1. The Behavior Education Program: A Check-In, Check-Out Intervention Presented by: Susan Mack & Steven Vitto Kent ISD May, 2011

2. Agenda The BEP Video Explore the behavior principles supporting Check-in, Check-out Examine the elements and procedures for implementing Check-in, Check-out Review CICO Tools

3. The BEP Video Overview of the Process

4. Universal Prevention -School-wide programs for everyone -Goal: Reduce new cases of problem behavior -Example: PBS Targeted Prevention -Target group interventions -Goal: Reduce current cases of problem behavior -Example: Behavior Education Plan (BEP) Indicated Prevention -Individualized intervention for specific student needs -Goal: Reduce intensity or severity of current cases -Example: Functional Behavioral Assessment (FBA) *80% of Students *15% of Students *5% of Students Continuum of Behavior Support Adapted from www.pbis.org

5. Behavior Principles At-risk students benefit from: Clearly defined expectations Frequent feedback Positive reinforcement At-risk students should have someone they can count on for continued support. Behavior Education Program

6. Goal of BEP/CICO To prevent students who are acting out from escalation and provide them with more frequent feedback on their behavior to prevent future problem behavior

7. Critical Features of BEP/CICO Intervention is continuously available Rapid access to intervention (72 hr) 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) Continuous monitoring for decision-making

8. Successful Implementation Requires: Foundation of universal behavior support -SET score -PBIS implemented well for some time -TIC Score -SAS Score Administrative support Feedback to staff and from staff

9. Things to Consider First… Establishment of a Universal System (School- Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Than Participate in Targeted Interventions

10. Is It Really Resistance For Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

11. Tracking the Positive Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 5:1 ratio Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups) Analysis of number of positive behavior tickets by teacher

12. Components often overlooked: Positive Parent Contact Random Reinforcement Strategies Positive Public Posting Continuous Behavioral Feedback for Students Data on Positive Reinforcement Other Enhancements…

13. How are we providing services to these students? BEP? Tyree

14. For Whom is the BEP/CICO Appropriate? Appropriate Low level problem behavior (not severe) 3-7 referrals Adult Attention Behavior occurs across multiple locations Examples talking out minor disruptions work completion

15. SWIS: Referrals by Student

16. For Whom is the BEP/CICO NOT Appropriate? Inappropriate Serious or violent behaviors/infractions Extreme chronic behaviors (8 to 10 referrals) Require more individual support Functional Assessment Wrap around services One on one assistant Behavioral specialist involved

17. Successful Implementation Requires: Foundation of universal behavior support Understanding of behavioral function Faculty agreement to: Support all students Use recommended secondary interventions Data-based decision-making Resources to start program

18. BEP/Check-in Check-out Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks

19. BEP Referral Process Teacher VP PPW Grade Team Collect baseline data SST Referral form If baseline warrants SST BEP ? Other intervention Weds Weds Mon Goals 1.Seamless process 2.Data driven 3.Ongoing feedback to teachers 4.Research based interventions

20. Student Recommended for BEP/CICO BEP/CICO is Implemented BEP/CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly Meeting to Assess Student Progress Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program Behavior Education Program (BEP) Check In Check Out (CICO)

21. Building the Basic Cycles Morning Check-in Routine Teaching students when, when, how Teaching check-in coordinator Assess Reward Set-up or Redirect Teacher Check-in/Check-out Routine Teach students when, when, how Teaching staff/faculty Reward Set-up for success, positive momentum Evaluation

22. Building the Basic Cycles Afternoon Check-out Routine Teach students when, where, how Teach CICO coordinator data collection, acknowledge success, encourage improvement. Consider self-recording system for older students Family Review Routine Teach students when, where, how Teach family only to acknowledge success, sign

23. Building the Basic Cycles Trading Menu/ Process Reward for collecting and turning in daily progress report information Reward for meeting daily goal Exchange system for points earned?

24. Things to say at check in… · Wow! You brought back your agenda book! · You’re here on time again - Great! · Looks like you’re all set to go · It’s great to see you this morning · Looks like you’re ready for a good day · You’re off to a good start · You look so nice this morning · You look happy to be here this morning · I like the way you said “good morning” · Thanks for coming to check in · Sounds like you had a good weekend We missed you yesterday (if student was absent), nice to see you today

25. Things to say at check out…. · You had a great (awesome, terrific, etc) day! · You’re right on target · Your mom/dad is going to be so proud of you · You’re really working hard! · You are such a good student · You made your goal- wow! · Looks like today didn’t go so well- I know you can do it tomorrow · I know it was a tough day- thanks for coming to check out · We all have bad days once and awhile- I know you can do it tomorrow · You look a little frustrated- what happened?* If a student looks upset take a few minutes to “just listen” Looks like you were having some trouble today. I know you can turn it around tomorrow.

26. Building the advanced cycles Planning for success How does student move off CICO? Adding self-management options to CICO Moving from CICO to individualized behavior support. Functional behavioral assessment Comprehensive behavior support Substitute Teacher use of CICO How will substitutes learn about CICO routine? Extending CICO to playground, cafeteria, bus area

28. CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time SafeResponsibleRespectful Check In 3 2 1 Before Recess 3 2 1 Before Lunch 3 2 1 After Recess 3 2 1 Check Out 3 2 1 Today’s goalToday’s total points Comments:

29. CICO Home Report Name: _____________________________ Date : _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was: _______________________ Something I will work on tomorrow is: ______________________ Comments: Parent/Guardian Signature: ____________________________ Comments:

30. Points Required Wants attention Wants item/activity Wants to escape attention Wants to avoid something 100 pts Take note to office/teache r Ask a peer to play/read/dra w Be a leader Visit with principal Trip to treasure chest Choose a snack Choose a 5 min. activity School wide sticker Computer time by self Short break Alternative activity 250 pts Computer with a friend Extra sharing time More time for selected activity Free ticket to sporting event Time alone Independent work space Alternative assignment 400 pts Out to lunch with TBA Class recess, free time, or popcorn party New school /art supplies Get out of school early CICO Trading Post

32. Plan for the future: We want self-managers Embed self-management strategies as driven by the data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day Maintain AM and PM times for awhile Manage own CICO account More on self management in the future…..

33. Check-in/ Check-out Self- Assessment Individually score the elements of the CICO Self- Assessment In place; In progress; Not in place As a team review your ratings, and agree on a single summary for the school For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? Define a schedule for meeting to review progress and implement your CICO plan.

34. Assessing of CICO is right for your school What do Targeted Interventions do? Increase access to adult attention Increase access to peer attention Increase access to activity choice Acceptable options for avoiding aversive activities Acceptable options for avoiding aversive social Increased structure (prompts for approp behavior) Structured times for feedback (5 per day) Enhanced home-school communication Development of self-management skills CICO Self-Assess

35. Why does BEP/CICO Work? For students Program can be applied in all school locations Acknowledgement for appropriate behavior Linked school and home support Program is organized to morph into self-monitoring For Schools Program requires minimal resources Requires minimal time and effort from teachers Can be easily modified to meet needs of multiple students Incorporates data-based decision-making

36. Roles & Responsibilities School team Identify students who may benefit Monitor implementation Evaluate effects and modify/fade as needed Coordinator Facilitate morning and afternoon checks (in & out) Get signed form from students, give new form Maintain positive, constructive environment Acknowledge successes Teachers Obtain form from student each day Monitor student behavior and mark card accurately Provide feedback to student in positive and constructive manner Students Check in and out each day Give form to teacher Meet expectations Take form home and have parents sign, bring to school the next day

37. Monitoring BEP/CICO Identified CICO Team Identifies students who may benefit Coordinates implementation Reviews student progress Makes modifications as needed Data for decision making Team must have access to data Team reviews data at least bi-weekly

38. Monitoring Outcomes Percent of possible points earned Teacher-completed summaries Direct observations

39. Data Management Summarize points across days Manually Electronically Graph data for easy presentation Data shared with staff at least quarterly on how students are doing 9-week graph sent to parents, if appropriate

40. Modifying BEP/CICO Peer attention: Provide peer attention for meeting expectations Check out with friend Sit with friend(s) at lunch Brief free time with friend at end or class Task avoidance: breaks, shorten work requirement Access to assistance Preferred work modality (e.g., groups) Schedule of reinforcement More frequent check-ins Highly preferred coordinator Pair attention with other rewards

41. Potential Pitfalls Fidelity –Assess teacher commitment/enthusiasm –Re-teach –Teacher self monitoring Student won’t carry card –Student checks in and out –Coordinator provides card to teacher and picks up Student continues to receive feedback from teacher –Self monitoring –Computerized system Student isn’t checking in or out –Determine reason –Identify preferred person to check in/out with –Is this component needed?

42. Things Went Well… What Now? Data-based decision-making Ways to remove Move to self-monitoring Remove components

43. Removing Components of BEP/CICO Gradually decrease checks during the day (keep check in and out) Remove check out Remove parent feedback Remove check in Monitor behavior throughout

44. Self Monitoring After BEP/CICO Expected behaviors stay the same Reinforcers stay the same Student checks in same amount of times Student monitors behavior using CICO card Plan for teaching accuracy in monitoring

45. Example: Shaniqua Has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks Coordinator provides rationale for self monitoring to Shaniqua –Coordinator teaches her to self monitor using examples and non-examples –When program begins,her teacher goes over examples and non-examples –First week: Student and teacher monitor and compare records Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time –Second week Teacher monitors appx. 60% of time; feedback based on accuracy Feedback at other times based on Shaniqua’s monitoring of behavior –Coordinator Feedback based on accuracy (with teacher records) When Shaniqua monitors independently, feedback based on behavior

46. You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8 th grade” Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2007

47. Lessons Learned Action Plan Well- take your time Start Small Meet often at beginning of implementation phase Select staff who are positive and students trust Provide support to BEP coordinators Appoint and train a back up coordinator Carefully select students Keeping students too long or not long enough Staggering

48. Is My School Ready to Implement a BEP System? School-wide system of behavior support in place Staff buy-in for implementation of the BEP Administrative support Time & money allocated No major changes in school climate e.g. teacher strikes, administrative turnover, major changes in funding BEP implementation a top priority

49. How Do You Build Student and Staff “buy-in” for the BEP? Give BEP program a high profile in your school Promote BEP as positive support not punishment Collaboratively involve referring teachers in BEP process Provide regular feedback to staff, students, and families

50. Training Teachers on BEP System In-service on the “spirit” of program supportive, not punitive immediate feedback on behavior (type of statements, what the ratings mean, examples of feedback) follow-up forum to express concerns individual coaching boosters needed at least yearly

51. Training Students on BEP System Meet with parents and students Modeling and Practice Accepting Feedback Decision-Making Goal

52. Personnel: BEP Coordinator Take care of BEP requests for assistance Lead morning check-in/ afternoon check- out Enter BEP data on spreadsheet – daily Organize and maintain records Create graphs for BEP meetings Gather supplemental information for BEP meetings Prioritize BEP students for team meetings

53. Characteristics of an effective BEP coordinator Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide) Positive and enthusiastic Someone the students enjoy and trust Organized and dependable Works at school every day

54. Personnel: BEP Team Attend weekly or bi-weekly meetings Contribute to decision making for BEP students Help conduct “Orientation to BEP” meetings Gather supplemental information Contribute to student/staff development workshops Contribute to feedback sessions Complete any assigned tasks from BEP meeting

55. DATA DATA DATA BEP\BEP Sample.xls COMING UP SWIS FOR CICO (CHECK-IN/CHECK-OUT) FEE OF $50 AFTER AUGUST

56. Evaluating BEP Progress: Sample Agenda Form BEP Team Meeting Agenda Date:____________Note taker:___________ Team Members Present:___________________________ List of Priority Students: 1) Discuss Priority Students 2)Discuss New Referrals 3) Identify Students to Receive Additional Reinforcer by Principal 4)Other BEP Issues or Students

57. Evaluating Individual Student Outcomes CICO-SWIS includes reports that: 1)Graph daily progress of students (the percentage of points earned) 2)Display the average percentage of point by period

58. Individual Student Report

59. Individual Student Period Report Goal line Period

60. Individual Student Single Period Report

61. Evaluating Outcomes: Additional Tools

62. Example Rules: CICO Responding –Earned an average of 80% of points during the past month –Met his/her goal 80% of the time during the past month –Received no major discipline referrals Fading –Met his/her goal for 30 consecutive days

63. Problem Solving Practice

65. Problem Solving

66. Resources: Time and Money 8-10 hours per week for BEP coordinator BEP forms on NCR paper School supplies for BEP participants Reinforcements for BEP participants

67. Overview of BEP Forms BEP Program Explanation BEP Program Referral Form BEP Program Sample Daily Progress Cards BEP Meeting Process From

68. Research Articles Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10,158-70.

69. Responding to Problem Behavior in Schools: The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. www.guilford.com

70. The CICO Tools on your C.D.

71. Contents (BEP=CICO) BEP Program Readiness Checklist BEP/CICO Explanation BEP/CICO Referral Form BEP/CICO Parent Permission Form BEP/CICO Daily Progress Form BEP/CICO Fidelity of Information Measure BEP/CICO Monitoring Form BEP/CICO School Sample Program BEP/CICO Systems Monitoring Tool

72. CICO/BEP PROGRAM EXPLANATION

73. Completed? 1.Our school has a school-wide discipline system in place. This means that: a.We have decided on three to five rules, b.Taught the rules to students, c.Provide rewards to students for following the rules and d.Provide mild consequences for rule infraction.  Yes  No 1.We have secured staff “ buy in ” for implementation of Check-in/Check-out. This means the staff agrees that this is an intervention needed in the school to support students at risk for more severe forms of problem behavior.  Yes  No 1.There is administrative support for implementation of the Check-in/Check-out intervention. In essence, there is money allocated for the implementation of the program.  Yes  No 1.There have been no major changes in the school system that would prevent successful implementation of the Check-in/Check-out intervention. Major changes include things such as teacher strikes, high teacher or administrative turnover, or major changes in funding.  Yes  No 1.We have made implementation of the Check-in/Check-out one of our top three priorities for this school year.  Yes  No Check-in/Check-out Implementation Readiness Questionnaire Prior to implementation, it is recommended that the following features be in place. Please check the answer that best describes your school at this time.

74. Check in Check out Referral Process Check in Check out is a targeted group intervention that is designed to support students who are at-risk for developing significant behavior problems. To refer a student to the CICO program, please complete the following steps. 1. Complete a Check in Check out referral form (available in the office) 2. Return the form to __________’s mailbox 3. When the form is received, ___________ will contact you to set up a brief interview (10-15 minutes) 4. During the interview, we will determine whether CICO is appropriate for the student, and gather information to begin the program. 5. If it is determined the CICO is NOT appropriate for the student, we will work with you to determine an alternative. 6. If it is determined that CICO is appropriate for the student, a letter will be sent home to the caregiver. 7. Upon receiving parental permission, we will contact you to begin the program. Please be aware that it typically takes 5 days to start the program after the completion of the interview.

75. Date _______ Student _____________________________________ Grade _________ Teacher _____________________________________ Parent / Guardian _____________________________ I would like to include your child in our Behavior Education Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child. _____ I do give consent for my student to participate. _____ I do not give consent for my student to participate. ___________________________________ Date _________________________ ( Parent / Guardian ) For further information, please call: ______________ at 555-7525, Selena Williams Parent/Guardian Permission Letter

76. CICO BEP MEETING AGENDA

77. Check-In/Check-Out Contract I,, agree to work on these things this year. 1. 2. 3. I will work with __________________to keep track of my progress. I understand that I will have a chance to earn a reward each week when I meet my goals. A list of reward I would like include: 1. ______________________ 2._______________________ 3._______________________ I will try hard to do my best to meet these goals every day. Signature of Student I will do my best to help _________________meet his/her goals every day. _________________________ _____________________ Signature of CoordinatorSignature of Parent

78. The Check-In/Check-Out (CICO) Program Worksheet for Identifying Students for Participations Student name Number of major discipline referrals? Behavior not dangerous to self/others? Behavior across different locations? Behavior across different times? Does not find adult attention aversive?  Yes  No * “ Yes ” checked in each of the columns suggests a good match for student and the CICO The Check-In/Check-Out (CICO) Program Worksheet for Identifying Students for Participations

79. CICO Student Data MONITORING DATA FORM DateDayPoints Earned Points Possible Percentage of Points Met Goal?

80. DAILY PROGRESS REPORT

81. =Will try harder tomorrow: 1 point Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Behavior Report Card Adapted from Crone, Horner & Hawken (in press) Name: Date: Intervention Program: ____________________ Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Teacher comments:

82. Questions may be directed to: Steve Hamilton Sue Mack Steve svitto@muskegonisd.org