Check In/Check Out
Published on Nov 20, 2015
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PRESENTATION OUTLINE
WHY Check In Check Out (CICO)?
- Increases structure
- Improves student behavior and academics when other interventions have failed
- Provides feedback and adult support on a daily basis
- Improves and establishes daily home/school communication and collaboration
- Improves student accountability
The Check In Check Out program is sometimes referred to as the Behavior Education Program (BEP). Students are presented with daily/weekly goals and then receive frequent feedback on meeting the goals throughout the day. The feedback system is connected to the schoolwide behavior expectations.
Photo by rishibando
Why Cico?
- Improves student organization, motivation, incentive, and reward
- Helps students to self monitor and correct
- Internalizes success and accomplishment of goals
- Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention
The basic features of the Check-in/Check-out program include:
Students identified and receiving support within a week
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family component
Daily performance data used to evaluate progress
Students identified and receiving support within a week
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family component
Daily performance data used to evaluate progress
Photo by lumaxart
Why Cico?
- Improves student organization, motivation, incentive, and reward
- Helps students to self monitor and correct
- Internalizes success and accomplishment of goals
- Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention
Photo by lumaxart
WHEN dO We Use CICO?
- When a student has failed to respond to other interventions and general class management techniques and interventions
- When a student is competing little to no work
- When a student is not participating, being involved, or taking part in the learning process
- When a student has emotional issues, like anxiety, frustration, etc
- When kids have attention, focus, and impulsivity issues
Check-In Check-Out (CICO) is a Tier II, group-oriented intervention, designed especially for students whose problem behaviors:
Are unresponsive to Tier I practices and systems
Do not require more immediate individualized interventions
Are observed across multiple settings or contexts
Are unresponsive to Tier I practices and systems
Do not require more immediate individualized interventions
Are observed across multiple settings or contexts
Photo by AlmazUK
When dO WE USE CICO?
- When kids have very poor organization
- When a student is exhibiting behavioral problems
- When a student demonstrates low motivation and effort
Photo by Wonderlane
How dO WE USE CICO?
- Screening and Identification
- Baseline
- Daily Data Entry
- Progress Monitoring
Because CICO is a group-based, standardized intervention, it is efficient and cost-effective. For example, the program can accommodate a number of students, and students can enter the program within a few days following referral. CICO also provides a built-in system for
(a) monitoring students’ progress in the program (b) evaluating the fidelity of implementation, and (c) transitioning to a self-managed program.
Screening and Identification: The Behavior Support Team utilizes office discipline referrals and staff recommendations to screen for students who might benefit from CICO.
Baseline: To determine current levels of functioning, baseline data are collected for 3 to 5 days while parental permission is obtained.
Daily Data Entry: Individual student data are entered daily into the CICO Section of SWIS.
Weekly Review: The Behavior Support Team reviews data weekly or biweekly
Progress Monitoring: The Behavior Support Team uses student data to make the following decisions about individual student’s response to the intervention:
o Continue CICO
o Modify and continue
o Fade to self-managed program
o Exit and evaluate for alternative supports or individualized, tier III interventions
Data Updates: At least monthly, school staff and parents receive information about the overall program and individual students, as appropriate(Cheney,D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C. & Waugh, M.2009)
(a) monitoring students’ progress in the program (b) evaluating the fidelity of implementation, and (c) transitioning to a self-managed program.
Screening and Identification: The Behavior Support Team utilizes office discipline referrals and staff recommendations to screen for students who might benefit from CICO.
Baseline: To determine current levels of functioning, baseline data are collected for 3 to 5 days while parental permission is obtained.
Daily Data Entry: Individual student data are entered daily into the CICO Section of SWIS.
Weekly Review: The Behavior Support Team reviews data weekly or biweekly
Progress Monitoring: The Behavior Support Team uses student data to make the following decisions about individual student’s response to the intervention:
o Continue CICO
o Modify and continue
o Fade to self-managed program
o Exit and evaluate for alternative supports or individualized, tier III interventions
Data Updates: At least monthly, school staff and parents receive information about the overall program and individual students, as appropriate(Cheney,D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C. & Waugh, M.2009)
Photo by Ramon Oromi Farre [calBenido]
Untitled Slide
Students identified and receiving support within a week
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family component
Daily performance data used to evaluate progress
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family component
Daily performance data used to evaluate progress
Who is in charge?
- Check In Checkout Coordinators
- Introduce and train students entering the CICO intervention
- Check students in and out on a daily basis
- Reinforce students for meeting behavioral goals
- Communicate with teachers and parents
CICO coordination is usually the responsibility of one trained staff member, but specific functions and responsibilities can be shared and duplicated across staff members. The advantages of this shared approach include
(a) coverage in the case of absences
(b) support for multiple students across settings and contexts
(c) long term implementation sustainability.
(a) coverage in the case of absences
(b) support for multiple students across settings and contexts
(c) long term implementation sustainability.
Photo by Pensive glance
Is it working?
- Intervention success rate/effectiveness
- Percentage of students participating in CICO that are meeting their goals on a regular basis
- Approximately 70% of students in CICO should respond to the intervention
A critical component of the CICO intervention is data-based decision making to monitor and evaluate student progress, make intervention adjustments, communicate with others, and enhance implementation fidelity.
To be effective, data-based decision making systems must have the following:
Clearly specified questions that target what data need to be collected
Measurable definitions of what data need to be collected
Efficient tools procedures for collecting the data
Efficient means for entering the data into a data storage and analysis system
Efficient procedures for summarizing and reporting the data for each question
Efficient procedures for using the data to guide action planning decisions
To be effective, data-based decision making systems must have the following:
Clearly specified questions that target what data need to be collected
Measurable definitions of what data need to be collected
Efficient tools procedures for collecting the data
Efficient means for entering the data into a data storage and analysis system
Efficient procedures for summarizing and reporting the data for each question
Efficient procedures for using the data to guide action planning decisions
Photo by pni
