Our Closing-The-Gap action plan addressed decreasing the number of Class D offenses: Physical offenses as indicated by office referrals on the eCSSS (electronic Comprehensive Student Support System). In School Year 2014-2015, 91 out of 100 verified offenses were Class D offenses.
On October 2015, the faculty used Review 360 to screen Grade 3 to Grade 6 students for their behavioral and emotional risk. The results indicated that 72% of Students were at the Normal Risk Level, 23% of students were at the Elevated Risk level and 5% were at the Extremely Elevated Risk Level. This meant that almost all the students of Grade 3 to 6 were at risk behaviorally and emotionally. The leadership team and the entire faculty were committed to the development and implementation of a strong Multi -Tiered Support System (MTSS). The school MTSS team collaborated with the faculty to research a series of specialized and intensive practices and systems for supporting students whose behaviors have been documented as unresponsive to Tier I practices and systems. The counselor chose the Check-in Check-out practice because it is evidence-based practices that addresses decreasing the frequency and/ or intensity of students’ problem behaviors, provides standardized interventions that effectively and efficiently support students yet does not require the time and resources needed to develop individualized plans.
The counselor developed an action plan to implement the CICO. The procedures for implementing CICO were reviewed with participants. Students were given a separate training on how the CICO would be implemented and accepting corrective feedback about their behavior.
Four students were selected based on Review 360, class D office referrals, standards based report cards-General Learner Outcomes (two year’s of data), and teacher input. Three of the four students were 4th graders and the other, was a 5th grader. Two students had CICO implemented from November 2015 to May 2016, another from November 2015 to February 2016, and the last student was only for the month of May.
The CICO consisted of student’s checking in three times a day, having ratings done by both teacher and student, and teacher being able to provide feedback on the student’s rating. Students received a score of zero to two points per a section (safety, respectfulness, and responsibility) and could receive a total of twenty-four points a day. Maximum points equated a star on the student’s chart and five stars meant the student earned an incentive.
The data for CICO shows student # 1 scored 87%, student # 2 scored 96%, student # 3 at 71%, and student # 4 at 75%. Although student # 1’s score was at 87%, it was only implemented for a short period of time (one month). This student showed the most growth of the four students with no office referrals (class D or otherwise) for school year 2015-2016. Student # 2 was the most successful on CICO, but had two Class A offenses that are major offenses in March 2016. This student did not have any more office referrals after March 2016. Student # 3 experienced 1 class D offense at about the same time as the CICO was being implemented. This student did not have any more office referrals after the November 2015. Student # 4 demonstrated an increase from 3 class D offenses (school year 2014-2015) to 4 class D offenses (school year 2015-2016). One office referral was before implementation of CICO and the other three referrals were after CICO had been implemented. Based on the sampling, three out of four were somewhat successful. One student increased in the student’s intensity level on office referrals. For this student, additional tier 2 or 3 interventions may be needed.
From the implementation feedback and outcome data with this small sample, we see positives and areas to improve on. Class D offenses were somewhat decreased and there were opportunities for personalized interactions between participants. The area to improve is that we need to use a better matching intervention strategy in the future. According to Cook(2012), student who constantly seeks and/or likes attention from adults , who could benefit from having a positive, adult role model outside of the home , who could benefit from starting the day off with a positive interaction and ending the day with praise or feedback, CICO would be better match. In this selected group of students, not all of the students had such characteristics that align well with CICO.