1. Year 3 Day 2

2. Critical Elements PBIS TEAM Staff COMMITMENT EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED GUIDELINES FOR SUCCESS AND EXPECTATION REWARD/RECONGITI ON PROGRAM ESTABLISHED LESSON PLANS FOR TEACHING GFS & EXPECTATIONS IMPLEMENTATION PLAN CRISIS PLAN EVALUATION

3. Behavior Support Challenges Resources (time and money) in schools are scarce Match level of support to level of challenge Need an efficient and effective From less formal to more formal depending on needs of student

4. RETEACHING … ISS, Detention, All AREAS OF CAMPUS What have we done? Classrooms? Common areas?

5. Tier 3 intervention Tier 1 - For ALL students Tier 2 – Small group: social skills, check in check out, bullying, anger management, etc. Tier 3 – Individual interventions

6. Interventions Managing Physically Dangerous Behavior Managing Severely Disruptive Behavior Cueing and Pre-correcting Teaching Replacement Behaviors Functional Communication Defining Limits & Establishing Consequences Relaxation and Stress Management Internalizing Problems More Interventions you have the information More Interventions you have the information

7. Managing Severe Behavior

8. BIP Implementation Process is like the gears in a drive chain, driving the Student toward Goals and Success 2. Implementation 3. Modification 1. Preparation

9. Implementation Define: Make sure that everyone utilizing the plan understands every meaning of each part Teach: Can teacher integrate into their daily routine Encourage: Both the student and the teacher – plan & timing in place Supervise: Check in! Who will do it? Correct: Make recommendations to ensure success of implementation

10. Data Collection and Monitoring The student & plan must be monitored and observed to collect data to show success or the need to modify the BIP.

11. Data Collection Frequency – the number of times the student engages in the behavior. Rate- the frequency expressed in a ratio with time. i.e. 2 times every 30 seconds or 3 times a day. Duration- how long the student engages in the behavior as a total for a period of time or how long one instance lasted.

12. More collection means... Latency- length of time between correctional instruction and when the student completes the instruction. Operational definition- what the behavior looks or sounds like. Intensity – the force or magnitude of the behavior. Specific environment and location - in the place the behavior occurs.

13. More ways... Anecdotal Reports- complete description of behavior in a particular setting or period of time. Write down everything that occurs using operational definitions. Use an ABC structure identifying Antecedent, Behavior and Consequence as they occur. Outcome Recording- concrete results of a behavior are evaluated. Like a spelling test or rate of work like how many math problems they did in 10 minutes. Event Recording- notates each time a behavior occurs during a given period of time then add them up. Most direct and accurate.

14. Even more... Interval Recording- defines a specific period of time and divides it into smaller equal intervals of time 30 seconds or less. If behavior occurs during an interval make one notation. Shorter the interval more accurate the data. The actual numbers of occurrences are not necessarily recorded. Time Sampling – similar to interval recording but done over days with intervals divided into longer minute periods where an observation is made only at the end of an interval to see if the behavior is occurring at that time if so then one notation is made for that interval. Not a continuous observation.

15. Modification Analyze Observation Data Is the Function of behavior proving to be correct? Have behaviors improved or changed? Give 4 to 6 weeks for interventions to be observed. Make modifications to the BIP as necessary.

16. Check & Connect Systematically assess students’ connections to school (record on monitoring sheet) – Tardiness – Absenteeism – Behavior – Out of school suspension – Academic performance

17. Jigsaw Create groups of 5 people not from your table Choose one person to be leader, another to be time-keeper Leader assign topics (TOPICS COMING UP) to each member (include yourself) You will have 6 minutes to review your section Each person will have 3 minutes to report to the group. TIME-KEEPER WATCH THE TIME Create groups of 5 people not from your table Choose one person to be leader, another to be time-keeper Leader assign topics (TOPICS COMING UP) to each member (include yourself) You will have 6 minutes to review your section Each person will have 3 minutes to report to the group. TIME-KEEPER WATCH THE TIME

18. TOPICS 1.Overview of Check and Connect & Key Features of Model – page 40 2.Role of the Monitor/Mentor - page 41 3.Checking and Connecting – page 41 – 42 4.Family Outreach - page 43 5.Referral Criteria – page 44 1.Overview of Check and Connect & Key Features of Model – page 40 2.Role of the Monitor/Mentor - page 41 3.Checking and Connecting – page 41 – 42 4.Family Outreach - page 43 5.Referral Criteria – page 44

19. Back at your table Review: A Day in the Life of a Monitor – page 43-44 And discuss what this might look like on your campus.

20. Check & Connect Connect to regularly respond to students educational needs according to their type and level of risk for disengagement Basic Intervention : weekly conversation about progress in school, importance of staying in school, use of problem solving. INTENSIVE INTERVENTION : Individualized interventions

21. Role of the Monitor or Mentor Neutral person responsible for helping student stay connected in school. Cross between a mentor advocate and case manager Primary goal is to keep education a salient issue for the students, family members, and their teachers

22. For the more intensive.. Behavior Education Program (BEP)

23. Behavior Education Program (BEP) Features Students are identified and receive support within a week Check-in and check-out daily with an adult at school Regular feedback and reinforcement from teachers Family component Daily performance data used to evaluate progress

24. Student Recommended for BEP BEP Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-Out Morning Check-In BEP Coordinator Summarizes Data for Decision Making Biweekly Meeting to Assess Student Progress Graduate Program Revise Program

26. Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16 85951008065 1/17 100 7577 1/18 7701008563 1/19 4575959285 1/20 8889778990 1/23 79010095 1/24 95678510078

27. BEP Check-In/Check-Out Record Date:__________________BEP Coordinator:_________________ Check-In Check-Out Student NamePaperPencilNote book DPR parent copy BEP Score Jason √√√√90 Leanne √√85 Juan √√√√60 Kiran √√100 Alexa √√√√95 Jacey √√√90

28. HAWK Report Date ________ Student _______________ Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Work in class Class 2 0 1 Recess2 0 1 Class2 0 1 Lunch2 0 1 Class2 0 1 Recess2 0 1 Class2 0 1 Total Points = Points Possible = 50 Today ______________% Goal ______________%

29. Daily Progress Report

31. KENNEDY CARD Name _____________________________________________________ Material s to Class Worked and Let Others Work Followed Direction s the First Time TeacherParent 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, = _____ Goal = 36

32. Excel Workbook Demonstration

33. Daily Data Used for Decision Making

35. BEP Process (cont.) Biweekly Principal Recognition – e.g., school store coupon with graph attached Data shared with all staff at least quarterly 9-week graph sent to parents

36. Critical Features of BEP Intervention is continuously available Rapid access to intervention (less than a week) 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) – Biweekly meeting, plus 10 hours a week Continuous monitoring for decision making Transition to self-management

37. How Is BEP Different Than Other “Behavior Card” Interventions A Targeted Intervention Implemented Within a School-Wide System of Behavior Support – Behavior Cards typically classroom interventions Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively and receive support quickly Team uses data for decision making to determine progress

38. Why Does the BEP Work? Improved structure Student is “set up for success” Increase in contingent feedback

39. Manual on How to Implement the BEP Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press © 2005 by The