Transcript SECONDARY INTERVENTIONS AND SYSTEMS

VISION COUNTS BUT
IMPLEMENTATION IS PRICELESS
SECONDARY INTERVENTIONS
AND SYSTEMS
Moving From Universal to
Secondary Interventions:
Setting Up Your Secondary
Interventions
Tom Ellison
Sullivan County BOCES
[email protected]
Training Expectations
P
B
I
S
Trainer Speaking
Group Activities
Play Nicely
Hold yourself to the same
standards you expect from
students.
Compliment each
other for good
ideas.
Be Courteous
Use a zero voice while speaker is Give everyone a
talking so others may hear.
chance to share.
to Others
Involve
Turn off cell phones.
Listen while
others are talking.
Think about all students in the
school while listening to ideas.
Ask opinions from
all participants.
Think about all staff in the school
while listening to ideas.
Use the
democratic
process.
Make notes on slides as ideas
appear or come to you.
Keep everyone on
task assigned as
time is tight.
Everyone
Stay on Task
Write questions and save.
AGENDA
• Review of Day One Concepts
• The Behavior Education
Program (BEP)
• Establish an Oversight System
• Establish a Referral System
• Create a Check In Check Out
Program
• Create a Monitoring System
• Troubleshooting
Training Objectives
• Create an integrated model for behavior
support systems within a school.
• Create a Behavior Support Intervention
(CICO)
• Create a Blueprint for Implementation and
Problem Solving
•Have a little fun, laugh!
Review of Key Concepts
From Day One
BIG IDEAS
Designing School-Wide Systems for Student
Success
A Response to Intervention Model
Academic Systems
Behavioral Systems
Tertiary Interventions
•Individual Students
•Assessment-based
•High Intensity
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small Group Interventions
• Some Individualizing
Universal Interventions
•All students
•Preventive, proactive
1-5%
5-10%
80-90%
1-5%
Tertiary Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
• Small Group Interventions
• Some Individualizing
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
6+ ODR
2-5 ODR
0-1 ODR
Tertiary Demos
Tertiary Demo School Reduces ODRs & Increases
Simple Secondary Interventions
40
36
number of students
35
30
25
20
15
10
5
5
5
1
0
Aug to Nov 2006
2-5 ODRs
Aug to Nov 2007
6+ ODRs
CICO*
*CICO = Check in, Check Out
How are we doing at the Universal
level? Review DO NOW
• Expectations defined? Posted clearly
• How often do we teach them? 1-2x a year plus
ongoing
• Do we meet as a team regularly? 1-3x monthly
• Are we acknowledging expected behaviors?
Feedback is critical
• Are we looking at data? EVERY MEETING
• Are we sharing data with staff? Monthly
• Are we self-assessing the systems (TIC)?2-4x
per year
Emphasis on Prevention
 Universal
 Reduce new cases of problem behavior
 Secondary
 Reduce current cases of problem behavior
 Tertiary
 Reduce complications, intensity, severity
of current cases
Positive Behavior Interventions & Supports
A Response to Intervention Model
Universal
Cool Tools
School-Wide Assessment
Environmental
adjustments
Incident Data
Teacher input
School-Wide Prevention Systems
•Analyze
Secondary
Student Data
•Group
Interventions
•Interviews,
Questionnaires,
Observations,
Simple FBA
•Simple Individualized
Interventions
Tertiary
•Multiple Perspectives/Multiple
settings, Complex FBA
•Multi-Disciplinary
Assessment & Analysis
•Complex individualized
interventions
•Team-Based Wraparound
Interventions
Adapted from T. Scott, 2004
School-wide
Positive
Behavior
Support
Systems
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
Practices
Systems
How things are
done.
•Referral Process
•Ongoing Team
Meetings
•Info packet ready for
families
•Staff trained and
supportive
•Support for teachers
available
How staff
interacts with
students
•Check n Connect
process
•Social skills groups
•Academic Support
•Targeted
reinforcement plan
Data
How decisions
are made.
•Data used for
referrals to secondary
•Student progress
monitored and shared
with student and
family
•System monitored
•Data shared with staff
PBIS “BIG IDEAS”
PBIS organizes the Host Environment
•
•
•
How decisions are made,
How things are done, and
How staff interact with students,
to ensure the sustained use of best
practices school-wide.
Data Decision Rules
If….
Focus On…
•More than 40% of students
received one or more ODR
•There are more than 2.5 ODR’s
per student
School-Wide System
•More that 60% of referrals come
from the classroom
•More that 50% of referrals come
from less than 10% of classrooms
Classroom System
•More than 35% of referrals come
from nom-classroom settings
•There are more than 15% of
students receiving referrals from
non-classroom settings
Non-Classroom System
Data Decision Rules
If….
Focus On…
•More than 10-15 students
receive more than 5 office
referrals
Secondary System
•Less than 10 students receive
more than 10 ODR’s
•Less than 10 students continue
the same rate of referrals after
receiving targeted group support
•A small number of students
destabilizes the overall
functioning of the school
Secondary/Individual
Systems with Problem
Solving Team Structure
BUILDING A SYSTEM OF
SUPPORT (SOS)
Big Ideas
• Secondary supports must be linked to the
function of the behavior.
• Secondary supports should address
instruction, curriculum and environmental
changes. (Set Kids Up For Success!)
• Behavioral support should make the problem
behavior irrelevant, ineffective & inefficient
• Secondary supports should always teach a
new way to behave.
• Secondary supports should be based on the
foundation of Universal Implementation.
Secondary Group Supports
• For those students who exhibit difficulties
despite proactive school-wide prevention
efforts
• Students who are at risk, but for whom high
intensity interventions are not essential
• Likely to be student with both academic &
behavioral challenges
• Approximately 10% of school population
How is Systematic Support
Different Than Other “Behavior
Card” Interventions
• A Secondary Intervention Implemented Within a SchoolWide System of Behavior Support
– Behavior Cards typically support existing classroom
expectations.
• Implemented in all settings, throughout the
school day
• All teachers and staff are trained & aware of
expectations
• Students identified proactively & receive support
quickly
• Team uses data for decision making to
determine progress
A Context for PBS
• Behavior support is the redesign of
environments, not the redesign of
individuals
• Positive Behavior Support plans define
changes in the behavior of those who will
implement the plan.
– A behavior support plan describes what we
will do differently.
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue
Behaving?
IT WORKS!
Terry Scott
“The biggest achievement gap
is between what kids can and
will do, between actual
achievement and their
potential.” Eric Cooper, National
Urban Alliance
“Kids do more when doing
works.” George Sugai, UCONN
Understanding “Function”
The most common problem behaviors in school
and in life serve one of two functions/purposes:
1. To Get Something (Obtain)
-attention, objects, power, selfstimulation
2. To Get Away From Something (Escape)
-tasks, situations, persons, feelings (ie.
embarrassment, anxiety)
Adapted from T. Scott, 1988
Premise Behind Function
All behavior serves a purpose
(function) for the individual and
has been strengthened or
reinforced by the environment.
Levels of
Functional Behavioral Assessment
• All levels of FBA focus on the same basic
goals:
– Define the behavior of concern
• Determine if behavior is a response class
– Identify the events that reliably predict occurrence
and non-occurrence
– Identify the consequences that maintain the behavior
in the most common “predictor conditions”
– Identify setting events that increase likelihood of
problem behavior.
• Summary statement
– Setting Event  Antecedent  Prob Beh  Consequence
Building FBA Capacity
Teachers School
District
Behavior
Staff
Specialist Specialist Analysts
Informal
FBA
Level I:
Simple FBA
Level II:
Complex
FBA
X
Level III:
Functional
Analysis
X
X
X
X
X
X
X
X
X
Primary Purposes of Functional
Behavioral Assessment
• The primary purpose of functional behavioral
assessment is to improve the effectiveness
and efficiency of behavior support.
• Behavior support plans built from functional
assessment are more effective
– Didden et al., 1997
– Carr et al., 1999
– Ellingson, et al., 2000;
Newcomer & Lewis, 2006
Ingram, Sugai & Lewis-Palmer
Filter (2004)
• Create order out of chaos
• Define contextual information, where, when, with whom,
etc.
PERCEPTION
C O M PE T IN G P A T H W A Y S
B E H A V IO R SU P P O R T
P LA N N IN G
Make Problem Behavior
Irrelevant
Examples of Interventions
Make Problem
Behavior
Inefficient
Make
Problem
Behavior
Ineffective
And Positive
Behavior
More
Effective
Effective Environments
• Problem behaviors are irrelevant
– Aversive events are removed
– Access to positive events are more common
• Problem behaviors are inefficient
– Appropriate behavioral alternatives available
– Appropriate behavioral alternatives are taught
• Problem behaviors are ineffective
– Problem behaviors are not rewarded
– Desired behavior ARE rewarded
There is a proverb which
says, “If you’ve told a child
100 times to do something
and they don’t do it…it isn’t
the child that is a slow
learner.”
THE B.E.P
Check In Check Out (CICO)
• VIDEO
Efficient Organization
& Systems of Support
• “The typical school operates 14 different
prevention activities concurrently, and the
typical activity is implemented with poor
quality.”
» Gottfredson, Gottfredson, Czeh, Cantor, Crosse &
Hantman, 2000
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special Education
~5%•
1. Identify existing practices
•
~15%
•
•
•
•
•
by tier
2. Specify outcome for each effort
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
Working Smarter
Initiative,
Project,
Committee
Response to
Intervention
(tier 1)
PBIS Universal
Team
CSE/IEP
Purpose
Outcome
Target
Group
Staff
Involved
Action
Plan
Organizing for Individual Student
Supports
District
School
CICO Team
PBS
Team
Student Support Team
Team Responsibilities
School
PBS Team
School-wide
Systems
CICO
Team
2-3 members of
School PBS Team
Student
Support Team
Simple FBA
Student selection
Design
District
of BIP
Support
Universal
Screening
CICO operation
Implement
Advanced
BIPFBA
CICO data
CICO and SST
team coordination
Data System
Report to School
PBS Team
Monitor
Individual
BIP and
support
report
FTE/
to School
resources
PBS team
Building-based
“Systems” Teams
•
•
•
•
May be all or some of __ team (IST, PRT)
Continuum of supports
Secondary/Tertiary Tracking Tool
Flexibly ‘prescribed’ building agenda
– Check on all levels of support (integrity)
– Discuss youths’ response to interventions
– Ensure adults & systems have needed
resources
Organization and Structure
• Coordinator
• Chair BEP meetings, faculty contact, improvement
• Specialist
• Check-in, check-out, meeting, data entry, graphs
• Together (Coordinator + Specialist) = 10 hours/wk
• Meeting 45 min per week
• Coordinator, Specialist, Sped faculty, Related Services
• All staff commitment and training
• Simple data collection and reporting system.
Decisions
Which team will…
• Collect and review secondary referrals?
• Review Office Referral data to screen for
kids needing secondary interventions?
• Coordinate with the staff
conducting/supporting secondary
interventions?
• Will review data collected and decide on
next steps. i.e. graduate from secondary,
increase to intensive?
Secondary CD
A
c
t
i
v
i
t
y
Time to get
going again.
Secondary Team
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Secondary/Tertiary Tracking Tool
Key: Actual referred/receiving: 1st #
Responding: 2nd #
Date
# of
Students in
Simple
Secondary
Intervention
# students in
Simple
Secondary
with
Individualized
Component/s
# Students
with Schoolbased/Simple
FBA/BIP
# of students
with
Multipledomain/setting
FBA/BIP
# students
supported with
Wraparound
Evaluating SOS Team 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 ways to provide feedback &
acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a
System of Support (SOS)?
• School-wide system of behavior support in
place
• Staff buy-in for implementation of the SOS
• Administrative support
– Time & money allocated
• No major changes in school climate
– e.g. teacher strikes, administrative turnover,
major changes in funding
• SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student, Family
and Staff “buy-in” for the SOS?
• Give SOS program a high profile in your
school
• Promote SOS as positive support not
punishment
• Collaboratively involve referring teachers
in SOS process
• Provide regular feedback to staff,
students, and families
Training Teachers/Families on
System of Support (SOS)
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
Training Students on
SOS System
• Meet with parents and students
• Modeling and Practice
• Accepting Feedback
• Decision-Making
– Goal
A
c
t
i
v
i
t
y
Time to get
going again.
How will you build support for your
secondary system, who will train
the staff?
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Why do Secondary Interventions
Work?
• Improved structure
• System for linking student with at least one positive adult.
• Student chooses to participate.
• Prompts are provided throughout the day for correct behavior.
• Student is “set up for success”
• First contact each morning is positive.
• “Blow-out” days are pre-empted.
• First contact each class period (or activity period) is positive.
• Increase in contingent feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be ignored or rewarded.
Why do Secondary Interventions
Work?
• Program can be applied in all school locations
• Classroom, playground, cafeteria (anywhere there is a
supervisor)
• Elevated reward for appropriate behavior
• Adult and peer attention delivered each target period
• Adult attention (and tangible) delivered at end of day
• Linking behavior support and academic support
• For academic-based, escape-maintained problem behavior
incorporate academic support
• Linking school and home support
• Provide format for positive student/parent contact
• Program is organized to morph into a selfmanagement system
• Increased options for making choices
• Increased ability to self-monitor performance/progress
Elements of the BEP/Check and
Connect Approach
•
•
•
•
•
•
•
Organization/Structure
Identification/Referral
Contract/Agreement
Basic BEP Cycle
Functional Assessment
Design of Support
Data Collection and Decision Making
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 form (prompt for positive interaction)
Contract/Agreement
• Agreement to succeed
–
–
–
–
Student: Student chooses to participate
Parent
BEP coordinator
Teachers
• Contract may be written or verbal
– Better if written
A
c
t
i
v
i
t
y
Time to get
going again.
Design an agreement form and process
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Personnel: Support Coordinator
•
•
•
•
•
•
Takes care of requests for assistance
Lead morning check-in/ afternoon check-out
Enter support data on spreadsheet – daily
Organize and maintain records
Create graphs for support meetings
Gather supplemental information for support
meetings
• Prioritize students in need of support for team
meetings
• Attends support meetings
Characteristics of an effective
Support coordinator
• Flexibility within job responsibility
(e.g., Ed. Asst.)
• Positive and enthusiastic
• Someone the students enjoy and trust
• Organized and dependable
• Works at school every day
A
c
t
i
v
i
t
y
Time to get
going again.
Identify the staff who will implement
your secondary system (Support Coordinator) and
the location.
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Identification and Referral
• Recommendation from Universal Team
based on data
• Recommendation by teacher
• Recommendation by family member
• Time to action: FAST
– 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support: Using a Multiple Gate
Approach:
• A Multiple Gate Approach is an efficient method for quickly identifying
students who might be in need of additional academic and social
supports.
• Usually employs three “gates”
– 1. Teacher rating of externalizing and internalizing behaviors.
– 2. Records review, including attendance, academic performance,
behavior reports.
– 3. Direct observations of class by trained professional (e.g. school
psych, social worker, counselor, etc..)
• Parent Interview & Discussion
– 1. Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supports.
– 2. Support may include academic tutoring, study skills, social
development, organizational support, etc..
A
c
t
i
v
i
t
y
Time to get
going again.
Design a referral form and process
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Critical Features of Secondary
Group Interventions
•
•
•
•
•
•
•
5-15% of student body
Intervention is continuously available
Rapid access to intervention (72 hr.)
Very low effort by teachers
Consistent with school-wide expectations
All staff/faculty in school are involved/have access
Flexible intervention based on descriptive
functional assessment
• Adequate resources (admin., team)
• Continuous monitoring for decision-making
General Secondary Process
• Inform of status & why targeted
• Provide option/s to participate (if appropriate)
• Review Universal Interventions that were already
conducted to establish foundation
• Identify sources of data
• Establish baseline data
• Determine skill set to be acquired (or goal)
• Create & implement plan
• Assess status & plan for follow-up
Secondary Group Interventions
Group Based Programming
Elements
4. Daily student-adult check-in and monitoring.
5. Regular and frequent opportunities for positive
reinforcement.
6. Home-school strengths-based
connection/partnership.
7. Connection to school-wide expectations/rules.
8. Efficient, consistent data collection system.
Examples of Group
Interventions
•
•
•
•
•
•
•
•
•
•
Newcomers Club
Homework Study Groups
Study Skills Instruction
Breakfast/Lunch Bunch
Anger Management Group
Grade-specific
Social Skills Club
Mentoring
Check-in – Check-out
Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
• Collect on-going data
• Inform & receive consent from all parties
• Least restrictive
– more students
– less time
– less complicated
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 form (prompt for positive interaction)
Examples of Secondary Group
Interventions
• The Behavior Education Plan (BEP)
• Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly
Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne
Hawken
• Robert March & Rob Horner
• Feasibility and Contributions of Functional Behavioral Assessment
in Schools
» Journal of Educational and Behavioral Disorders
• Leanne Hawken & Rob Horner
• Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support. Journal of Behavioral Education
Secondary Group Interventions:
Behavior Education Program (BEP)
Check-n-Connect
(March & Horner, 1998)
BEP Daily Cycle
1.
Check in at office upon arrival to school
*reminder binder
*precorrections
*turn in previous day’s signed form
*pick-up new form
*review daily goals
Secondary Group Interventions continued…
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
Secondary Group Interventions
continued…
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 – celebrate (if not
returned, simply go on)
6. Weekly BEP meeting with data graphing
Check In Check Out Program
• Have the student check in with a
preferred adult first thing in the
morning- before they go to their first
class.
• Have them check in again at the end
of the day with this preferred adult.
– This adult will check to see how the
day is going and prevent things
that might be brewing.
– Some children will need to check in
throughout the day.
Hawken, 2006; Horner & O’Neil, 2006
How Does It Work?
Basic Cycle
• Morning check-in
– Greeted positively
– Get daily progress report
– Offered encouragement
• Give form to each teacher prior to each period. (will
also be used in cafeteria and recess)
• End of day check-out
– Points tallied
– Reinforcement, if earned
• Daily progress report copy taken home and signed.
• Return signed copy next morning.
BEP/Check and Connect 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
• HUGS:
–Hello
–Update
–Good-bye
SECONDARY INTERVENTION EXAMPLE
H. U. G.
Hello- Touch base first thing in the morning. Get
day off to a positive start.
Update- See student briefly at mid-day. See how
things are going, give encouragement.
Goodbye- Meet at end of the day. Review, praise,
encourage. Talk about what went right and make a
plan to address those things that didn’t.
Check inCheck out
Earned
reward
Home
check
-in
Morning
check-in
with
preferred
adult
Graph
points
End of day
check-out
with
preferred
adult
Hourly
teacher
evaluation
Review points
Graph
points
Hourly
teacher
evaluation
Mid-day
check in
with
preferred
adult
Adapted from
Hawken 2008
The quickest way to change behavior….in
anyone.
Research indicates that you
can improve behavior
by 80% just by pointing out
what someone is doing
correctly.
A
c
t
i
v
i
t
y
Time to get
going again.
Identify & describe your
secondary interventions (s)
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Student-Teacher Rating Form
Date:
Student
Hour One
Hour Two
Hour Three
Hour Four
Hour Five
Hour Six
Respect
Self
Respect
Others
Respect
Property
Total
Points
3= Great Day- No or very few behavioral learning opportunities occurred
2= Pretty Good Day- few behavioral learning opportunities occurred
1= This day could have been better- more than a few behavioral learning opportunities occurred
Student Signature: _________________________________________________
Teacher Signature: _________________________________________________
Parents' Signature: _________________________________________________
For younger students use smiling faces:
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
Goals
Am to
Midmorning
Be Safe
Be Kind
Be
Responsible
Midmorning to
Lunch
Lunch
PM to break
Break to dismissal
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
Total
Points
Teacher
Initials
Daily Goal _____/______
Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate his/her progress.
AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM –Break_______________________________________
PM-dismissal_______________________________________________
Other__________________________________________
EXPECTATIONS
EL
A
MATH
ENC.#
1
ENC.#
2
SCI.
SOC.
ST.
READ
.
LUNCH
RECESS
TOTAL
S
Homework Completed
+1
Progress Report Returned
+1
Being Responsible
+1
Being Respectful
+1
Being There, Being Ready
+1
Following Directions
+1
T1
+0
T2
-1
SUB TOTAL:
Possible Total Points Earned:
47
TOTAL POINTS EARNED:
______
KEY:
45– 47
Excellent
42 – 44
39 – 41
Good
Fair
PARENT’S/GUARDIAN’S SIGNATURE: ___________________________________________________________
COMMENTS:
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________
Daily Progress Report
1/5
Goals
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
KENNEDY CARD
Name _____________________________________________________
Material
s
To Class
Worked
and Let
Others
Work
Follow
Directions
the First
Time
Teacher
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
36
Goal =
Parent
POINT SHEET
Name:__________________
Date:______________
= 2 points
= 1 point
= 0 points
GOALS
Keep my hands,
feet, body, and
objects to myself.
Say nice things or
no things to other
people.
Follow adult
directions the first
time.
Morning
Reading
Points
received________________
Points
possible________________
Daily goal reached? YES NO
Math
Afternoon
Designing Daily Progress Reports
• Determine behavioral expectations
– School-wide expectations
– Academic vs. behavioral expectations
• Expectations stated positively
• Range of scores
– Rating scales should be age appropriate
• Teacher friendly
– circling versus writing & place for teacher initials
– consistent expectations versus individual expectations
• Data easy to summarize and determine if goal
is met
What’s in a name?
BEHAVIOR REPORT CARD
WRITER
http://www.interventioncentral.org/
Student/Teacher Rating Scale
A
c
t
i
v
i
t
y
Time to get
going again.
Design a Daily Progress Report
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
Data Collection for DecisionMaking
•
•
•
•
•
•
Monitor points earned each day
Office Discipline Referrals
T1/T2 Usage
Attendance
Grades
Regular use of data by team
• Outcome Data
Graph the Information
• Is it really necessary to graph??
Absolutely!!
 It allows you to see patterns in the behavior
 It allows you to see change that may be too
slow to see with the naked eye
 It allows for better interpretation of your data
 It makes sense out of the numbers
 We are visual beings
P o i n t s
Daily Data Used for Decision Making
Ryan's BEP Performance
o f
2000-2001
P e r c e n t a g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
P e r c e n t a g e
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Rate of Incident Pre and Post
Check and Connect Initiative
1.6
1.4
1.2
1
0.8
Incidents/Day
0.6
0.4
0.2
0
Pre
Post
Study reflects performance of 11 students chosen to participate in check and
connect initiative. Results reflect a decrease in the rate of incident of 71%.
ODRs By Student
12
10
Pre Check & Connect
Post Check & Connect
6
4
2
Student
JS
R
A
FC
L
H
A
C
H
A
h
JS
O
L
0
JJ
# of ODRs
8
Unexcused Absences By Student
25
20
Pre Check & Connect
Post Check & Connect
15
10
5
Student
R
JS
M
AR
AM
FC
ET
HL
AB
CA
AM
AH
JS
h
SS
RZ
M
O
EB
0
JJ
# of unexcused absences
30
Implementing SOS with Individual Students
Effective School–Wide System in Place
Student not responding to school-wide
Expectations
Implement Basic SOS
•Increased structure, check-in, checkout
•Frequent feedback
•Connection with key adult
Implement Basic SOS
Is the Basic SOS
Is
Yes
Working?
•Continue with Basic
SOS
• Transition to selfmanagement
No
Conduct Brief Functional Assessment
•What is the problem behavior?
•Where does the problem behavior
occur/not occur?
•Why does the problem behavior keep
happening?
Excel Secondary
Data System
Excel Program
A
c
t
i
v
i
t
y
Time to get
going again.
How will you track progress?
Who will supervise data?
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
A
c
t
i
v
i
t
y
Time to get
going again.
Develop a reinforcement system
Group Feedback & Discussion
Attention
1
Minute
What’s on your mind??
PLEASE
Please
THE B.E.P
Check In Check Out (CICO)
• VIDEO
FAQs
Why Do Interventions Fail?
•
•
•
•
•
•
•
􀁸 Bad data for decision making
􀁸 Un-measurable outcome objectives
􀁸 Low quality plan
􀁸 Poor implementation of plan
􀁸 Lack of regular & sustained monitoring
􀁸 Inadequate support for implementers
􀁸 Failure to implement/adopt functionbased approach
Common roadblocks at
Secondary/Tertiary Levels
• Missing the need for a S-W “Booster”
• Skipping the efficient “Group Intervention”
– Grade level (K, 9th), Location, Check-nConnect, SW groups
• Making group interventions too
cumbersome for adults (simple works well)
• Data at the Secondary level missing
• Forgetting that levels are “in addition to”
• Waiting too long to TRY something
Elements of the BEP/Check In
Check Out Approach
•
•
•
•
•
•
•
Organization/Structure
Identification/Referral
Contract/Agreement
Basic BEP Cycle
Functional Assessment
Design of Support
Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) & predictable
problem behavior
2) Specify expected behaviors
3) Systematically modify the context
4) Conduct behavioral rehearsals
5) Provide strong reinforcement
6) Prompt expected behaviors
7) Monitor the plan
Study: Colvin, G., Sugai, G., Good III, R.H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology
Quarterly, 12, 344-363.
Effect of Supervisor Interactions on Problem Behavior
Results of Pre-Correction Study
Major Findings:
• Active supervision combined with pre-correction
significantly reduced problems
• Active supervision defined as: Moving around,
looking around and interacting with children
• Interactions between supervisor and children
negatively correlated to high degree (-83%)
• Actual number of adults present did not affect
student behavior (range 1-5)
• Some students persisted with problem behavior
implying they needed a more individualized
intervention.
Summary
• Secondary interventions are:
– Less time intensive, more cost effective.
– Best for low level problem behavior (e.g. talkouts, minor disruption, task completion)
– Efficient because they use a similar set of
strategies across a group of students who
need similar support
– Effective because they focus on decreasing
problem behavior in the classroom thereby
increasing academic engagement and
decrease office referrals
?????????
Celebrate and sustain yourselves
WEB RESOURCES
Positive Behavior Support National Center
www.pbis.org
School-Wide Information Systems
www.swis.org
Intervention Central
www.interventioncentral.org
Oregon Research Institute
www.ori.org
Great info on support for families you serve
Oregon Social Learning Center
www.oslc.org
Focus on community based interventions
Illinois Statewide PBIS Initiative
www.ilpbis.org
WHEN ALL ELSE
FAILS…
Duck tape.
It fixes
everything.
Thank you for all you do
and for your support!!!!!
Tom Ellison
[email protected]