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 Example Name_________Date_________ Goals 12345 Be Respectful Be Responsible Be Safe TOTAL POINTS Teacher Initials Goal ______Score_______ Student Signature ____________________

5. Adult Supports 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

6. Targeted Intervention Example: Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle 1.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 2.At each class *teacher completes card, or *student completes self-monitoring card/teacher checks and initials card 3.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 4.Give successful day card to parent *receive reinforcer from parent *have parent sign card 5.Return signed card next day 6.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 Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

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 2.At each class *teacher completes card, or *student completes self-monitoring card/teacher checks and initials card 3.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)