Practical Application and Great Results with CheckIn CheckOut CICO

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Practical Application and Great Results with
Check-In Check-Out (CICO)

• Donald L. Maybell Jr.
• PBIS Central Region Coordinator
• Nicholas Gaines
• Internal Coach, Century Oaks Elementary School
• Elgin District U-46

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We will review

• Determining eligibility for CICO
• CICO information to determine if a student is
  meeting his or her goal and if the student needs
  a plan change
• Data by a single period of day
• Data by a single period across time
• Average points for each student during a
  specified period of time
• ODRs
• Practical applications with regard to data entry
  and report generation

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Question?

• Who is an ideal candidate for Check-In Check-Out?

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Students receiving 2-5 major ODRs are candidates
for targeted intervention and support. If the
student likes adult attention, participation in
Check In Check Out is a good place to start
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Candidates for aCheck-In Check-Out

• Students with 3 or more office discipline
  referrals (ODRs)
• Students who have been recommended by a parent or
  teacher
• Students lacking in classroom performance, poor
  grades, poor attendance, poor homework completion
  rates
• Note Student should have access to the CICO
  process 72 hours following request

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Check-In Check-Out

• Is
• A targeted intervention aimed at positively
  connecting with the more specialized needs of
  kids
• The promotion of behavioral as well as academic
  proficiency
• Is not
• A negative intervention
• A form of punishment or negative consequence

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Simple Secondary CICO Intervention(March
Horner, 1998)

• CICO Daily Cycle
• Check-in with assigned adult upon arrival to
  school
• reminder binder
• precorrections
• turn in previous days signed form
• pick-up new form
• review daily goals

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continued

• CICO Daily Cycle
• At each class
• teacher completes card, or
• student completes self-monitoring
  card/teacher checks and initials card
• Check-out at end of day
• review days points goals
• receive reinforcer if goal met
• take successful card home
• precorrections

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continued

• CICO Daily Cycle
• Give successful day card to parent
• receive reinforcer from parent
• have parent sign card
• Return signed card next day celebrate (if not
  returned, simply go on)
• Secondary meeting with data graphs

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Positive Outcomes of CICO

• Reduction in behavioral occurrences
• Increase in
• Academic proficiency
• Attendance
• Homework completion
• Class participation
• Can you come up with more examples of positive
  outcomes?

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Dissecting the Data

• When the secondary team meets they should be
  paying special attention to
• Changes in point percentages
• ODRs
• Not getting sheets filled out
• Lack of attendance
• Suspensions

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Dissecting the Data

• The team should
• Review the data twice a month
• Review all students data on one graph
• Review individual students graph
• Make necessary plan changes
• Have an exit strategy for the students
• Continuously monitor the progress of the students

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Maximum of school days in reporting period
Period
Number of days student has data for each period
of report period
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• Top of vertical bar is highest of points one of
  the students got, bottom of vertical bar is the
  lowest points one of the students got. The
  horizontal (whisker) is the average points for
  all students on a specific day

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Example of SWIS-CICO Report
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Sharing Data With Students

• Data should be shared with students in a way that
  makes sense to them
• The data sharing process should be simple, not
  confusing
• Continuous communication with students about
  their progress is a key factor in their success

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SWIS CICO Application Demonstration
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Resources

• www.swis.org
• http//www.swis.org/videos/CICOOrientation/CICOOri
  entation.htm
• www.pbisillinois.org