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BEP and Check-in/Check-out

BEP and Check-in/Check-out

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BEP and Check-in/Check-out

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  1. BEP andCheck-in/Check-out Dr. Dana Morris Jessica Barrett Alcott Middle School

  2. Goal of BEP/CICO To prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behaviors

  3. Critical Features of a BEP/CICO • Intervention is continuously available • Rapid access to intervention • Very low effort by teachers • Positive System of Support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources allocated (admin, team) • Continuous monitoring for decision-making

  4. Successful Implementation Requires: • Foundation of universal behavior support • Administrative support • Feedback to staff and from staff

  5. For whom is the BEP/CICO appropriate? • Appropriate • Low level problem behavior (not severe) • 3-7 referrals • Adult Attention • Behaviors occur across multiple locations • Examples: • Talking out • Minor disruptions • Work completions

  6. For whom is the BEP/CICO NOT appropriate? • Inappropriate: • Serious or violent behaviors/infractions • Extreme chronic behaviors (8-10 referrals) • Require more individual support • Functional Assessment • Wrap around services • One on one assistant • Behavioral specialist involved

  7. Successful Implementation Requires: • Foundation of universal behavior support • Understanding of behavioral function • Data-based decision making • Faculty agreement to: • Support all students • Use recommended secondary interventions

  8. Behavioral Education Plan (BEP) Check-in/Check-out (CICO) Student recommended for BEP/CICO BEP/CICO is implemented BEP Coordinator summarizes data for decision making AM check-in Parent Feed-back Bi-weekly meeting to assess student progress Regular teacher feedback PM Check-out Revise program Exit program

  9. HAWK Report Date ________ Student _______________Teacher___________________

  10. Daily Progress Report

  11. CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments:

  12. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

  13. Why does BEP/CICO work? For schools: • Program requires minimal resources • Requires minimal time and effort from teachers • Can be easily modified to meet the needs of multiple students • Incorporates data-based decision making For students: • Program can be applied in all school locations • Acknowledgement for appropriate school behavior • Linked home and school support • Program is organized to morph into self-monitoring

  14. Sample Data

  15. Roles and Responsibilities • Coordinator: • Facilitate morning and afternoon checks (in/out) • Get signed form from student, give new one • Maintain positive, constructive environment • Acknowledge successes • Teacher: • Obtain form from student each day • Monitor student behavior and mark card accurately • Provide feed back to student in positive and constructive manner

  16. Roles and Responsibilities contin. • School Team: • Identify students who may benefit • Monitor implementation • Evaluate effectiveness, modify, fade out as needed • Students: • Check in/out each day • Give form to teacher • Meet expectations • Take form home for parents signature and bring back the next day

  17. Monitoring the BEP/CICO • Data for decision making: • Team must have access to data • Team reviews data at least weekly • Lunch detention, tardy, referrals, attendance • Identified CICO Team: • Identify students who may benefit • Coordinates implementation • Reviews student progress • Makes modifications as needed

  18. Data Management • Summarize points across days • Manually • Electronically • Graph data for easy presentation • Data shared with staff at least quarterly on how students are doing • 9-week graph sent to parents, if appropriate

  19. Modify BEP/CICO • Peer attention – Provide peer attention for meeting expectations • Check out with a friend • Sit with friend(s) at lunch • Brief free time with friend at end of class • Task avoidance: • Breaks, shorten work requirement • Access to assistance • Preferred work modality (i.e. groups) • Schedule of reinforcements: • More frequent check-in • Highly preferred coordinator • Pair attention with other rewards

  20. Potential Pitfalls • Fidelity: • Assess teacher commitment/enthusiasm • Re-teach • Teacher self-monitoring • Student won’t carry card: • Student checks in and out • Coordinator provides card to teacher and picks up • Student still receives feedback from teacher • Self monitoring • Computerized system • Student isn’t checking in/out: • Determine the reason • Identify preferred person to check in/out with • Is this component needed?

  21. Removing components of BEP/CICO • Gradually decrease checks throughout the day – keep check in/out • Remove check out • Remove parent feedback • Remove check in • Monitor behavior throughout

  22. Self-Monitoring after BEP/CICO • Expected behaviors stay the same • Reinforces stay the same • Students check in the same amount of times • Student monitors behavior using the CICO card

  23. Training Teachers on the BEP System • In-service on the “spirit” of the program • Supportive not punitive • Immediate feedback on behavior (types of statements, what the ratings mean, example of feedback) • Follow-up forum to express concerns • Individual coaching • Boosters needed at least yearly

  24. Training students on BEP • Meet with parents and students • Modeling and practice • Accepting feedback • Decision making • goals

  25. Resources: http://:www.pbis.org