Implementing Implementing Targeted Group Targeted Group Interventions at Interventions at

the School, District the School, District and State Leveland State LevelSusan Barrett, MD State Susan Barrett, MD State

CoordinatorCoordinatorElsa Velez, Charles County PBIS Elsa Velez, Charles County PBIS

CoordinatorCoordinatorToni Melton, Principal, Indian Head Toni Melton, Principal, Indian Head

ESESRon Stup, Matthew Henson MSRon Stup, Matthew Henson MS

www.pbismaryland.orgwww.pbismaryland.org

Advance OrganizerAdvance Organizer

PBIS MarylandPBIS Maryland Moving up the triangle using BEPMoving up the triangle using BEP State and District SupportState and District Support School ExamplesSchool Examples

Indian Head ElementaryIndian Head Elementary Matthew Henson Middle SchoolMatthew Henson Middle School

PBIS MarylandPBIS Maryland

467 trained SW-PBS467 trained SW-PBS State and Local Leadership TeamsState and Local Leadership Teams 257 Behavior Support Coaches257 Behavior Support Coaches Infrastructure to support Infrastructure to support

implementation at the universal effortimplementation at the universal effort What additional resources are needed What additional resources are needed

to implement, support and sustain to implement, support and sustain large scale implementation of BEP?large scale implementation of BEP?

What is a BEP?What is a BEP?

AcknowledgementsAcknowledgementsRob Horner, Leanne Hawken, Rob MarchRob Horner, Leanne Hawken, Rob MarchFern Ridge Middle SchoolFern Ridge Middle SchoolClear Lake ElementaryClear Lake ElementaryBohemia ElementaryBohemia ElementaryKennedy Middle SchoolKennedy Middle SchoolEffective Behavior Support Team- University of Effective Behavior Support Team- University of OregonOregon

This project was supported by Grant No. H324B000075, a Student Initiated Project, This project was supported by Grant No. H324B000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred. of Education and such endorsements should not be inferred.

Implementing a Continuum of Implementing a Continuum of Behavior SupportBehavior Support

80-85% of students will be supported by 80-85% of students will be supported by

preventative school-wide procedures & classroom preventative school-wide procedures & classroom

management plans management plans

15-20% of students will need more support15-20% of students will need more support

IDEA IDEA - Increased focus on Functional Behavioral - Increased focus on Functional Behavioral

Assessment (FBA) & Behavior Support Planning Assessment (FBA) & Behavior Support Planning

(BSP)(BSP) Implement FBA-BSP with students with disabilities at-risk Implement FBA-BSP with students with disabilities at-risk

for change in placement for change in placement

1-5%

5-15 %

80-85%

Intensive, Individual Interventions•Individual Students•Assessment-based•Time & resource intensive

Targeted Group Interventions•Some students (at-risk)•Rapid response•Similar procedures across students

Universal Interventions•All settings, all students•Preventive, proactive•Ex. School-Wide Behavior Support

Continuum of Effective Behavior Support

Continuum of Support for Continuum of Support for Secondary-Tertiary Level Secondary-Tertiary Level

SystemsSystems Targeted group interventionsTargeted group interventions Targeted group with a unique feature for an Targeted group with a unique feature for an

individual studentindividual student Individualized function based behavior support Individualized function based behavior support

plan for a student focused on one specific plan for a student focused on one specific problem behaviorproblem behavior

Behavior Support Plan across all settings (ie: Behavior Support Plan across all settings (ie: home and school)home and school)

Wraparound: More complex and comprehensive Wraparound: More complex and comprehensive plan that address multiple life domain issues (ie: plan that address multiple life domain issues (ie: home, school and community)home, school and community)

Behavior Support Behavior Support ChallengesChallenges

Resources (time & money) in schools Resources (time & money) in schools are scarceare scarce

Match level of support to level of Match level of support to level of challengechallenge

Need an Need an efficient efficient and and effectiveeffective intermediate level intervention intermediate level intervention system that system that targets targets students at-risk students at-risk but not currently engaging in severe but not currently engaging in severe problem behavior problem behavior

Things to Consider Things to Consider First…First…

Establishment of a Universal System Establishment of a Universal System (School-Wide) Does Not Guarantee (School-Wide) Does Not Guarantee Individual Teachers are Individual Teachers are Implementing with High IntegrityImplementing with High Integrity

Students Who Appear “At-Risk” May Students Who Appear “At-Risk” May Benefit More When Teacher Benefit More When Teacher Improves Skills in Behavior Improves Skills in Behavior Management Then Participate in Management Then Participate in Targeted InterventionsTargeted Interventions

Is It Really Resistance Is It Really Resistance For Intervention?For Intervention?

Before Implementing a Secondary Before Implementing a Secondary Intervention, You Must Ask:Intervention, You Must Ask:

Is the Student Receiving Is the Student Receiving an Adequate “DOSE” of the an Adequate “DOSE” of the Universal Intervention?Universal Intervention?

Behavior Education Behavior Education Program (BEP)Program (BEP)

Features:Features: Students identified and receive support within a Students identified and receive support within a

weekweek Check-in and check-out daily with an adult at Check-in and check-out daily with an adult at

schoolschool Regular feedback and reinforcement from Regular feedback and reinforcement from

teachersteachers Family componentFamily component Daily performance data used to evaluate Daily performance data used to evaluate

progressprogress

Student Recommended for BEP

BEP Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

BEP CoordinatorSummarizes Data

For Decision Making

Weekly BEP Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Progress Report Daily Progress Report (DPR)(DPR)

Goals 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

Critical Features of BEPCritical Features of BEP Intervention is continuously availableIntervention is continuously available Rapid access to intervention (72 hr)Rapid access to intervention (72 hr) Very low effort by teachersVery low effort by teachers Positive System of SupportPositive System of Support

Students agree to participateStudents agree to participate Implemented by all staff/faculty in a schoolImplemented by all staff/faculty in a school Flexible intervention based on assessmentFlexible intervention based on assessment

Functional AssessmentFunctional Assessment Adequate resources allocated (admin, team)Adequate resources allocated (admin, team)

weekly meeting, plus 10 hours a weekweekly meeting, plus 10 hours a week Continuous monitoring for decision-makingContinuous monitoring for decision-making

Why does the BEP work?Why does the BEP work? Improved structureImproved structure

Prompts throughout the day for correct behaviorPrompts throughout the day for correct behavior System for linking student with at least one adultSystem for linking student with at least one adult

Increase in contingent feedbackIncrease in contingent feedback Feedback occurs more often and is tied to student Feedback occurs more often and is tied to student

behaviorbehavior Inappropriate behavior is less likely to be rewardedInappropriate behavior is less likely to be rewarded

Elevated reward for appropriate behaviorElevated reward for appropriate behavior Adult and peer attentionAdult and peer attention

Linking school and home supportLinking school and home support Organized to morph into a self-management Organized to morph into a self-management

systemsystem

BEP Check-in/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student NameStudent Name

PaperPaper PencilPencil NotebookNotebook BEP BEP parent parent copycopy

BEP ScoreBEP Score

JasonJason √√ √√ √√ √√ 9090

LeanneLeanne √√ √√ 8585JuanJuan √√ √√ √√ √√ 6060

KiranKiran √√ √√ 100100

AlexaAlexa √√ √√ √√ √√ 9595

JaceyJacey √√ √√ √√ 9090

0

20

40

60

80

100

Perc

enta

ge o

f P

oin

ts

03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision Daily Data Used for Decision MakingMaking

Getting the BEP Getting the BEP Started In Your Started In Your

SchoolSchool

Is My School Ready to Is My School Ready to Implement a Implement a BEP System? BEP System?

(see BEP Self Assessment Questionnaire)(see BEP Self Assessment Questionnaire) School-wide system of behavior support in School-wide system of behavior support in placeplace

Staff buy-in for implementation of the BEPStaff buy-in for implementation of the BEP Administrative supportAdministrative support

Time & money allocatedTime & money allocated No major changes in school climateNo major changes in school climate

e.g. teacher strikes, administrative turnover, e.g. teacher strikes, administrative turnover, major changes in fundingmajor changes in funding

BEP implementation a top priority BEP implementation a top priority

BEP in MarylandBEP in MarylandSY 2005-06SY 2005-06

Pilot- Pilot- Criteria established /Letter to POCCriteria established /Letter to POC

11 Schools nominated, teams formed11 Schools nominated, teams formed 2 day training-Dr. Leanne Hawken2 day training-Dr. Leanne Hawken Site visitsSite visits Charles CountyCharles County

SY 2006-07SY 2006-07

Southern Regional Training-August Southern Regional Training-August 20062006-11 Schools in Charles County (44 %)-11 Schools in Charles County (44 %)- Site Visits - Site Visits

-Evaluation-Evaluation-Training CD-Training CD-BEP Coordinator training Fall 2006-BEP Coordinator training Fall 2006

Western Regional Training November Western Regional Training November 20062006

-Training CD-Training CD

Data, Systems, PracticesData, Systems, Practices

SystemsSystems State and District Support-funding for State and District Support-funding for

trainings, FTE for site visits and trainings, FTE for site visits and evaluation, COACHINGevaluation, COACHING

Establishing criteria Establishing criteria Site VisitsSite Visits Forms, Checklists, Data Collection across Forms, Checklists, Data Collection across

multiple schoolsmultiple schools Demonstration SitesDemonstration Sites Continuous ImprovementContinuous Improvement

Data/EvaluationData/Evaluation

Tracking FidelityTracking Fidelity BEP Team ChecklistBEP Team Checklist BEP/FIMBEP/FIM

Staff, Student, Parent SurveyStaff, Student, Parent Survey SWISSWIS AcademicAcademic AttendanceAttendance

Getting Started BEP Team Getting Started BEP Team ChecklistChecklist

Personnel AssignedPersonnel Assigned Administrator commitmentAdministrator commitment Team FormedTeam Formed BEP Coordinator Identified to oversee implementationBEP Coordinator Identified to oversee implementation Room(s) identifiedRoom(s) identified morning, mid day and afternoon CICO routine establishedmorning, mid day and afternoon CICO routine established

How will students be identified/referred? Will the team use How will students be identified/referred? Will the team use FACTS, Guess and Check to determine function/skill deficit?FACTS, Guess and Check to determine function/skill deficit? AcademicAcademic Behavior (escape or attention maintained)Behavior (escape or attention maintained) Academic and behaviorAcademic and behavior

Determine Goals for Students on programDetermine Goals for Students on program System in place to track student progress on the BEP (DPR and System in place to track student progress on the BEP (DPR and

spreadsheet created)spreadsheet created) What will be the reinforcers?What will be the reinforcers? In-service for all staff on how to refer, implement, support BEP In-service for all staff on how to refer, implement, support BEP

processprocess Provide information to parents regarding program via newsletter, Provide information to parents regarding program via newsletter,

parent conference, or orientationparent conference, or orientation

Ongoing ActivitiesOngoing Activities BEP team meets monthlyBEP team meets monthly BEP team reviews data- (What impact on BEP team reviews data- (What impact on

individual students? What is the impact individual students? What is the impact larger school environment? What is the larger school environment? What is the cost benefit? What academic impact ?)cost benefit? What academic impact ?)

Modify documents/process/procedures?Modify documents/process/procedures? How will BEP be modified for students How will BEP be modified for students

who are not experiencing success?who are not experiencing success? How will students be faded off of BEP?How will students be faded off of BEP? BEP team provides report to student, BEP team provides report to student,

parent, school staff?parent, school staff?

Data/EvaluationData/Evaluation

Tracking FidelityTracking Fidelity BEP Team ChecklistBEP Team Checklist BEP/FIMBEP/FIM

Staff, Student, Parent SurveyStaff, Student, Parent Survey SWISSWIS AcademicAcademic AttendanceAttendance

PracticesPractices

Trainings (Team, Coordinators, Trainings (Team, Coordinators, Coaches)Coaches) Team attends one day with Team attends one day with

administratoradministrator Linked to School-wide teamLinked to School-wide team Action Planning TimeAction Planning Time Follow Up trainingFollow Up training

Materials: CD, Materials: CD, BEP BookBEP Book

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00

www.guilford.com

BEP BEP Mission StatementMission Statement

Develop according to the needs of your Develop according to the needs of your own schoolown school

Example:Example: “To identify and respond to “To identify and respond to students in need of additional supports students in need of additional supports within the school environment, and to within the school environment, and to ensure their success through ensure their success through individualized progress monitoring and individualized progress monitoring and data-based decision making.”data-based decision making.”

How is BEP different?How is BEP different?

Intervention within a well established Intervention within a well established school-wide systemschool-wide system

Can be implemented in all setting, Can be implemented in all setting, throughout the school daythroughout the school day

Teachers and staff are trainedTeachers and staff are trained Proactive identification of students Proactive identification of students

and support received quicklyand support received quickly Team uses data to determine progressTeam uses data to determine progress

Getting StartedGetting Started

SW PBS in placeSW PBS in place Administrative supportAdministrative support Faculty/staff buy-inFaculty/staff buy-in 2+ years of success implementing PBIS2+ years of success implementing PBIS BEP one of top 3 priorities for school BEP one of top 3 priorities for school

yearyear Stable school Stable school

characteristics/environmentcharacteristics/environment

BEP TrainingBEP Training

MD State CoordinatorMD State Coordinator

PBIS Local CoordinatorPBIS Local Coordinator

PBIS CoachPBIS Coach

BEP School TeamBEP School Team

First StepsFirst Steps

• Establish the BEP team and Coordinator

• Identify what problems will be addressed

• Ensure adequate resources are available

Lessons LearnedLessons Learned Action PlanAction Plan Start SmallStart Small Meet often at beginning of implementation Meet often at beginning of implementation

phasephase Select staff who are positive and students trustSelect staff who are positive and students trust Provide support to BEP coordinators and Provide support to BEP coordinators and

coachescoaches Appoint and train a back up coordinatorAppoint and train a back up coordinator Every school is uniqueEvery school is unique Careful select studentsCareful select students Keeping students too long or not long enoughKeeping students too long or not long enough

Follow UpFollow Up

Site visitsSite visits Monthly meetings with PBIS Monthly meetings with PBIS

CoachesCoaches Data-based decision trainingData-based decision training Replacement skills trainingReplacement skills training

Indian Head Elementary Indian Head Elementary SchoolSchool

BEP GOALBEP GOAL

The goal of our The goal of our BEP is to help BEP is to help students decrease students decrease problem behaviors problem behaviors in our classrooms, in our classrooms, increase academic increase academic involvement and involvement and reduce office reduce office referrals.referrals.

Critical Features of BEPCritical Features of BEP

Principal SupportPrincipal Support Students agree to Students agree to

participateparticipate Positive BEP StaffPositive BEP Staff Continuous Continuous

intervention for intervention for studentsstudents

Data shared with Data shared with staffstaff

CRITICAL BEP TEAM CRITICAL BEP TEAM MEMBERSMEMBERS

Highly motivated Highly motivated and positive staff and positive staff membersmembers

Flexible scheduleFlexible schedule Data collection and Data collection and

inputinput

For Whom Is BEP For Whom Is BEP Appropriate?Appropriate?

Low level problem behavior (not Low level problem behavior (not severe)severe)

3-7 office referrals where problems 3-7 office referrals where problems occur in varied locationsoccur in varied locations

How are students How are students selected?selected?

Staff training of BEP and referral process.Staff training of BEP and referral process. Refer students who are:Refer students who are:

Yellow zone studentsYellow zone students Students who fail to respond to school-wide and Students who fail to respond to school-wide and

classroom expectations.classroom expectations. Students who are not engaged in dangerous or extreme Students who are not engaged in dangerous or extreme

disruptive behaviors.disruptive behaviors.

Teachers submit referrals to administration.Teachers submit referrals to administration. Principal, Vice Principal and School Principal, Vice Principal and School

Psychologist review referrals and select Psychologist review referrals and select students for BEP.students for BEP.

Students want to participate.Students want to participate. Written parental consent obtained.Written parental consent obtained.

DREAM CARDDREAM CARD

DREAM CARD Date ____________ Student___________

Successes: ______________________________________________________________________

Parent Signature______________________

0=No 1=Sorta 2=Great!

Display Honesty

Respect Environment

Earn and Give Respect

Act Responsibly Move Quietly Teacher Initials

9:05 AM to AM Break

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

AM Break to Lunch

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Lunch to PM Break

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

PM Break to End of day

0 1 2 0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Total Points = ________________ Points Possible = 24 (18 Fridays)

Today _________________% Goal _________________%

BEP (Check-In/Check-BEP (Check-In/Check-Out)Out)

Students are trained in the Check-In/Check-Students are trained in the Check-In/Check-Out program.Out program.

Students check-in each morning before Students check-in each morning before breakfast.breakfast.

Students check-out according to the schedule Students check-out according to the schedule below:below:

3:10 – 53:10 – 5thth Grade Grade 3:20 – 43:20 – 4thth Grade Grade 3:30 – 23:30 – 2ndnd and 3 and 3rdrd Grade Grade

Students shop for prizes when they reach their Students shop for prizes when they reach their daily goal five times.daily goal five times.

Students receive a Dream Catcher for checking Students receive a Dream Catcher for checking in and out each day.in and out each day.

What Happens When Our What Happens When Our Students Reach the Students Reach the

Goals?Goals? Self-MonitoringSelf-Monitoring

90% of the time for 6 weeks90% of the time for 6 weeks Student completes a DREAM Card along with Student completes a DREAM Card along with

the classroom teacher.the classroom teacher.

Independent Self-Monitoring CardIndependent Self-Monitoring Card Teacher and student cards match for (85% or Teacher and student cards match for (85% or

more) of the items on the DREAM Card.more) of the items on the DREAM Card. Lunch celebration with Principal, Vice Principal, Lunch celebration with Principal, Vice Principal,

School Psychologist, BEP Staff, and Parent!School Psychologist, BEP Staff, and Parent! Monthly meeting with BEP Team to discuss Monthly meeting with BEP Team to discuss

progress.progress.

Classroom Teacher’s Classroom Teacher’s RoleRole

Greet the student.Greet the student. Provide feedback at predetermined Provide feedback at predetermined

times by:times by: Rating behaviors on the DREAM CardRating behaviors on the DREAM Card Explain the rating to the studentExplain the rating to the student

Prompt appropriate behavior by Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”saying, “Tomorrow, let’s work on…”

ResourcesResources

School AllocationSchool Allocation PBIS GrantPBIS Grant Donations from local businessesDonations from local businesses

Wal-martWal-mart JayceesJaycees

Our PTOOur PTO

Why Does the BEP Work?Why Does the BEP Work?

Improved structureImproved structure Prompts are provided throughout the day for correct Prompts are provided throughout the day for correct

behavior.behavior. System for linking student with at least one positive adult.System for linking student with at least one positive adult.

Student is “set up for success”Student is “set up for success” First contact each morning is positiveFirst contact each morning is positive First contact each class period (or activity period) is First contact each class period (or activity period) is

positive.positive.

Increase in feedback to studentIncrease in feedback to student Feedback occurs more often and is tied directly to student Feedback occurs more often and is tied directly to student

behavior.behavior. Inappropriate behavior is less likely to be ignored or Inappropriate behavior is less likely to be ignored or

rewarded.rewarded.

DonDon

DanDan

Dan’sDan’sOffice Referrals Office Referrals

0

1

2

3

4

5

6

7

8

9

10

2004-05 2005-06

88%

decrease

JaneJane

Jane’sJane’sOffice Referrals Office Referrals

0

1

2

3

4

5

6

7

8

9

2004-05 2005-06

56%

decrease

Jane’s Fifth Grade Promotion Jane’s Fifth Grade Promotion SpeechSpeech

““This school year was the hardiest year I ever had. This This school year was the hardiest year I ever had. This year’s fifth grade went to Lackey Pool for water safety. In year’s fifth grade went to Lackey Pool for water safety. In Math, I brought up my grades. I was in Check-In/Check-Out.Math, I brought up my grades. I was in Check-In/Check-Out.

I was in Check-In/Check-Out because of my behavior. I was in Check-In/Check-Out because of my behavior. When I started that program my behavior started to improve When I started that program my behavior started to improve a lot. Then I was on self-monitoring for 30 days. I had to sign a lot. Then I was on self-monitoring for 30 days. I had to sign the sheet and the teachers had to sign a sheet that showed the sheet and the teachers had to sign a sheet that showed how I behaved in class. I did good on that, so I went onto how I behaved in class. I did good on that, so I went onto complete self-monitoring. I had to sign it myself. Then I complete self-monitoring. I had to sign it myself. Then I graduated from the program. I was the first one to graduate. graduated from the program. I was the first one to graduate. I was so happy and proud of myself. I couldn’t have done it I was so happy and proud of myself. I couldn’t have done it without Mrs. Boyd and Mrs. Chotkowski.without Mrs. Boyd and Mrs. Chotkowski.

I am so happy that I am about to go I am so happy that I am about to go to middle school. I will really miss all to middle school. I will really miss all my teachers. Especially, Mr. my teachers. Especially, Mr. Stouffer, my homeroom teacher. He Stouffer, my homeroom teacher. He was nice to me all the time. I don’t was nice to me all the time. I don’t want to leave fifth grade, but I have want to leave fifth grade, but I have to. It is sad to see elementary school to. It is sad to see elementary school go.”go.”

Matthew Henson Middle School

Charles County,, Maryland

Lynne Weise—PBIS Team Leader lweise@ccboe.com Ronald E. Stup, Principal rstup@ccboe.com

Matthew Henson Middle School

Positive Behavior Intervention and

Support Program (PBIS)

Spirit Be involved

Interact with others in a caring way

Use a positive tone of voice and body language

Have fun

Pride

In yourself

In others

In your school

Charles County Public Schools

3535 Livingston Road Indian Head, MD 20640 (301) 375-8550 Main Office (301) 753-1784 Metro Line (301) 375-9216 FAX www.ccboe.com/henson

Husky Consequences

1. Warning—self-monitoring

2. Student/Teacher Conference

3. Parent/Teacher conference

4. Student/Guidance conference

5. Administrative referral

Commitment Be there

Make good choices

Carry and use your student planner

Be prepared

Complete classwork

Complete homework

Study

The Charles County Public School system does not dis-criminate on the basis of race, color, religion, national ori-gin, sex, age, or disability in its programs, activities, and

employment practices. For inquiries, please contact Keith Grier, Title IX Coordinator, or Patricia Vaira, Section 504

Coordinator (students), or Keith Hettel, Section 504 Coordi-nator (employees/adults), at Charles County Public

Schools, Jesse L. Starkey Administration Building, P.O. Box 2770, La Plata, Maryland 20646; 301-932-6610/870-3814. For special accommodations call 301-934-7230 or

TDD 1-800-735-2258 two weeks prior to the event.

Husky Expectations

Purpose The purpose of the Matthew Henson

School-wide Positive Behavior Intervention

and Support program is to establish and

maintain safe and effective school environ-

ment that maximizes the academic

achievement and behavioral competence

School-wide PBIS is a broad range of systemic

and individualized strategies for achieving

important social and learning

outcomes while preventing problem behaviors with all

students

Guiding Principles

Academic achievement and behavior competence are the results of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes: 1. school-wide interventions for all learners (Universal), 2. specialized interventions for learners who are at risk for academic or social

failure due to behavior challenges (Targeted), and, 3. individualized interventions for students with intense/chronic behavior

challenges (Intensive).

PBIS Behavioral System Charles County Public Schools

Major Components: Common approach to discipline, Positively stated expectations for all

students and staff, Procedures for teaching these expec-

tations to students, Continuum of procedures for encour-

aging demonstration and maintenance of these expectations,

Continuum of procedures for discour-aging rule-violating behavior, and

Procedures for monitoring and evaluat-ing the effectiveness of the discipline system on a regular and frequent ba-sis.

Designing a School-Wide System for Student Success: A Continuum of Supports

Intensive Individual Intervention

Tri-County Youth Services Counseling Student Studies Team (SST) Referral Individual Counseling—Guidance Marine Mentors Teacher Mentors Alternative School Placement

Targeted Group Interventions

Behavior Education Program —”Huskies Report” “Check and Connect” Group Counseling—Guidance Marine Mentors Teacher Mentors

Universal Interventions

Husky Expectations Husky Consequences “Husky Bucks” “Be There Bucks” Charles County Public Schools—”Code of Conduct” Matthew Henson Middle School—”Handbook for Students and Parents”

Intensive Individual Intervention

Individual Students Assessment Based Intense, durable procedures

Targeted Group Interventions

Some students (at risk) High efficiency Rapid Response

Universal Interventions

All students Preventive Proactive

80—90%

5—10%

80—90%

1—5%

5—10%

1—5%

Behavior Education Program

H elping

Yo U

S ucceed -

K eeping

I t

E xcellent in

S chool

Overview of the BEP• Purpose

– Help students become more successful by preparing them for each day and by providing positive feedback throughout the school day for following the behavior expectations

• Target students– “Yellow Zone” students who need additional support/reinforcement

to consistently demonstrate Pride, Spirit, and Commitment

• Procedures– Check-in– HUSKIES Report completed throughout the day– Positive feedback given at the end of each class– Check-out– Graphs and letters home– Phase out with replacement behaviors

The HUSKIES REPORT Program is a school-wide prevention program for students who are starting to engage in problem behavior. It is similar to the contract system we have been using in our school but is more formalized and will support yellow zone students (up to 6 students in each grade). The goal of the HUSKIES REPORT Program is to catch students early who are acting out and provide them with more frequent feedback on their behavior to prevent future problem behavior. Below are answers to some frequently asked questions about the HUSKIES REPORT Program.

Matthew Henson Middle School HUSKIES REPORT Program

Which students would do well on the HUSKIES REPORT Program?

Students who are starting to act out but ARE NOT currently engaging in dangerous (e.g., extreme aggression, property destruction) or severely disruptive behavior (e.g., extreme noncompliance/defiance) would be good candidates for the HUSKIES REPORT Program. Students who have problem behavior across the day and in different settings are good candidates for the program as opposed to students who have trouble only during PE or math.

How do teachers participate in the HUSKIES REPORT Program?

Teachers participate by providing both verbal and written feedback to students at the end of each period (see HUSKIES Report). The feedback should be quick, positive, and help remind the student what he or she needs to work on if the goal was not met. A sample feedback statement is, “You did a nice job completing your work so you receive a 2 for Commitment, but I had to remind you not to harass Savannah so you got a 1 for Spirit.”

Who will be responsible for checking students in and out?

Juanita Smallwood (6th), Trondell Brooks (7th), and Brenda Coombs (8th) are in charge of checking students in and out. If they are absent, the guidance counselors will cover for them. The coordinators also keep track of the daily points earned and chart the progress for each student they are assigned.

How long are students on the HUSKIES REPORT Program?

At the end of nine weeks, the grade level team will look at each student’s data to determine if he or she is ready to be faded off the HUSKIES REPORT Program. Since there are a limited number of students (up to 6 in each grade) that can receive the intervention, it will be important to fade students off as they become

more independent in managing their own behavior.

How do teachers make a referral?

A referral is made to the grade level team that meets monthly, through the team leaders or vice principals, or through the Student Support Team. In collaboration, the teacher, the grade level team, and SST will determine whether the HUSKIES REPORT Program is appropriate or whether another intervention would be more appropriate.

Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team

Grade Level Team discusses

concerns and

makes a decision

Team decides that student is not a

potential candidate for BEP –

Recommends actions for teacher(s)

Student Studies Team meets to review student data – Recommends BEP or

alternative action

SST recommends and develops alternative

action plan – IEP Process, Tri-County Youth Counseling

Services, Small Group Counseling, etc.

Guidance Counselors, Pupil

Personnel Worker or School Psychologist

implement SST action plan

Behavior Education Program

1. Vice Principal contacts parents to initiate Behavior Education Program

2. Grade Level BEP Coordinator meets with student to instruct on process and

procedures of program

Behavior Education Program –

Referral Flow Chart

Team decides that the student is a potential candidate for BEP –

Recommends student to SST and initiates

Baseline Data

Baseline Data Collection:

• Each teacher collects data for up to 10 days

• Student is not aware that data is being collected

• Baseline percentage is established for each class

• Established goal is determined by SST after reviewing all baseline data

•WOW area for notes and effective interventions

Huskies Report:

• Check in

• 3 Major Positive Traits – “Pride”, “Spirit”, and “Commitment”

• 6 possible points per period

• Negative points for hallway behavior and/or an office referral

• Flexible goal setting

• WOW area for positive comments

• Parent signature – daily

• NCR Paper – one copy home and one copy for school

Sample ChartSample ChartStephon T. - BEP Data

14

78 8074

8488

9892

76 74

05

101520253035404550556065707580859095

100

Date

Perc

enta

ge

BEP at Matthew Henson

• In SY 2005 – 2006 we had a check-in/check-out person for each of the three grade levels. We had 18 students on the BEP throughout the year with several who graduated from the program.

• Regular education and special education students were served through the BEP

BEP at Matthew Henson – A Case Example

Background info

• 13-year-old, 7th-grade student

• Previously identified as Emotionally Disturbed

• Educated in an inclusion setting

BEP at Matthew Henson – A Case Example

Behaviors Prior to BEP

2004-2005 School Year 15 referrals last year (physical

aggression, disrespectful, disruptive, non-complaint, etc.)

3 out-of-school suspensions Suspended to the Superintendent and

placed in an alternative setting for 45 days (2004-2005)

Citizenship grades were Satisfactory -> Unsatisfactory for the year

2005-2006 School Year 4 referrals between September to

December 2005 1 out-of-school suspension Citizenship comments ranged from

Satisfactory -> Unsatisfactory

Behaviors Since BEP

Since 1/25/2006 0 referrals Citizenship grades ranged from

Outstanding -> Satisfactory Grades improved 3rd and 4th Quarter

BEP data (next slide)

Greg- BEP Chart - 1/25/06 to 3/10/06

100

80

98 96

8288 88

9498 100 100

9488

100 10096

82 84

10094

100

7682

100

82

100

0

10

20

30

40

50

60

70

80

90

10001

/25/

06

01/2

7/06

1/31

/06

2/2/

06

2/6/

06

2/8/

06

2/10

/06

2/14

/06

2/16

/06

NOS

2/22

/06

2/24

/06

2/28

/06

3/2/

06

3/6/

02

3/8/

06

3/10

/06

Date

Perc

enta

ge

Josh - Office Referrals

0

1

2

3

4

5

6

7

2004-05 2005-06

67%

decrease

Chris – Out-of-School Suspension

0

0.5

1

1.5

2

2.5

3

3.5

2004-05 2005-06

67%

decrease

John

John

No office referrals or suspensions after being placed on BEP

“You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8th grade”

- Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2006

For Next Year

• Retrain staff members on BEP at the beginning of year

• Develop workshops on reinforcing replacement behaviors

• Review data monthly through team and SST meetings

• Review BEP program mid-year with staff members

• Develop an evaluation tool for students, parents, and staff members

visit our website:http://www.ccboe.com/henson/

or contact Ron Stup, principalrstup@ccboe.com

Lynne Weise, PBIS co-chairpersonlweise@ccboe.com

For more information -