Check-In Check-Out (CICO) Teacher Information

Transcription

1 John James Audubon School #33 Behavior Education Program Check-In Check-Out (CICO) Teacher Information I.) The CICO program consists of the following components: - Morning check-in with CICO Team at table located in the main entrance. Check-in will take place between 9:15 to 9:45. - Teacher will provide feedback throughout the day and will complete the behavior chart - At the end of the day, during staggered dismissal, students will check out the CICO team (at a table located by the main entrance or stage side of gym?) - Daily home report to be signed and returned by their parent. II.) Each morning students will enter the main entrance during arrival (instead of going to their normal doors). They will arrive at the Check-In table and will be given their daily point card. In addition they will also be responsible for turning in their home report from the previous day. If the student comes to the class before checking in, please provide them with a reminder to go to the check in area. III.) During the day, teachers will provide feedback to the students in the form of points or smileys (depending on whether or not the student is in the primary or intermediate grades). A 3 would indicate that the student did a great job and met all expectations. A 2 would indicate that they did okay, and a 1 would indicate that the student had a difficult time meeting behavior expectations. Please try to keep up with the students card throughout the day and provide meaningful feedback, that is specific about the rating. IV.) At the end of the day, the point card should be completed. The student will walk to the Check-out location in the stage side of the gym for intermediate students and the primary students will report to the ECU office during their dismissal time. The student will turn in their point card. The CICO team will record the points and they will be given a report to send home. V.) On a regular basis, we will graph that data from the reports. The SWPBS Data Team and the Tier II intervention team will review and share feedback with the teacher, student, parent, and administrator.

2 John James Audubon School #33 Behavior Education Program (BEP) Teacher Information Information taken from Responding to Problem Behaviors in Schools by Deanne Cronne, Leanne Hawkin, Robert Horner What is Tier II and why are doing this? Tier II interventions are designed for students who have chronic level 3 or 4 office managed behaviors (3 or more referrals) and students who are not responding to classroom interventions. We are developing a school-wide intervention to assist students in meeting behavior goals. What is the BEP? The BEP is an efficient system that is capable of providing behavioral support to a moderate size group of at-risk students at the same time. The BEP process is developed to help students increase likelihood of receiving positive feedback from staff. The BEP helps us monitor student behavior and actively use data for decision making. The BEP system provides a home component which supports constant communication with families. Who is BEP most appropriate for? The process for determining students appropriate for BEP is two-fold. The SWPBS Data team analyzes monthly referrals through the school. We are able to identify at-risk students, meaning students who may be exhibiting serious and chronic behaviors. This is not designed for students who have been sent to the office on a rare occasion. When a student has received 3 or more referrals, the student will automatically be sent parent consent to participate in the program. If a teacher or administrator notices a student that is struggling they can be referred to BEP as well. What if I have a student that would benefit from BEP? If you find that you have a student that would benefit from BEP, but has not had the number of referrals to support your reasoning, it is most likely because you are trying a number of interventions within your room. You can fill out a Behavior Intervention Documentation Log to keep track of your goal and how the student responds to the intervention. Providing this information to your administrator will help get the student onto BEP. Check-In & Check-Out Staff: (TBD) What do I do if I have concerns about a student on BEP? If at any point you are having frustrations or concerns you may contact members of the Tier II intervention team: Kelly Lampman, Meghan Mirrione, and Betsy Eagan.

3 Insert Classroom vs. Office Managed Behaviors Matrix

4 Behavior Intervention Documentation Log Student Year ID # Grade Home School Date Start End Behavior Focus: Arrival Dismissal Reading Math Writing Science Social Studies Area of Concern Cafeteria Bathroom Physical Education Music Art Library Special Services Transitions Other: Intervention 1 Attendance days out of days Measurable Behavior Goal Baseline Performance Level Specify Research Based Strategy Method of Delivery Frequency/Duration Progress Monitoring Date Student Response to Intervention (document level of performance growth toward goal) If student has not shown adequate growth toward goal, move to a new intervention.

5 Intervention 2 Attendance days out of days Measurable Behavior Goal Baseline Performance Level Specify Research Based Strategy Method of Delivery Frequency/Duration Progress Monitoring Date Student Response to Intervention (document level of performance growth toward goal) If student has not shown adequate growth toward goal, move to a new intervention. Intervention 3 Attendance days out of days Measurable Behavior Goal Baseline Performance Level Specify Research Based Strategy Method of Delivery Frequency/Duration Date Progress Monitoring Student Response to Intervention (document level of performance growth toward goal)

6 See Possible Behavior Intervention Ideas PDF attachment

7 Dear parent/ guardian name, As you know at School #33 we strive to have all members of the school community demonstrate SOAR behavior as a part of our School Wide- Positive Behavior Support program. An important emphasis of SW-PBS is on developing and maintaining safe environments where teachers can teach and students can learn. We ve identified four main behaviors that we expect from our students (Safe, On task, Always caring, and Ready for success). To help us reach our goal, we are starting a very effective program for students who need additional support. We call this program Check in/ Check out (CICO). Students involved in this program will check in with a staff member in the morning. At check in they receive a point card allowing them to receive points for demonstrating SOAR behavior during the school day. The staff member and the student talk together, setting a goal of how many points the students will get that day. As they go through the day, they must periodically check in with their teacher to receive points. At the end of the day, they check out with a staff member who totals the points and discusses how they day went. Students will bring home a report each day and let the parent know if they met their goal. There is a place for the parent to sign and then your child will bring the form back to school. When the student consistently meets their point goal they will get a small prize or privilege. Student name has been chosen to participate in CICO. We are excited that he/she will be a part of our plan to make our school a safe, caring and fun place for students to go to school. If you have any questions or do not want your child to participate in this opportunity please contact an administrator at School #33 ( ) Student name will begin participating in the CICO as soon as consent is returned. We will meet with both the student and the teacher to explain the program before it starts. Sincerely, SW-PBS Team Student s name: Parent s signature:

8 Check in Check out Agreement Student Responsibilities: 1. Remember to go to check in and check out each day 2. Keep track of CICO point sheet 3. Be safe while walking to check in/check out areas 4. Bring signed home report everyday Teacher Responsibilities: 1. Provide a rating at designated times 2. Provide reminders to attend check in and check out 3. Provide support and encouragement to the student 4. Provide updates to CICO staff CICO Staff Responsibilities: 1. Check students in and out 2. Provide CICO cards and home report 3. Provide updates to classroom teachers CICO Staff Teacher Student

9 School #33 Check in Check out Point Sheet Daily Goal: points Subject Score Comments Reading Writing Math Lunch Social Studies/ Science Specials LEGEND: 3= great 2= so so 1= goal not met Points Possible: Points Received: Daily Goal: Goal Met? Yes No CICO Staff signature: Parent Signature: Student:

10 School #33 Check in Check out Point Sheet Daily Goal: Subject Score Comments Reading Writing Math Lunch Social Studies/ Science Specials LEGEND: 3= great 2= so so 1= goal not met Points Possible: Points Received: Daily Goal: Goal Met? Yes No CICO Staff signature: Parent Signature: Student:

11 Student Check out (% of points earned) Check in Check out Form Goal Goal Met (Y/ N) Check in Signed contract returned CICO Program- Tips for Providing Feedback during Check in and Check out

12 Things to say at check in: CICO Program- Tips for Providing Feedback during Check in and Check out Wow! You brought back your CICO report signed! You re here on time again- Great! Looks like you re all set to go It s great to see you this morning You look nice this morning You look happy to be here this morning I like the way you said good morning Thanks for coming to check in Sounds like you had a good weekend We missed you yesterday (if the student was absent), nice to see you today Things to say at check out: You had a great day! You re right on target Your family is going to be so proud You re really working hard You are such a good student You made your goal- WOW! Looks like today didn t go so well- I know you can do it tomorrow You look a little frustrated- what happened? I know it was a tough day- thanks for coming to check out We all have bad days once and awhile- tomorrow will be better Looks like you were having trouble today- you can turn it around tomorrow Check in Script: Good morning Check if they have the point sheet from yesterday- congratulate them in they do and mark it with a star in the top right corner. Collect point sheet. Give students a new point sheet and initial the check in line. Write a daily goal for number of points in the area designated. Offer some words of encouragement to SOAR today. Send the student to class and have a great day!

13 Typical Problems and Solutions 1. The student forgets to check in This is very common, especially for younger students. If the student arrives, and forgets to check in, send them to the check in area. It is important that the student checks in. If the problem becomes consistent (2-3 days per week), contact a member of the team and we will come up with a plan. 2. The student loses the point sheet Pick a place in the classroom to keep the paper. You may also tape the paper to the student s desk. Provide verbal reminders to the student to remember your point sheet. Do not allow the student to carry the card to lunch unless it is necessary. Start a new card if necessary, we will provide you with a few extras. 3. The student loses the card if they are having a bad day If the student says that the point sheet is lost after having a bad day, begin to use a new point sheet. If you remember the ratings that you previously gave, record on the new sheet. Keep the sheet with you for the rest of the day, but still briefly meet with the student to provide the ratings and feedback. 4. The student arrives late to school Begin a sheet and start when the student arrived. When the student arrives, explain that you will start the sheet, and that they may turn in the home report during check out. We are also working with the office staff to allow them to check in late students when they arrive. 5. The student becomes angry, and throws the card or rips it up Discontinue the sheet for the day. Explain that having the sheet is a special privilege, and they must not destroy it. The student should still check out at the end of the day if possible.