1. Behavior Education Program (BEP)
Planning and Implementing a “Check and Connect” Intervention

2. Agenda
9:00-10:15am
Review the continuum of PBIS interventions as the context for offering the BEP
Review the features of the BEP
Review factors to consider for full implementation
10:15-10:30am
Break
10:30-11:30am
CICO-SWIS

3. Academic Systems Behavior Systems BEP Program
Figure 1: PCIS Three-Tier Model of Interventions
Academic Systems
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of progress
Universal/Core Instruction
All students
School-wide/classroom instruction
All content areas
Preventative, proactive instruction
Monitored a minimum of 3 times
a year
Behavior Systems
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
Monitored a minimum of 3
times a year
1-5%
1-5%
BEP Program
5-10%
5-10%
Keep in mind the BEP was designed to be used within a PBIS Framework. It will be rendered less effective if it is not part of a continuum of positive behavioral supports. Tier 2 supports are not designed for all students, nor are they designed to be highly individualized. It is a continuation of efforts made at Tier 1 (with all students) for students with whom that level of support is not sufficient.
80-90%
80-90%

4. 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
Research-validated, highly effective intervention
Proactive and preventative program to reduce the likelihood of students moving from Tier 2 to Tier 3

5. 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
Students with poor attention and/or organizational skills

6. 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

7. District webpage  Exceptional Children  RTI for Behavior (PBIS)  The Behavior Education Program (CICO)

8. Main video – 16 min
FAQs – 6 min

10. Academic Systems Behavior Systems
Figure 1: PCIS Three-Tier Model of Interventions
Academic Systems
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of progress
Universal/Core Instruction
All students
School-wide/classroom instruction
All content areas
Preventative, proactive instruction
Monitored a minimum of 3 times
a year
Behavior Systems
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
Monitored a minimum of 3
times a year
1-5%
1-5%
5-10%
5-10%
80-90%
80-90%

11. PCHS PBIS Pyramid 80 – 90% 3RT 3-5 Classroom Expectations Posted
Wrap Around Services
1-5%
ASC*
Check & Connect
Behavior Contract
5-10%
Mental Health Services
BOT*
Mentor
3RT
Teach School-wide Behavioral Expectations
80 – 90%
3-5 Classroom Expectations Posted
4:1 Positive Feedback
Kagan Structures
Continuous Classroom Improvement
Professional Learning Community
Rewards

12. Academic Systems Behavior Systems
Figure 1: PCIS Three-Tier Model of Interventions
Academic Systems
Universal/Core Instruction
All students
School-wide/classroom
instruction
All content areas
Preventative, proactive
Monitored a minimum of 3 times
per year
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Behavior Systems
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
Monitored a minimum of 3
times per year
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
80-90%
80-90%
5-10%
5-10%
1-5%
1-5%

13. Academic Systems Behavior Systems
Figure 1: PCIS Three-Tier Model of Interventions
Academic Systems
Universal/Core Instruction
All students
School-wide/classroom
instruction
All content areas
Preventative, proactive
Monitored a minimum of 3 times
per year
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Behavior Systems
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
Monitored a minimum of 3
times per year
Strategic Instruction/Interventions
Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Intensive Interventions
Targeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
80-90%
80-90%
Back On Track/BOT
5-10%
5-10%
Behavior Contract
Check & Connect
1-5%
1-5%
Wrap Around Services
ASC

14. Back On Track/BOT Behavior Contract Check & Connect
Coordinator(s): Julena Edwards
Facilitators: ?
The BOT is a prevention program intended for students that consistently demonstrate behavior that inhibits their academic success. Students are assigned to a facilitator with whom they check-in and check-out with daily. Students also receive daily, positive feedback from their teachers related to their performance with meeting the school-wide behavioral expectations. The BOT is most effective with students who respond well to adult attention.
Behavior Contract
Coordinator(s): PBIS Tier 2/3 Team
A behavior contract is a written document between an adult and student which specifies expected behaviors, positive and negative consequences, and a time frame of the contract with review dates. Behavior contracts can assist with a variety of problematic behaviors.
Check & Connect
Coordinator(s): Guidance counselors
Check & Connect is a comprehensive intervention for enhancing school engagement for marginalized, disengaged students through relationship building, problem solving and capacity building, and persistence. Students are assigned to a long-term mentor who checks on students (close monitoring of their attendance, behavior, and grades) and connects with students (offering individualized intervention in partnership with school personnel, families, and community service providers).

15. Wrap Around Services Alternative Setting Classroom (ASC)
Coordinator(s): PBIS Tier 2/3 Team
Wraparound is a philosophy of care with defined planning process used to build constructive relationships and support networks for youth with complex emotional or behavioral needs and their families. Wraparound plans are comprehensive and address multiple life domains across home, school, and community, including living environment; basic needs; safety; and social, emotional, educational, spiritual, and cultural needs. Features include (a) family and youth voice guide the design and actions of the team; (b) team composition and strategies reflect unique youth and family strengths and needs; (c) the team establishes the commitment and capacity to design and implement a comprehensive plan over time; and (d) the plan addresses outcomes across home, school, and community through one synchronized plan.
Alternative Setting
Classroom (ASC)
Coordinator(s): Tom Greene
The Alternative Setting Classroom (ASC) provides students with a setting to improve academic and behavioral success through a reduced student to teacher ratio and the development of an individualized academic and behavioral support plan. This support is based on an a thorough assessment of academic, social/emotional and behavioral needs.

16. PBIS Tier 2/3 Team Members
Arthur Crawford
Julena Edwards
Tom Greene
Annie Conner
Charles Harper
Alice Muse
Lillian Norris
Kristine McCollum
John Fraley

17. Also does data entry

18. Will discuss data entry role in the data system section

24. Behavior Education Program Data-Based Decisions
Student Identification
Behavioral Screening
Flagging Criteria
Teacher Referral

26. Research Findings
CICO is effective with about 70-75% of tier 2 students
Reductions in problem behavior
Increased ratings of pro-social behaviors
Increased academic engagement
Rated by teachers as efficient, effective, & acceptable
May be more effective with students whose problem behavior is primarily attention-seeking rather than escape motivated – consider doing simple FBA, if necessary

27. Behavior Education Program Data-Based Decisions
Student Identification
Behavioral Screening
Flagging Criteria
Teacher Referral
Data-based Decision-Making
Continue BEP
Revise BEP
Graduate BEP

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

31. 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

32. 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

33. 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

34. 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

35. 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
Team Time
Refer to BEP Development and Implementation Guide Handout, Section 7: Develop Staff Training

36. 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
Team Time
Refer to BEP Development and Implementation Guide Handout, Section 8: Develop Student and Parent Training

37. 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:
Book is $32.00; DVD is $ Purchased together are $70.00.

38. BREAK TIME