1 S200i Formalizing the Tier2/Secondary System Intervening Early through the Behavior Education Plan – A Research Based Example

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S200i Formalizing the Tier2/Secondary System

Intervening Early through the Behavior Education Plan – A

Research Based Example

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Objectives

• Name the critical features and process of Check-In/Check-Out

• Explain how to use data for decision making and on-going progress monitoring

• Action Planning: Complete Check-In/Check-Out Action Plan

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All of the information for this presentation can be found in Responding to Problem Behavior in Schools: The Behavior Education Program by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. (2004), published by Guilford Press.

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Primary Prevention:School-wide/Classroom/

Non-classroom Systems forAll Students,

Staff, & Settings

Secondary Prevention:Targeted

Systems for Students with At-Risk Behavior

Tertiary Prevention:Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Today’s focus

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The Behavior Education Program(BEP)

• Part of a larger behavior support effort in a school

• Targets students who demonstrate persistent, but NOT dangerous, patterns of problem behavior AND who do not respond well to school-wide behavioral expectations.

Effective SWPBS in place

Student not responding to SWPBS

Implement basic BEP•Increase structure, check-in, check-out•Frequent feedback•Connection with key adult

Is the basic BEP effective in

reducing problem behavior?

Yes

•Continue basic BEP

•Transition to self-management when appropriate

No

Conduct brief functional assessment

Adjust intervention based upon the results of the brief functional assessment:

•Escape-motivated BEP•BEP + academic support•Intensive behavior support

The basic BEP is the focus for today’s session

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The Behavior Education Program(BEP)

• Based on a DAILY check-in/check-out system– Daily Progress Report (DPR)

• Provides IMMEDIATE feedback to students and increased POSITIVE adult attention

• Has clearly defined EXPECTATIONS and immediate and delayed reinforcement for meeting behavioral expectations

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Integrating the BEP and Other Identification Systems

• Administrators should carefully coordinate the multiple services offered within a school

• Examine the identification process for each service– Assess for inefficient, redundant, or overly

bureaucratic systems

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Committee, project, or initiative

Purpose Outcome Target Group Staff Involved

BEP Team Reduce problem behavior for at-risk students

Decrease the number of students requiring intensive interventions

Students with repetitive behavior problems

BEP coordinator, principal, representative sample of staff

Working Smarter, Not Harder

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Behavior Education Program (BEP)

• Core principles of positive behavior support– Clearly defined expectations– Instruction on appropriate social skills– Increased positive reinforcement for meeting

expectations– Contingent consequences for problem behaviors – Increased positive contact with an adult in the school– Opportunities for self-management– Increased home-school communication

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Behavior Education Program(BEP)

• Efficient and Cost-Effective – Continuously available– Requires no more than 5-10 minutes per

teacher per day– No lengthy assessment process is conducted

prior to student receiving BEP support– Many students can be supported on the

system at one time

Behavior Education Program (BEP)

Defining Features

• Efficient –10-30 students at a time

• Continuously available

• Check-in/Check-out• Each class begins

with a positive• Increase of contingent

feedback

• Low teacher effort• Links behavioral and

academic support• Implemented by ALL• Students CHOOSE to

participate• Continuous

monitoring and use of data

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BEP/Check-in Check-out Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Daily

Throughout The Day

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BEP Daily Features

• Start and end each day with a POSITIVE contact with an adult

• Frequent monitoring and behavioral feedback throughout the day

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CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Parent Signature:___________________________________________________

School-wide Expectations

Scoring Guide

Expected level of achievement

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Goals A.M. to Midmorning

Midmorning to Lunch

Lunch P.M. to Specials Class

Specials Class P.M. to Dismissal

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ____ /_18 s_ Daily Score _____/_18 s _ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate Josh’s progress. AM to Midmorning ___________________________________________ Midmorning to Lunch _________________________________________

Lunch ____________________________________________________ ETC

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Name: Date:

Safety Organization Achievement Respect

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Name: Safety Organization Achievement RespectDate: Keep hands to

selfTurn in homework

Do my own work

Raise hand to talk

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Individualize this way, if you need to provide specific prompts

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Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Too individualized

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BEPWeekly Features

• Six primary goals1. Summarize weekly data for each BEP

student

2. Prioritize students

3. Use data to make decisions

4. Award reinforcers

5. Discuss potential new candidates for BEP

6. Assign tasks to relevant staff members

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BEP Weekly Features

• Summarize weekly data for each BEP student– Only one or two persons are responsible for

entering the data on a daily basis– Enter the percentage of points earned by

each student on the BEP – Data should be graphed and brought to

weekly BEP meetings where the team can review them.

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BEP Weekly Features

• Prioritize Students– The BEP Coordinator should be able to quickly look at

the graphs and determine • Students making goals• Students not making goals• Students with variable performance

– Coordinator chooses up to 5 students of concern to prioritize for the BEP meeting.

– Each of the “priority students” is discussed in detail at the team meeting to make data-based decisions.

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BEP Weekly Features

• Use data to make decisions– If 4 of the last 6 data points are below the aim

line (80% of points earned), the team must consider making a change to the intervention

• Consideration of function of behavior

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BEP Weekly Features

• Use data to make decisions

Student A

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BEP Weekly Features


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BEP Weekly Features


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BEP Weekly Features

• Award Reinforcers – Determine the frequency of reinforcement

– Attach a copy of the student’s graph to the reinforcer

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BEP Weekly Features

• Discuss New Candidates for the BEP– Staff must be aware that BEP is in place and how to

access it – Referral Form

– Guiding Criteria for entry into BEP• Repeated pattern of problem behavior in more than one

setting or with more than one teacher/staff member• Problem behavior has negative consequences on student’s

social relationships with peers or adults, disrupts education (own or others)

• Problem behavior not dangerous to self or others

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BEPWeekly Features

• Assign Tasks– The BEP meeting generates a “Things to Do”

list– Use of Action Plan to outline what needs to be

done, by whom, and by when

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BEPQuarterly Features

• Critical features– Provide feedback to teachers and staff– Provide feedback to students and families

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BEP Quarterly Features

• Acknowledges the right of parents, staff, and students to be informed about their school and child

• Maintain interest and involvement• Recognize and encourage

accomplishments• Point out areas for improvement and

achieve collaboration in meeting those goals

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BEP Quarterly Features

• Feedback to Teachers and Staff– How many students have been served?– Consistent participation from students and staff?– What is the impact on individual student behavior?– What is the impact on school climate?– What has been working well?– What are the obstacles?– How can we remove the obstacles?– Which students and staff deserve recogintion?

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Identification of Students for the BEP

• Best way is to track discipline referrals– Who has been referred?– How many times?– For what problems?– Under what circumstances?

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efer

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Student

Need Intensive Support

May Benefit from BEP

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Behavior Time Date Setting Referred by

Noncompliance 10:45 9/18/08 Art Teacher

Disruption 12:15 12/01/2008 Lunchroom Lunch monitor

Inappropriate language

9:00 1/28/2009 Language Arts Teacher

Noncompliance 2:30 3/3/2009 Hallway Teacher

Noncompliance 10:00 03/25/2009 Math Teacher

Student Name: __Student AC__________

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• Most appropriate for students “At Risk”– Have “low-level” problem areas

• Talk-outs• Come unprepared• Talk back• Minor disruptions• Interferences with learning, but not dangerous

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• Elementary – Difficulty taking turns– Refuse to share

materials– Difficulty staying on

task– Minor aggression

toward peers

• Secondary– Inappropriate

language– Frequently tardy – Defiant toward adults– Refuse to do work

Regardless of the age/grade, the key is to identify those students who have a consistent pattern of problem behavior that has not yet reached the dangerous or serious level.

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Behavior Education Program (BEP) – An Evidenced-Based Tier 2

InterventionBEP DVD• In this DVD – look for:

– How students are selected for the CICO

– Check-in

– Teacher Feedback• Positive, corrective, ignore minor problem behavior

– Check-out

– Data for decision making

– Non-examples of how to implement the CICO

– Parent involvement

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Behavior Education Program (BEP) – An Evidenced-Based Tier 2

Intervention (18 min DVD)

C:\Documents and Settings\Leanne\My Documents\Articles & Reviews\BEP Video\Clips\1) BEP Large Frame WMVs\BEP Full Program_large.wmv

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Getting a BEP System Started

• Need to lay a strong foundation to build a sustainable system

• BEP Implementation Readiness Questionnaire– Assess if the school has the critical features in

place for successful implementation

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Establishing the BEP System

• Personnel assigned • Determine problems to be addressed by BEP

– Academic– Behavior – Academic and Behavior

• Determine goals for students • Tracking system for student progress• All staff in-service on how to implement• Provide information to parents/caregivers

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Personnel NeedsPrimary Responsibilities of BEP

Coordinator• Lead morning check-in• Lead afternoon check-

out • Enter DPR data on a

daily basis• Maintain records• Process referrals

• Create BEP graphs for BEP team meetings

• Prioritize students• Gather supplemental

info for BEP meetings• Lead BEP meetings• Complete any tasks

assigned at BEP meeting

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Task Frequency Duration Total Time/week

Morning Check-in 5 times per week 30 minutes 150 minutes

Afternoon Check-out 5 times per week 10 -15 minutes 50-75 minutes

Enter DPR data 5 times per week 20 minutes 100 minutes

Maintain records 5 times per week 15 minutes 75 minutes

Prioritize BEP students 1 time per week 20 minutes 20 minutes

Process BEP referrals As needed 10 – 20 minutes 10- 20 minutes

Create BEP graphs 1 time per week 30 minutes 30 minutes

Gather supplemental info As needed 30 – 90 minutes 30 – 90 minutes

Lead BEP meetings 1 time per week 30 – 45 minutes 30 – 45 minutes

Complete tasks from BEP meetings

As needed 60 – 120 minutes 60 – 120 minutes

TOTAL TIME 9 – 12 hours

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BEP Coordinator

• Makes sure that student has necessary materials for the day

• Reminds student to follow school rules

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BEP CoordinatorLeading Check-in/Check-out

• First and last contact with school for the day– Start and end day on a positive – Must be someone students enjoy and trust

• Occurs at established time and location– Morning check-ins should end before the first

class starts

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BEP Coordinator

• Leading Morning Check-in– Greet each child individually– Collect the signed (by parents) DPR from the previous

day– Check to see student has necessary items for day

(provide if necessary)– Student takes new DPR, signs and dates it– Prompt student to have a good day and meet his/her

goals– Give student token for checking in successfully

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BEP Coordinator

• Enter DPR Data onto Spreadsheet and Maintain Records– Enter on a DAILY basis

• File DPR into a student file folder

• Accessible to BEP team members, but confidentiality must be maintained

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BEP Coordinator

• Processing BEP Referrals for Assistance– Referral forms should be centrally located and

available to staff– Contact referring staff member for further

information if necessary– Bring referral to team meeting to discuss the

candidate– Follow up with referring staff member on

team’s decision

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BEP Coordinator

• Creating BEP Graphs for BEP Team Meetings– Create graph for each student – Presented in the same manner for each

student

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BEP Coordinator

• Prioritizing Students and Gathering Supplemental Information for BEP Meeting– Examine performance on DPR, attendance,

detentions, suspensions, etc.– Select 3 to 5 students to discuss at BEP

meeting

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BEP Coordinator

• Leading the BEP Meetings– Assure each agenda item is discussed and

resolved in efficient timeline

• Completing Any Task Assigned at the BEP Meetings– Some, but not all, of the tasks will go to the

BEP coordinator

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BEP Team

• Responsibilities– Attend weekly BEP meetings– Contribute to decisions regarding BEP

students– Conduct orientation meetings with students

and families– Gather supplemental information– Contribute to staff development– Complete any tasks assigned at the BEP

meeting

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BEP Team

• Getting Started– Develop Daily Progress Report Forms– Develop Structure for Meetings– Develop Request for Assistance forms and

make decisions about referrals

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Alternative Models of BEP Leadership

• Check-in/Check-out and data management - educational assistant

• Other leadership duties – counselor/administrator

• Assign a substitute for CI/CO person

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Resources

• Time– BEP Meetings– Coordinator’s schedule and responsibilities– Teach the program to staff and students

• Budget– Personnel – Materials– Incentives

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Resources

• Staff and Student Commitment– Give BEP high profile within school– Stress positive aspects of BEP– Ensure BEP is not viewed as punishment– Involve referring teachers and staff in process– Provide regular feedback

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Staff Training

• Making a referral

• Providing supplementary information

• Rating the student on the DPR

• Giving specific, effective feedback to the student

• Praising and encouraging the student for appropriate behavior

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Participating Students and Parents

• Purpose of BEP• Individual BEP goals• How DPR is used by

teachers• How DPR is scored• How school keeps track

of data• How student is informed

of progress

• What happens when student makes goals

• What happens when student doesn’t make goals

• How to check-in• How to check-out• How to give DPR to

teacher• How to get parent

signature and return DPR

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Removing Students From the BEP

• Look at BEP data• Consider removing students on a monthly

or quarterly basis• Identify students who have met their BEP

goals (n > 80% of points) for at least 4 weeks

• If team decides to remove the student, use a gradual fading process – Self-monitoring

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Using Self-Management to Fade BEP Support

• Goal: increase student responsibility and ability to manage own behavior

• Shift from teacher ratings to student ratings of own behavior

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• Teacher and student rate behavior simultaneously and compare ratings at the end of each period

• If discrepancy, the teacher’s score is assumed to be accurate

• Teacher explains reason for his or her decision

• Can provide some small rewards for accuracy

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• Removing the teacher-rating component– First week – teacher provides rating 4 out of 5

days

– Second week – teacher provides rating 3 out of 5 days

– Student rating is used on the days that the teacher does not provide the ratings

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• Data collection is crucial at this point– Can fade CI/CO, but student must continue to

turn in the DPR

– BEP data during fading will show if the behavior

• Stays the same• Worsens• Improves

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• Explaining the fading process to the student– Adult explains that team is pleased with the student’s

progress – Believes the student demonstrated maturity and is

ready to be responsible for own behavior– Share the student’s data – Reward with making student manager of own

behavior– Student practices using self-management card

several times

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Frequently Asked Questions

• What if the student does not check in in the morning?

• What if the student does not check out in the afternoon?

• What if the student is consistently not checking in or checking out?

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• What if several students are not checking in and out?

• What if the student loses his or her BEP Daily Progress Report?

• What if staff are not implementing the BEP correctly?

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• What if the parents or caregivers are not following through or use the BEP as a punitive system?

• What if a student is consistently participating in the BEP and his or her behavior gets worse?