Dr. Dana Morris Jessica Barrett Alcott Middle School

To prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behaviors

Intervention is continuously available Rapid access to intervention Very low effort by teachers Positive System of Support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Functional Assessment Adequate resources allocated (admin, team) Continuous monitoring for decision-making

Foundation of universal behavior support Administrative support Feedback to staff and from staff

Appropriate Low level problem behavior (not severe) 3-7 referrals Adult Attention Behaviors occur across multiple locations Examples: Talking out Minor disruptions Work completions

Inappropriate: Serious or violent behaviors/infractions Extreme chronic behaviors (8-10 referrals) Require more individual support Functional Assessment Wrap around services One on one assistant Behavioral specialist involved

Foundation of universal behavior support Understanding of behavioral function Data-based decision making Faculty agreement to: Support all students Use recommended secondary interventions

Student recommended for BEP/CICO BEP/CICO is implemented Behavioral Education Plan (BEP) Check-in/Check-out (CICO) Behavioral Education Plan (BEP) Check-in/Check-out (CICO) AM check-in PM Check- out Parent Feed- back Regular teacher feedback BEP Coordinator summarizes data for decision making Bi-weekly meeting to assess student progress Revise program Exit program

HAWK Report Date ________ Student _______________ Teacher___________________ 0 = Not Yet 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal BestTeacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today ______________% Goal ______________%

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:

CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job SafeResponsibleRespectful Check In0 1 2 Before Recess Before Lunch After Recess0 1 2 Check Out0 1 2 Today ’ s goalToday ’ s total points Comments:

For schools: Program requires minimal resources Requires minimal time and effort from teachers Can be easily modified to meet the needs of multiple students Incorporates data-based decision making For students: Program can be applied in all school locations Acknowledgement for appropriate school behavior Linked home and school support Program is organized to morph into self-monitoring

Coordinator: Facilitate morning and afternoon checks (in/out) Get signed form from student, give new one Maintain positive, constructive environment Acknowledge successes Teacher: Obtain form from student each day Monitor student behavior and mark card accurately Provide feed back to student in positive and constructive manner

School Team: Identify students who may benefit Monitor implementation Evaluate effectiveness, modify, fade out as needed Students: Check in/out each day Give form to teacher Meet expectations Take form home for parents signature and bring back the next day

Data for decision making: Team must have access to data Team reviews data at least weekly Lunch detention, tardy, referrals, attendance Identified CICO Team: Identify students who may benefit Coordinates implementation Reviews student progress Makes modifications as needed

Summarize points across days Manually Electronically Graph data for easy presentation Data shared with staff at least quarterly on how students are doing 9-week graph sent to parents, if appropriate

Peer attention – Provide peer attention for meeting expectations Check out with a friend Sit with friend(s) at lunch Brief free time with friend at end of class Task avoidance: Breaks, shorten work requirement Access to assistance Preferred work modality (i.e. groups) Schedule of reinforcements: More frequent check-in Highly preferred coordinator Pair attention with other rewards

Fidelity: Assess teacher commitment/enthusiasm Re-teach Teacher self-monitoring Student won’t carry card: Student checks in and out Coordinator provides card to teacher and picks up Student still receives feedback from teacher Self monitoring Computerized system Student isn’t checking in/out: Determine the reason Identify preferred person to check in/out with Is this component needed?

Gradually decrease checks throughout the day – keep check in/out Remove check out Remove parent feedback Remove check in Monitor behavior throughout

Expected behaviors stay the same Reinforces stay the same Students check in the same amount of times Student monitors behavior using the CICO card

In-service on the “spirit” of the program Supportive not punitive Immediate feedback on behavior (types of statements, what the ratings mean, example of feedback) Follow-up forum to express concerns Individual coaching Boosters needed at least yearly

Meet with parents and students Modeling and practice Accepting feedback Decision making goals