[fusion_builder_container background_color=”” background_image=”” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_repeat=”no-repeat” background_position=”left top” video_url=”” video_aspect_ratio=”16:9″ video_webm=”” video_mp4=”” video_ogv=”” video_preview_image=”” overlay_color=”” overlay_opacity=”0.5″ video_mute=”yes” video_loop=”yes” fade=”no” border_size=”0px” border_color=”” border_style=”” padding_top=”20″ padding_bottom=”20″ padding_left=”” padding_right=”” hundred_percent=”no” equal_height_columns=”no” hide_on_mobile=”no” menu_anchor=”” class=”” id=””][fusion_builder_row][fusion_builder_column type=”1_1″ last=”yes” spacing=”yes” center_content=”no” hide_on_mobile=”no” background_color=”” background_image=”” background_repeat=”no-repeat” background_position=”left top” hover_type=”none” link=”” border_position=”all” border_size=”0px” border_color=”” border_style=”” padding=”” margin_top=”” margin_bottom=”” animation_type=”” animation_direction=”” animation_speed=”0.1″ animation_offset=”” class=”” id=””][fusion_title size=”4″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Description[/fusion_title][fusion_text]This course provides information about the Check-In, Check-Out (CICO) Tier 2 intervention, steps for developing a CICO program, and strategies for effective implementation. Adaptations for Preschool and High School implementation will be presented along with considerations for making the intervention culturally relevant for all stakeholders.
Check-In, Check-Out is designed for students whose problem behaviors:
- Are unresponsive to Tier 1 practices and systems.
- Do not require more immediate individualized interventions.
- Are observed across multiple settings or contexts.
Once developed, the CICO intervention is designed to be continuously available and easily accessed soon after a student candidate is identified. Although more time is required from staff members who coordinate the program, classroom teachers can usually implement the intervention in less than 5-10 minutes per day.
CICO can be implemented with any age student, preschool through high school, and when implemented with fidelity, it is likely to be effective with 60-75% of at-risk students. As with any Tier 2 intervention, a student should not be identified for additional support unless he or she has received Tier 1 with fidelity.[/fusion_text][fusion_title size=”4″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Outcomes[/fusion_title][fusion_text]By the end of this course, you will be able to:
- Describe students who are most likely to benefit from Check-In, Check-Out.
- Identify the daily, weekly/twice-monthly, and quarterly components of Check-In, Check-Out.
- Tell main findings of research associated with Check-In, Check-Out.
- Describe the responsibilities for CICO Coordinator and Facilitator prior to assigning roles.
- Determine CICO location, number of students served per facilitator, and intervention name.
- Develop a Daily Progress Report (DPR).
- Develop a system to provide reinforcement for students participating in Check-In, Check-Out.
- Develop a system to provide reinforcement for staff who actively participate in Check-In, Check-Out.
- Develop a common response to office discipline referrals of students participating in Check-In, Check-Out.
- Develop a system for identifying CICO participants.
- Develop a system for CICO data management.
- Determine criteria for starting to fade a student from CICO.
- Develop a system for teaching self-management prior to fading.
- Develop a system for fading CICO.
- Develop a common response to office discipline referrals of students participating in Check-In, Check-Out.
- Develop a system for identifying CICO participants.
- Develop a system for CICO data management.
- Develop a system for graduating students from CICO and providing ongoing support.
- Develop implementation training for staff, students, and families.
- Develop a system for monitoring fidelity of CICO implementation.
- Develop a system for monitoring CICO social validity.
- Develop a system for monitoring intervention outcomes.
- Develop Intervention Essential Features documentation to provide a clear description of all CICO intervention components.
- Develop modifications to CICO based on student needs.
- Understand key issues to consider when CICO is identified as a support for students receiving special education services.
- Develop CICO Adaptations for Preschool Implementation.
- Develop CICO Adaptations for High School Implementation.
- Understand the core components of cultural competence.
- Develop modifications to culturally adapt Tier 2 Systems and CICO for intended consumers.
[/fusion_text][fusion_title size=”4″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Prerequisites[/fusion_title][fusion_text]This course is for Tier 2 teams that have developed their Tier 2 systems and are ready to begin planning the Check-In, Check-Out intervention. Systems in place should include:
- Tier 2 team roles and responsibilities
- Identifying students for Tier 2 support
- Collecting student information to make informed decisions and determine function of behavior
- Staff training and communication.
Refer to prior lessons for information about developing these systems.[/fusion_text][fusion_title size=”4″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Reflective Questions[/fusion_title][fusion_text]Do you currently have a support for at-risk students where they check in and out with a staff member at the beginning and end of the day? If you do:
- How is the support structured similarly for all students receiving it?
- How is the function of behavior determined?
- How are goals established?
- How is data kept?
- How is feedback provided to the student?
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