Self-Check-Out

Ryan Chighizola Memorial Scholarship Winne

Check Us Out 1993

https://dc.swosu.edu/yearbooks/1090/thumbnail.jp

Development of flight check-out system Final report

Flight checkout system breadboard design, construction and testin

Check out this Video!

A video of a cleaning sweep

Check Out Staff Picks

The next time you browse our leisure reading collection, you will see small stickers denoting which books library staff recommend (yes, we read — a lot)

Check-in/check-out teaches skills for success

Struggling students benefit significantly from access to a mentor, who can encourage them and positively reinforce desirable social behavior while helping them learn skills to be successful in society. In some American schools, the Positive Behavior Systems of Intervention and Support (PBIS) is used to encourage youth to learn these skills. The system is broken up into three tiers: Tier I, Tier II and Tier III. Eighty percent of students fall into Tier I and can meet desired school expectations without additional supports. Fifteen percent of students at PBIS schools fit into the Tier II category and exhibit low-level, chronic behaviors that are disruptive. To help reduce these behaviors, students are referred to a Check-in/Check-Out (CICO) program. They are paired with a mentor, who ideally, meets with them daily to encourage them to meet the day’s behavior goals and then rewards them for meeting the goals. This study analyzes the impact of a Check-in/Check-out mentoring program at a rural, K-8 school in Humboldt County. Staff interviews conducted with staff members at the school site provided insights into the effectiveness of the CICO program. Staff members indicated that the CICO program did help alleviate undesirable behavior and foster a greater sense of connection to the school community for CICO students

PBIS Tier 2 Intervention: Check-In/Check-Out

The following is an action research project studying the effects of PBIS Tier 2 intervention, Check-In/Check-Out (CICO). Data was collected over the course of two weeks following four elementary students in a rural school district. CICO intervention data was taken according to the students’ ability to demonstrate the three school rules; safety, respect, and responsibility. Findings of the study show a 75% success rate, as well as collaborating teachers’ opinions regarding the intervention. In support of the using the CICO intervention, a literature review was conducted delving into the successes of previously conducted PBIS research. Limitations and future research are discussed

Check-In/Check-Out with High School Students

Check-in/Check-out (CICO) has been shown effective in reducing problem behavior (PB) and increasing academically engaged behaviors (AEB) for elementary and middle school students (Mitchell, Adamson, & McKenna, 2017); however limited research has included high school students. The current study sought to evaluate the effectiveness and social validity of CICO for four high school students in a general education setting. During the initial intervention phase, two students refused to participate in the CICO process (i.e., did not attend check-ins or check-outs despite multiple efforts); therefore, CICO was ineffective for these students. For two other students, CICO was ineffective for improving behavioral performance. For all students, a modified CICO procedure was implemented. For two students, the modified procedures were ineffective. For the remaining two students, numerous absences and unusual delays with state testing prevented enough data collection to fully evaluate the effects of the modified CICO intervention. Not surprisingly, students rated CICO as not socially valid. Adult participants rated CICO’s social validity variably. Results of this study are discussed in terms of contextual variables that may have prevented CICO from being effective with these students as well directions for future research