1. Check In – Connect – Check Out A Systematic Approach to Behavior Management for At- Risk Students Dr. Zaf Khan PBSI Project Director MTSU

2. Designing School-Wide Systems for Student Success Academic Systems 1-5% Intensive Individual Interventions Individual Students Assessment-based High Intensity

3. Designing School-Wide Systems for Student Success Academic Systems 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response

4. Designing School-Wide Systems for Student Success Academic Systems 80-90% Universal Interventions All students Preventive, proactive

5. Designing School-Wide Systems for Student Success Behavioral Systems 1-5% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures

6. Designing School-Wide Systems for Student Success Behavioral Systems 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response

7. Designing School-Wide Systems for Student Success Behavioral Systems 80-90% Universal Interventions All settings, all students Preventive, proactive

8. Elements of the BEP Organization/Structure Identification/Referral Contract Basic BEP Cycle Functional Assessment Design of Support Data Collection and Decision Making

9. Daily Progress Report Example Name______________Date_________ Goals 12345 Be Respectful Be Responsible Be Safe TOTAL POINTS Teacher Initials Goal ______Score_______ Student Signature _______________

10. Adult Supports Workshops/Groups Organizational Strategies Social Skills Anger Management Focus Groups

11. Adult Supports (cont.) General Supports Check-in and Check-out Homebase w/ teaching Breakfast/Lunch Clubs Mentoring Think Tank in Classroom

12. 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

13. Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle (cont.) 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

14. Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle (cont.) 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

15. 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

16. Organization and Structure (cont.) BEP meeting 40 min per week  Coordinator, Specialist, Sped faculty, Related Services All staff commitment and training Simple data collection and reporting system.

17. Identification and Referral Multiple office referrals Recommendation by teacher Recommendation by parent Time to action:  30 min to 7 days

18. Contract Agreement to succeed  Student  Parent  BEP coordinator  Teachers Contract may be written or verbal  Better if written

19. 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.

20. 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)

21. 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 (Crone, Horner, & Hawken, 2004)

22. Modifications for Escape- Motivated Behavior (cont.) 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)

23. BEP Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Daily Teacher Evaluation Home Check-In

24. 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?

25. Next Steps (cont.) Build Action Plan  Review and present current data  Administration/Faculty commitment  Action steps within a doable timeline.

26. Behavior Education Program (BEP) (March & Horner, 1998) BEP Daily Cycle 1.At each class teacher completes card, or student completes self- monitoring card/teacher checks and initials card

27. Behavior Education Program (BEP) (cont.) (March & Horner, 1998) 2.Check out at end of day review days points & goals receive reinforcer if goal met take successful card home precorrections

28. 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.

29. 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?

30. 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.

31. 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

32. Daily Progress Report

33. 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)