Check In – Connect – Check Out

Dr. Zaf Khan

PBSI Project Director

October 25, 2007

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Elements of the BEP

• Organization/Structure

• Identification/Referral

• Contract

• Basic BEP Cycle

• Functional Assessment

• Design of Support

• Data Collection and Decision Making

Daily Progress Report Example

Name_________ Date_________Goals 1 2 3 4 5Be Respectful

Be Responsible

Be Safe

TOTAL POINTS

Teacher Initials

Goal ______ Score_______ Student Signature ____________________

Adult Supports

• Workshops/Groups: – Organizational

Strategies– Social Skills– Anger Management– Focus Groups

• General Supports:– Check-in and Check-

out– Homebase w/ teaching– Breakfast/Lunch

Clubs– Mentoring– Think Tank in

Classroom

Targeted Intervention Example:Behavior Education Program (BEP)

(March & Horner, 1998)

BEP Daily Cycle

1. Check in office at arrival to school*reminder binder*precorrections*turn in previous days signed form*pick-up new form*review daily goals

Behavior Education Program (BEP)(March & Horner, 1998)

BEP Daily Cycle

2. At each class*teacher completes card, or*student completes self-monitoring card/teacher

checks and initials card

3. Check out at end of day*review days points & goals*receive reinforcer if goal met*take successful card home*precorrections

Behavior Education Program (BEP)(March & Horner, 1998)

BEP Daily Cycle

4. Give successful day card to parent

*receive reinforcer from parent

*have parent sign card

5. Return signed card next day

6. Weekly BEP meeting with data graphing

Organization and Structure

• BEP Coordinator • Chair BEP meetings, faculty contact, improvement

• BEP Specialist • Check-in, check-out, meeting, data entry, graphs• Together (Coordinator + Specialist) = 10 hours/wk

• BEP meeting 40 min per week• Coordinator, Specialist, Sped faculty, Related Services

• All staff commitment and training• Simple data collection and reporting system.

Identification and Referral

• Multiple office referrals

• Recommendation by teacher

• Recommendation by parent

• Time to action:– 30 min to 7 days

Contract

• Agreement to succeed– Student– Parent– BEP coordinator– Teachers

• Contract may be written or verbal– Better if written

Basic BEP Cycle

• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to each

period.• End of day check-out

– Points tallied– Reward

• BEP form copy taken home and signed.• Return signed copy next morning.

What each student experiences at start

of their school day:• greeted (positive, personal, glad to see you)

• scanned (ready to go to class?)

• readiness check (books, pencils, etc?)

• gets piece of paper(prompt for positive

interaction)

Modifications for Escape-Motivated Behavior

• Student can pick up Daily card from a designated box and return it there each day

• Points earned can be used towards student selected reinforces

• Select an adult the student is close with to the contact person

• If function is to escape an academically challenging task then the student would require academic intervention as well

(Crone, Horner, & Hawken, 2004)

BEP Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Next Steps

• Is the BEP system appropriate for you?• Are there more than 10 students with chronic patterns

of problem behavior?

• Is a school-wide system in place

• Is there faculty commitment to work with tougher kids?

• Are in-school resources available to implement?

• Are district resources available to support start-up?

• Build Action Plan• Review and present current data

• Administration/Faculty commitment

• Action steps within a doable timeline.

Behavior Education Program (BEP)(March & Horner, 1998)

BEP Daily Cycle

2. At each class*teacher completes card, or*student completes self-monitoring card/teacher

checks and initials card

3. Check out at end of day*review days points & goals*receive reinforcer if goal met*take successful card home*precorrections

Basic BEP Cycle

• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to each

period.• End of day check-out

– Points tallied– Reward

• BEP form copy taken home and signed.• Return signed copy next morning.

Define individual team process

• Standing team members / Process to invite others as needed

• Meeting procedures– How often to meet?– Who facilitates?– Other meeting roles?

• When to review individual student data – who brings it to the team?

Targeted Intervention Process

• When does the Team meet?

-Team Meetings– Regularly scheduled meetings - weekly or bi-weekly

depending on building needs.

– If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan.

Develop and use data systems for decision-making

• Existing behavior data

• Develop, as needed, additional data tracking tools and determine who is responsible for keeping the data

Daily Progress ReportGoals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

One of Four Decisions

• Student is ready to be phased out of targeted intervention

• Things are going fine, but student needs to stay in program

• Student is having some problems, what simple additions can be made (Who is responsible? Timeline?)

• Student is having bigger problems, refer for full FBA/BSP (Who is responsible? Timeline?)

(Crone, Horner, & Hawken, 2004)