Transcript Daily Progress Report Example Name_________ Date_________
Check In – Connect – Check Out A Systematic Approach to Behavior Management for At Risk Students Dr. Zaf Khan PBSI Project Director MTSU
Designing School-Wide Systems for Student Success Academic Systems 1-5% Intensive Individual Interventions
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Individual Students
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Assessment-based
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High Intensity
Designing School-Wide Systems for Student Success Academic Systems Targeted Group Interventions
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Some students (at-risk)
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High efficiency
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Rapid response 5-10%
Designing School-Wide Systems for Student Success Academic Systems Universal Interventions
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All students
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Preventive, proactive 80-90%
Designing School-Wide Systems for Student Success Behavioral Systems 1-5% Intensive, Individual Interventions
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Individual Students
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Assessment-based
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Intense, durable procedures
Designing School-Wide Systems for Student Success Behavioral Systems 5-10% Targeted Group Interventions
•
Some students (at-risk)
•
High efficiency
•
Rapid response
Designing School-Wide Systems for Student Success Behavioral Systems 80-90% Universal Interventions
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All settings, all students
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Preventive, proactive
Elements of the BEP
• Organization/Structure • Identification/Referral • Contract • Basic BEP Cycle • Functional Assessment • Design of Support • Data Collection and Decision
Making
Daily Progress Report Example Name______________ Date_________ Goals Be Respectful 1 2 3 4 5 Be Responsible Be Safe TOTAL POINTS Teacher Initials Goal ______ Score_______ Student Signature _______________
Adult Supports
Workshops/Groups
• Organizational
Strategies
• Social Skills • Anger Management • Focus Groups
Adult Supports
(cont.) General Supports
• Check-in and Check-out • 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 (cont.) 2. At each class
• • •
3. Check out at end of day
• • • •
teacher completes card, or student completes self monitoring card/teacher checks and initials card review days points & goals receive reinforcer if goal met take successful card home precorrections
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
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
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.
Identification and Referral
• Multiple office referrals • Recommendation by teacher • Recommendation by parent • Time to action:
30 min to 7 days
Contract
• Agreement to succeed
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 (Crone, Horner, & Hawken, 2004)
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)
BEP Plan
BEP Cycle
Afternoon Check-In Weekly BEP Meeting Home Check-In Morning Check-In Daily Teacher Evaluation 9 Week Graph Sent Program Update EXIT
you?
Next Steps
• Is the BEP system appropriate for
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 to implement?
resources available
Are district resources available to support start-up?
Next Steps
(cont.)
• 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 1. At each class
• •
teacher completes card, or student completes self monitoring card/teacher checks and initials card
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
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 Be responsible Keep Hand & Feet to Self Follow Directions 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Be There – Be Ready TOTAL POINTS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
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)