SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Behavior Education Program/ Check and Connect KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE 33 Fountain Place, Frankfort KY Phone/Fax:

Participant Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

Training Objectives for Session Review the continuum of interventions for addressing student behavior at all 3 Tiers Understand the features of the BEP Create procedures and forms for implementing the BEP

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems HSC-T, RD-T, EI-T Group Interventions -Check in/Check-Out -Behavior Education Program (BEP) Group Intervention with Individualized Feature (e.g., Check and Connect – CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

What is the Behavior Education Program? BEP is a framework to provide a structured system of intervention to students with similar behavioral challenges Informally called Check and Connect or Check In/ Check Out Research-validated, highly effective intervention Proactive and preventative program to reduce the likelihood of students moving from Tier 2 to Tier 3 Crone, Horner, & Hawken, 2004

Who might benefit from this intervention? Students just emerging with persistent patterns of problem behavior Students who are struggling behaviorally and/or academically Students who have not shown a positive response to Tier 1 interventions Students who have received multiple office referrals

Who might benefit from this intervention? Students for whom the function of behavior is to obtain attention Research on BEP and function of behavior by McIntosh, Campbell, Carter, & Dickey (2009):  Students with obtain attention identified as function of behavior showed increased scores on teacher ratings of prosocial behaviors, decreased scores on teaching ratings of problem behaviors, and decreases in ODRs.  Students with escape task identified as function of behavior did not show these types of effects

What makes the BEP so effective? Provides students with increased, structured opportunities for positive attention and reinforcement Provides an opportunity to build rapport with a positive mentor Time-saving and cost effective

What does the research say? Validated initially through studies with middle school students and found to be effective with % of referred students (Hawken, 2006; March & Horner, 2002) Found to be effective with 67-75% of referred elementary students (Hawken, MacLeod, & Rawlings, 2007; Filter et al., 2007) Reductions in problem behaviors and increases in academic engagement in classrooms were found (Hawken & Horner, 2003; Todd, Kaufman, Meyer, & Horner, 2008)

BEP Process 1. Student Identification Flagging Criteria Teacher Referral 2. Implementation of the BEP 3. Data-based Decision-Making Continue BEP Revise BEP Graduate BEP

Implementation of the BEP Daily BEP Plan Morning Check-in Afternoon Check-in Daily Teacher Evaluation Home Check-in

BEP Overview: Video

Morning Check-In Positive contact with mentor Ensure the student is prepared to start the day Give student the point sheet, called the Daily Progress Report May need to take the sheet to younger students

Daily Teacher Evaluation Prepare teachers via staff training Reinforce that the BEP is a positive program Ensure teachers complete the DPR daily Ensure teachers give appropriate feedback All positive OR A combination of positive and constructive feedback/prompts Ensure teachers do not negatively vent on the DPR about the student’s behavior

Afternoon Check-Out Compute each student’s daily score Give the student a copy of the DPR to take home to share with parents Provide reinforcer, if appropriate Provide a positive end to the day

About the Home Check-In Ensure parents understand: The BEP is a positive program How to review and sign the DPR How to provide feedback How to encourage appropriate behavior

Development and Implementation Find the BEP Development and Implementation Guide in your handouts Use this guide today and in the future to plan for the successful implementation of your BEP

Setting Up the BEP Identify BEP Coordinator Identify back-up for the BEP Coordinator Where will check in and check out occur? How many students will you start with? What is the maximum number of students to be served at any given time? Will you call the BEP something different? If yes, what will you call your program?

Develop a Plan to Meet Determine who will serve on the behavior planning team Decide when the team will meet (e.g., every other week) Create an agenda form

Develop the Daily Progress Report Use a 0, 1, 2 scoring format Include a place for comments Include a place for teacher signature/initials Include spot for: Total points possible Total points earned Decide how to break down the day No more than 10 By time or by subject Do you need a different version for younger/older?

Reinforcers for the BEP Select the daily point goal percentage Determine reinforcers for checking in and out Determine reinforcers for earning daily points/weekly points Discuss ways to ensure students do not become satiated on reinforcers

Develop a Referral System Determine how students will be referred to/identified for the BEP Develop a parent consent form Discuss your process for screening students who transfer into your school Discuss your process for determining whether students will start the next school year on the BEP

System for Managing Daily DPR Points Develop a Check-in, Check-out tracking form Determine which method you will use to track student progress SWIS-CICO Excel Determine who will summarize student data and bring it to behavior team meetings Determine how often group/program data will be shared with the whole staff Determine how often individual data will be shared with parents

Fading Students Determine the criteria for fading students off the BEP Determine who will be in charge of helping students fade off the BEP Determine what you will do when a student graduates from the BEP Determine supports you will use for students who have graduated

Develop Staff Training Determine who will develop the training and train staff on the BEP Determine when the initial training will be held Determine what you will do to support individual teachers who do not implement the BEP as intended Determine who will develop the training and train staff on a yearly BEP booster

Develop Student and Parent Training Determine who will meet with students to train them on the BEP Determine how parents will be trained on their role in implementing the BEP Determine who will train parents

BEP Resources Book: Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press. ISBN-13: DVD: The Behavior education program: A check-in, check-out intervention for students at risk. Guilford Press ISBN-13:

KYCID Contacts Mike Waford, Director Judy Boggs, Assc. Director Lea Brown, West Kelly Davis, West Janeah Gullett, East Karen Bush, North Tamara Kendrick, Training Assistant