

Quick Check:

Are there scheduled trainings for school team members?
Is there a faculty-wide orientation led by the Tier II Team?
Is there a scheduled annual orientation for new faculty?
Are there documented strategies for orienting substitutes or volunteers?
Is the process for requesting assistance around behavioral concerns known by all, easy to follow, and encouraged?

Fully Implemented

Written process used to teach and coach all relevant staff in all aspects of intervention delivery, including request for assistance process, using daily progress report as an instructional prompt, delivering feedback, and monitoring student progress

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Decision Rules for Each Intervention�Guiding Questions

Monitoring Student Progress

How often will progress monitoring occur?
What defines a positive response to the goal?
When & how will the intervention be faded if it is ‘successful’?
What defines ‘lack of progress’ toward the goal?
How will the team respond if progress is questionable or poor?

Intervention Implementation

What is the criteria to receive the intervention?
What is the goal?
When will the goal be achieved?
What defines intervention implementation fidelity?
How will the team respond if the intervention is not being implemented with fidelity?

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Drilling Into Tier II Data

Step 1

Systems Level - Group Data

Step 2

Individual Data

Step 3

Are Supports Implemented with Fidelity?

Step 4

Utilize Decision Points

Fade supports
Continue supports
Modify supports

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Evaluate Group Progress for ALL Students

Group response to intervention

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Examples of Modifications that Interventionist Can Make

For maximum efficiency, Team may allow CICO Coordinator to make modifications to the student’s process….

Fidelity Checks are First Priority prior to modifying the intervention

Examples:

Change of reinforcer—schedule, increased value, link with home, for check-in, check-out completion with out reaching target, for having DPR, etc.
Change in mentor
Temporary reduction of student’s target
Increased number of check-ins—possibly adding a check-in at lunch
Student could graph his/her performance each day
Others?

Changes should be indicated on the student’s data chart

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Allison Bruhn, Ph.D.University of Iowa

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Individual Response: Brian

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

TFI 2.10 Level of Use; TFI 2.11 Student Performance Data

TFI 2.12 Fidelity Data; TFI 2.13 Annual Evaluation

What would your recommendation be for Brian? Why?

Would you wait 4-6 weeks?

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Laura

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

TFI 2.10 Level of Use; TFI 2.11 Student Performance Data

TFI 2.12 Fidelity Data; TFI 2.13 Annual Evaluation

What would your recommendation be for Laura? Why?

Would you wait 4-6 weeks?

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Jacob

TFI 2.10 Level of Use; TFI 2.11 Student Performance Data

TFI 2.12 Fidelity Data; TFI 2.13 Annual Evaluation

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

What would your recommendation be for Jacob? Why?

Would you wait 4-6 weeks?

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Check In Check Out Flow Chart Process

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Fading a Student in CICO

DPR feedback process change. Student completes DPR and Teacher confirms if scores match
Reinforcement target can change to matching the Teacher vs. meeting a performance criterion
If Student can match Teachers’ score on the DPR for a length of time, eliminate DPR and have Student continue to check-in and check-out for a period of time (decision rule)
Make checking-in and checking-out voluntary
Reinforce the “graduation” with a bigger reinforcer or privilege
If Student does not want to leave the intervention, consider having the Student become a peer mentor. Decide what that will consist of.

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Fidelity Checks

Should be scheduled regularly in the assessment calendar (2-3 times per year) for the total implementation of the intervention
Should be the first determination when a student is not making progress
Could be completed by observation(s), interviews (students and/or staff), and/or self-report
All components of the CICO process should be confirmed to be in place
See handouts

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Assessment Calendar

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Example--Tier II/MTSS Team Minutes�(handout)