1. Danielle Piasecki November 16, 2012

2.  Review of Check-In/Check-Out  Consistency  Results from other schools  Common issues and solutions  Questions

5.  Tier II intervention for students who need support beyond Tier I (School-wide PBS)  Student: ◦ Checks in with a mentor in the morning, ◦ Carries a point sheet throughout the day, receiving feedback and points. ◦ Checks out with mentor at the end of the day. ◦ Takes form home to be signed. (MyBehaviorResource, 2011).

6.  Prompts for correct behavior  Feedback is tied to behavior  Adult attention and earning rewards  Positive contact at the end of the day  Positive contact with adult in the morning ◦ Opportunity to pre-correct, ensure student has needed materials for class, get off to a good start (Horner, Anderson, Todd, Sugai, Dickey, and Scott, n.d.)

7.  The point sheet: ◦ Reminds student of goals ◦ Reminds teachers to provide feedback ◦ Provides school-home communication ◦ Provides progress monitoring data for school. (MyBehaviorResource.com)  A good relationship with the mentor and positive attention from the mentor makes it more likely the student will follow through and check in/out consistently (Briere III, Myers, and Simonsen, 2010).

8.  Check-In/Check-Out is a Tier II intervention and should be implemented with fidelity.  Consistency lets us know if the intervention is working ◦ Monitor progress ◦ Responding adequately or not? (Algozzine, Kincaid, and Sandomierski, 2007)

9.  Lindop Elementary School (IL) ◦ 2010: 38 students supported through CICO ◦ In 7 weeks, office disciplinary referrals (ODRs) overall were reduced by 37% ◦ 83% of students were successful on their daily goals (Illinois PBIS Network, 2011)  Tigard-Tualatin School District (OR) ◦ 2010-2011: Among students participating in CICO: ◦ 34% decrease in ODRs ◦ 54% decrease in suspensions ◦ Average days absent decreased by 11% ◦ Percentage of students with 10+ absences decreased by 18% (National Center for Mental Health Promotion and Youth Violence Prevention, 2012).

10.  10 week study conducted in K-5 rural school in Pacific Northwest  Baseline of problem behavior observed during intervals: ◦ Trevor: 30%, Chad: 26%, Kendall: 34%, Eric: 27%  During CICO: ◦ Trevor: 14% (16% decline), Chad: 8% (18% decline), Kendall: 13% (19% decline), Eric: 12% (15% decline).  Average baseline of ODRs for all participants:0.14/day.  During CICO: 0.04/day (only 1 ODR among participants). (Todd, Campbell, Meyer, and Horner, 2008)

11.  Student doesn’t check in ◦ Make sure student, teachers, mentor understand routine ◦ Teacher/friends prompt student to check in and/or escort student to help him/her establish the routine ◦ Mentor can ask student what happened and remind to check out ◦ Provide ticket just for showing up ◦ CICO viewed as a positive; mentor is well-liked  Student loses point sheet ◦ Provide a new one right away ◦ If frequent, check to see if parents are giving consequences for poor reports  Parents don’t follow through ◦ Make sure parent permission given to participate/parents understand system ◦ Students can still participate  Student’s behavior does not improve ◦ Need functional assessment and individual intervention (MiBLSi, n.d.)

13.  Algozzine, B., Kincaid, D., & Sandomierski, T. (2007). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters? PBIS Newsletter 4(2).  Briere III, D.E., Myers, D.M., & Simonsen, B. (2010). Lessons learned from implementing a check-in/check-out behavioral program in an urban middle school. Beyond Behavior, pp. 21-27.  Horner, R. H., Anderson, C. M., Todd, A. W., Sugai, G., Dickey, C., & Scott, T. (n.d.) Check in check out: a targeted intervention. Retrieved from http://www.pbis.org/pbis_resource_detail_page.aspx?Type=1&P BIS_ResourceID=183. http://www.pbis.org/pbis_resource_detail_page.aspx?Type=1&P BIS_ResourceID=183  Illinois PBIS Network (2011). Phone message system prompts family support for Tier 2 intervention. Retrieved from http://www.pbisillinois.org/publications/success- stories/teaching-learning- posts/phonemessagesystempromptsfamilysupportfortier2interve ntion. http://www.pbisillinois.org/publications/success- stories/teaching-learning- posts/phonemessagesystempromptsfamilysupportfortier2interve ntion

14.  MyBehaviorResource (2011). Retrieved from http://www.mybehaviorresource.com/introduction-to-check-in- check-out/ http://www.mybehaviorresource.com/introduction-to-check-in- check-out/  Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi) (n.d.). Check-in/check-out (CICO) trouble shooting. Retrieved fromhttp://miblsi.cenmi.org/MiBLSiModel/Implementation/Elem entarySchools/TierIISupports/Behavior/TargetBehaviorInterventio ns/CheckInCheckOut/CICOTroubleShooting.aspxhttp://miblsi.cenmi.org/MiBLSiModel/Implementation/Elem entarySchools/TierIISupports/Behavior/TargetBehaviorInterventio ns/CheckInCheckOut/CICOTroubleShooting.aspx  National Center for Mental Health Promotion and Youth Violence Prevention (2012). http://sshs.promoteprevent.org/publications/prevention- briefs/truancy-prevention-efforts-school-community- partnerships http://sshs.promoteprevent.org/publications/prevention- briefs/truancy-prevention-efforts-school-community- partnerships  Todd, A.W., Campbell, A.L., Meyer, G.G., & Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in-check out. Journal of Positive Behavior Interventions 10(1), 46-55.