Transcript Document
Check-In/Check-Out Staff Introduction CICO (Check-In/Check-Out) • Designed for Students with moderate problem behaviors • Most appropriate when problem behaviors are maintained by adult/peer attention • Students “check-in” with an adult at the start of each school day • Students “check-out” with an adult at the conclusion of each school day • Students get feedback from teachers throughout the day CICO • Students establish 3-5 goals with the CICO adult – Goals are based on the school wide expectations – Typical goal is to achieve at least 80% of daily available points • Students on CICO have a point card they pick up at the beginning of each day • Students take the point card to each class • Adults in each setting award the student 1-3 (or 0-2, etc.) points for appropriate behavior during the period • Students return the CICO card to the CICO check-out adult at the end of the school day Student Recommended for CICO Check In Check Out (CICO) Meadowlark/ Buena Vista CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program Class by Class Check-In • Student gives CICO card to teacher at the beginning of class – Location in room that does not draw peer attention – Greet student positively… • “Nice to see you today, Joe. Great job being on time.” – Depending on time, may or may not give a brief prompt about class. • “Today we’re talking about photosynthesis. We’re going to take notes and then complete a worksheet together.” Class by Class Check-In • Within last 5 minutes of class: – Teacher provides a SCORE that reflects class behaviors (in consideration of schoolwide rules) • Teacher can provide a comment – positive comments encouraged • “Thanks for being on time!” • “Great questions!” • Nice work having homework done.” Class by Class Check-In • Goal of class by class checks: – Increase positive interactions with adults • Positive verbal and written feedback – Get feedback about classroom performance • Score – Use feedback to create, modify and track CICO goals – Give the student a mechanism for approaching teachers. – Fade class by class check over time to increase self-management skills. Class by Class Check-In • Score reflects performance. – If you can make verbal suggestions for improving performance using POSITIVE language, do so. • “Great job being on time. If you bring your homework next time you’ll get a 2!” – If you cannot make a suggestion for improvement using positive language then don’t focus on negative -- say nothing. Class by Class Check-In • Students report the #1 reason they do not get the card scored by teachers is because of negative verbal or written feedback. • Written comments should ALWAYS be positive. – “Catch” them behaving appropriately. – Find something about their time in class to reward with verbal or written praise Class by Class Check In Greeting Examples • Hello! • Great to see you today Olivia! • Nice shirt! • Glad to see you on time today! • Hey Donovan, we’re going to have a quiz today on graphing. You can take the next 2 minutes to look through your notes. Greeting, Non Examples • It’s about time you got to class. • We’re having a test today and you haven’t been here to get the class notes. • I hope today is better than yesterday. 2 1 2 If a student gives you a card, score a 2, 1 or 0 in each row for your assigned time(s); do so at the end of each period, Do NOT wait until the end of the day Class by Class Check-out Exit, Examples • Great job, you got a 2 today! • I really like the way you were on time and participated in the class discussion, thanks! • Nice work getting your homework done! • I appreciate your comments today. • I like how you were paying attention while I was talking today. Exit Non-Examples • Too bad, try again tomorrow. • Maybe if you got here on time you’d get a 2 AND actually learn something. • Homework #2 still not done. • Last test score was a 35. Monitoring Student Progress • Daily point card data will be entered into our data system & used to guide decision making for students in CICO Baseline Check In Check Out Rewards & Home Component • Students earn rewards once they have earned enough points. Points needed to earn specific rewards are negotiated with the CICO coordinator CICO Trading Post Maintaining Consequence 100 pts Wants Attention Complete assignment with a peer Chose order of class activities 250 pts 400 pts Wants something Wants to escape attention Wants to something Choose a snack / tangible Computer time by self Short break Work in separate part of room Alternative activity Time alone Alternative assignment Choose a 5 min. activity School wide reward card Class teaching assistant for a period. More time for selected activity Lunch for peer and student for FREE New school /art supplies Class reward: free time, or pizza party avoid Free ticket to sporting event / dance / etc. Independent work space Get out of school early Home Component • Students take the CICO card home each night* • Parents sign the CICO card and prompt the student to return the card • Parents are asked to provide acknowledgement and praise when the student has a good day • Parents are asked not to reprimand the student after an unsuccessful day • The CICO card is to praise desirable behavior and not re-punish inappropriate behaviors Questions or Suggestions • Thank you!