1. 5.0 Tier Two Practice: Check-In Check-Out www.cenmi.org/miblsi

2. Check-in/Check-out Empirically supported strategy for reducing problem behavior Quick & easy Before school, before dismissal Regular setting and format (predictable) Daily positive contact with an adult Encourage, motivate, support

3. Intervention Recommendations A variety of interventions may be appropriate for your school Check-in/Check-out is recommended as a targeted group intervention to start with –Evidence-based –Linked with the school-wide system –Efficient; can support several students –Cost-effective –Can be easily adapted if needed

4. One Intervention: Many Names Check-in/Check-out is also referred to as: –The Behavior Education Program (BEP) –Check, Connect, and Expect –Hello, Update, Goodbye (HUG)

5. Responding to Problem Behavior in Schools: The Behavior Education Program Second Edition A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. published in 2010 Guilford Press ISBN 978-1-60623-600-0 Cat. #3600 List Price: $35.00 www.guilford.com

6. Who is CICO for? Less than 15% of students Students with multiple referrals (2-5 majors) Students who receive several “minor” referrals Students who receive referrals in multiple settings Problem behaviors are not dangerous or severe Students who find adult attention rewarding

7. CICO Elements 1.Focus on teaching 2.Check-in/Check-out System 3.Daily classroom report card 4.Home-School partnership 5.Collaborative team-based process

8. Daily Classroom Report Card Students receive feedback from teacher several times per day (point rating) Increased feedback on behavior Increased praise Increased teacher contact

9. Daily Progress Report (DPR) SafeResponsibleRespectful Check In 3 2 1 Before Recess 3 2 1 Before Lunch 3 2 1 Before Recess mid afternoon 3 2 1 Check Out 3 2 1 Today’s goalToday’s total points CICO Record Name: _______________________ Date: _________ 3 = great2 = OK1 = hard time

10. Home-School Partnership Caregivers of the student: Meet with CICO team and student prior to starting program Receive daily feedback Review, comment and sign daily report card Are encouraged to provide incentives at home for success on CICO

11. Daily Home Report CICO Home Report Name: Date: My goal today is:_____ ____ I met my goal____ I had a hard day One thing I did really well today was: _______________ Something I will work on tomorrow is: ________________ Comments Caregiver Signature: ______________________ CICO Home Report Name: Date: My goal today is:_____ ____ I met my goal____ I had a hard day One thing I did really well today was: _______________ Something I will work on tomorrow is: ________________ Comments Caregiver Signature: ______________________

12. Collaborative Team-Based Process A team of individuals reviews the students progress on a regular basis Data is collected on an on-going basis Data is used to make decisions about the intervention’s success (or lack there of)

13. Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making CICO Meeting to Assess Student Progress Exit Program Revise Program

14. Why does CICO work? Improved structure –Prompts throughout the day for correct behavior –System for linking student with at least one adult Increase in contingent feedback –Feedback occurs more often and is tied to student behavior –Inappropriate behavior is less likely to be rewarded Elevated reward for appropriate behavior –Adult and peer attention Linking school and home support Organized to morph into a self-management system

15. CICO Coordinator Responsibilities Establish rapport with students Provide training to all students before they begin CICO Facilitate check-in and check-out and/or support those who are in the check-in and check-out role Enter data daily Organize and summarize student data for meetings Contact person for caregivers Process requests for assistance Lead discussions about CICO at meetings Problem solve

16. A good CICO coordinator is... In the building everyday Available at the beginning and end of each day Someone students like and enjoy being around Enthusiastic Organized Positive

17. CICO Coordinator Examples Social worker Counselor Special Education teacher Paraprofessional Title teacher Non-Examples Principal Classroom teacher Any individual responsible for discipline

18. CICO Coordinator: Acceptable Alternatives These individuals run the check-in/check-out only (data and organization is another individual’s responsibility) School custodian School office staff members “Specials” teachers

19. Coordinator: Planning for Sustainability Plan for turn-over in the coordinator position – designate a “back-up” coordinator To ensure sustainability… Document all procedures Provide active management from the leadership team Write coordinator duties into a job description Devote FTE to the coordinator position

20. Team Time As a Leadership Team, discuss potential candidates to taking on the role of CICO Coordinator in your building. Be sure to indentify potential “back-up” CICO Coordinators.

21. At CICO training staff will… Establish a daily CICO routine including… Student check in and check out locations/times of day and procedures for late arrival or absenteeism Consider acceptable modifications for the program (if staff can individualize some goals, etc.) Develop a “manual” for staff outlining all agreed- upon CICO routines and procedures for distribution during staff training Develop family overview, contact and permission information

22. At CICO training staff will… Design a Daily Progress Report (DPR) for your school Develop a process for the manufacture and storage of new and used DPR’s Decide upon and plan for the use of a variety of rewards/incentives related to CICO (privileges, extrinsic, etc.) Learn how to use data systems for managing CICO data Determine who, how and when student CICO data will be entered

23. CICO Training Dates and Locations Dates for CICO training in your region are: Contact your MiBLSi coach or Technical Assistance Partner (TAP) for assistance

24. Determine who should attend CICO training OPTIONS: Send coordinator(s), administrator, behavior coach and all other involved staff to CICO focus day training Send coordinator, administrator, and behavior coach to CICO training but schedule time for these individuals to train other involved staff (people who will be checking students in and out) Be sure to train a “back-up” coordinator as well!

25. Other Targeted Behavioral Interventions Self-Monitoring Adult-Student Mentoring Social Skills Training Positive Peer Reporting Homework Club Teach Organizational Skills New Comer’s Club Additional information can be found on the MiBLSi website: http://miblsi.cenmi.org

26. Use the Facilitator Guide with at least one grade level to discuss behavior data and develop appropriate action plans in addition to your academic data and action planning. Implement Check-In, Check-Out with at least 5 students in your building. Use the Tier 2/Tier 3 Tracking Form for these 5 students. Assignment

27. The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels!