Check In – Connect – Check Out

1. Check In – Connect – Check Out Dr. Zaf Khan PBSI Project Director October 25, 2007

3. Elements of the BEP • Organization/Structure • Identification/Referral • Contract • Basic BEP Cycle • Functional Assessment • Design of Support • Data Collection and Decision Making

4. Daily Progress Report ExampleName_________ Date_________ Goal ______ Score_______ Student Signature ____________________

5. 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 Adult Supports

6. Targeted Intervention Example:Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle • Check in office at arrival to school *reminder binder *precorrections *turn in previous days signed form *pick-up new form *review daily goals

7. Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle • At each class *teacher completes card, or *student completes self-monitoring card/teacher checks and initials card • Check out at end of day *review days points & goals *receive reinforcer if goal met *take successful card home *precorrections

8. Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle • Give successful day card to parent *receive reinforcer from parent *have parent sign card • Return signed card next day • Weekly BEP meeting with data graphing

9. 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.

10. Identification and Referral • Multiple office referrals • Recommendation by teacher • Recommendation by parent • Time to action: • 30 min to 7 days

11. Contract • Agreement to succeed • Student • Parent • BEP coordinator • Teachers • Contract may be written or verbal • Better if written

12. 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.

13. 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)

14. 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)

15. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In BEP Cycle

16. 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.

17. Behavior Education Program (BEP)(March & Horner, 1998) BEP Daily Cycle • At each class *teacher completes card, or *student completes self-monitoring card/teacher checks and initials card • Check out at end of day *review days points & goals *receive reinforcer if goal met *take successful card home *precorrections

18. 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.

19. 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?

20. 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.

21. 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

22. Daily Progress Report

23. 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)