BEP and Check-in/Check-out
Download
Report
Transcript BEP and Check-in/Check-out
Dr. Dana Morris
Jessica Barrett
Alcott Middle School
To prevent students who are
acting out from escalation and
provide them with more frequent
feedback on their behavior to
prevent future problem behaviors
•
•
•
•
•
•
•
•
•
•
Intervention is continuously available
Rapid access to intervention
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
Foundation of universal behavior support
Administrative support
Feedback to staff and from staff
Appropriate
Low level problem behavior (not severe)
3-7 referrals
Adult Attention
Behaviors occur across multiple locations
Examples:
Talking out
Minor disruptions
Work completions
Inappropriate:
Serious or violent behaviors/infractions
Extreme chronic behaviors (8-10 referrals)
Require more individual support
Functional Assessment
Wrap around services
One on one assistant
Behavioral specialist involved
Foundation of universal behavior support
Understanding of behavioral function
Data-based decision making
Faculty agreement to:
Support all students
Use recommended secondary interventions
Student recommended for
BEP/CICO
Behavioral Education Plan
(BEP)
Check-in/Check-out (CICO)
BEP/CICO is implemented
BEP Coordinator
summarizes data for
decision making
AM
check-in
Parent
Feedback
Regular
teacher
feedback
PM
Checkout
Bi-weekly meeting to
assess student progress
Revise
program
Exit
program
HAWK Report
Date ________
Student
_______________Teacher___________________
Be Safe
0 = Not Yet
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and objects
to self
Be Your Personal Best Teacher
initials
Use kind
words
and actions
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be responsible
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Keep Hand &
Feet to Self
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Follow Directions 0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be There –
Be Ready
1
2 0
1
2
0
1
2
0
1
2
0
1
2
TOTAL POINTS
0
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:
CICO Record
Name: ____________________________
0 = Need work, 1 = “OK” 2 = Nice Job
Date: ______________
Safe
Responsible
Respectful
Check In
0
1
2
0
1
2
0
1
2
Before
Recess
0
1
2
0
1
2
0
1
2
Before
Lunch
0
1
2
0
1
2
0
1
2
After Recess
0
1
2
0
1
2
0
1
2
Check Out
0
1
2
0
1
2
0
1
2
Today’s goal
Comments:
Today’s total points
For schools:
Program requires minimal resources
Requires minimal time and effort from teachers
Can be easily modified to meet the needs of multiple
students
Incorporates data-based decision making
For students:
Program can be applied in all school locations
Acknowledgement for appropriate school behavior
Linked home and school support
Program is organized to morph into self-monitoring
CICO daily points
Chad
100
80
% of possible pts
% of possible pts
CICO points earned
Trevor
60
40
20
0
1 3
5
7
9 11 13 15 17 19 21 23 25
days
100
80
60
40
20
0
1
2
3
4
5
6
7
days
8
9 10 11 12 13
Coordinator:
Facilitate morning and afternoon checks (in/out)
Get signed form from student, give new one
Maintain positive, constructive environment
Acknowledge successes
Teacher:
Obtain form from student each day
Monitor student behavior and mark card accurately
Provide feed back to student in positive and constructive
manner
School Team:
Identify students who may benefit
Monitor implementation
Evaluate effectiveness, modify, fade out as needed
Students:
Check in/out each day
Give form to teacher
Meet expectations
Take form home for parents signature and bring back
the next day
Data for decision making:
Team must have access to data
Team reviews data at least weekly
Lunch detention, tardy, referrals, attendance
Identified CICO Team:
Identify students who may benefit
Coordinates implementation
Reviews student progress
Makes modifications as needed
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
Peer attention – Provide peer attention for meeting
expectations
Check out with a friend
Sit with friend(s) at lunch
Brief free time with friend at end of class
Task avoidance:
Breaks, shorten work requirement
Access to assistance
Preferred work modality (i.e. groups)
Schedule of reinforcements:
More frequent check-in
Highly preferred coordinator
Pair attention with other rewards
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 still receives feedback from teacher
Self monitoring
Computerized system
Student isn’t checking in/out:
Determine the reason
Identify preferred person to check in/out with
Is this component needed?
Gradually decrease checks throughout the day – keep
check in/out
Remove check out
Remove parent feedback
Remove check in
Monitor behavior throughout
Expected behaviors stay the same
Reinforces stay the same
Students check in the same amount of times
Student monitors behavior using the CICO card
In-service on the “spirit” of the program
Supportive not punitive
Immediate feedback on behavior (types of statements,
what the ratings mean, example of feedback)
Follow-up forum to express concerns
Individual coaching
Boosters needed at least yearly
Meet with parents and students
Modeling and practice
Accepting feedback
Decision making
goals
http://:www.pbis.org