Transcript Daily Progress Report Example Name_________ Date_________

Check In – Connect – Check Out
Dr. Zaf Khan
PBSI Project Director
October 25, 2007
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Elements of the BEP
•
•
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Organization/Structure
Identification/Referral
Contract
Basic BEP Cycle
Functional Assessment
Design of Support
Data Collection and Decision Making
Daily Progress Report Example
Name_________
Goals
1
Date_________
2
3
4
5
Be Respectful
Be Responsible
Be Safe
TOTAL POINTS
Teacher Initials
Goal ______
Score_______
Student Signature ____________________
Adult Supports
• Workshops/Groups:
– Organizational
Strategies
– Social Skills
– Anger Management
– Focus Groups
• General Supports:
– Check-in and Checkout
– Homebase w/ teaching
– Breakfast/Lunch
Clubs
– Mentoring
– Think Tank in
Classroom
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
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
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
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.
Identification and Referral
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•
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•
Multiple office referrals
Recommendation by teacher
Recommendation by parent
Time to action:
– 30 min to 7 days
Contract
• Agreement to succeed
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–
Student
Parent
BEP coordinator
Teachers
• Contract may be written or verbal
– Better if written
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.
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)
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)
BEP Cycle
BEP Plan
Morning
Check-In
Weekly BEP Meeting
9 Week Graph Sent
Daily Teacher
Evaluation
Home
Check-In
Afternoon
Check-In
Program
Update
EXIT
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.
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
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.
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?
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.
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
Daily Progress Report
Goals
1/5
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Keep Hand &
Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Follow Directions 2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be There –
Be Ready
1
0
2
1
0
2
1
0
2
1
0 2
1
0
TOTAL POINTS
2
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)