Implementing Implementing Targeted Group Targeted Group Interventions at Interventions at the School, the School, District and State District and State Level Level Susan Barrett, MD State Susan Barrett, MD State Coordinator Coordinator Elsa Velez, Charles County PBIS Elsa Velez, Charles County PBIS Coordinator Coordinator Toni Melton, Principal, Indian Toni Melton, Principal, Indian Head ES Head ES Ron Stup, Matthew Henson MS Ron Stup, Matthew Henson MS
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Implementing Targeted Group Interventions at the School, District and State Level Susan Barrett, MD State Coordinator Elsa Velez, Charles County PBIS Coordinator.
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Implementing Implementing Targeted Group Targeted Group Interventions at Interventions at
the School, District the School, District and State Leveland State LevelSusan Barrett, MD State Susan Barrett, MD State
CoordinatorCoordinatorElsa Velez, Charles County PBIS Elsa Velez, Charles County PBIS
CoordinatorCoordinatorToni Melton, Principal, Indian Head Toni Melton, Principal, Indian Head
ESESRon Stup, Matthew Henson MSRon Stup, Matthew Henson MS
www.pbismaryland.orgwww.pbismaryland.org
Advance OrganizerAdvance Organizer
PBIS MarylandPBIS Maryland Moving up the triangle using BEPMoving up the triangle using BEP State and District SupportState and District Support School ExamplesSchool Examples
Indian Head ElementaryIndian Head Elementary Matthew Henson Middle SchoolMatthew Henson Middle School
PBIS MarylandPBIS Maryland
467 trained SW-PBS467 trained SW-PBS State and Local Leadership TeamsState and Local Leadership Teams 257 Behavior Support Coaches257 Behavior Support Coaches Infrastructure to support Infrastructure to support
implementation at the universal effortimplementation at the universal effort What additional resources are needed What additional resources are needed
to implement, support and sustain to implement, support and sustain large scale implementation of BEP?large scale implementation of BEP?
What is a BEP?What is a BEP?
AcknowledgementsAcknowledgementsRob Horner, Leanne Hawken, Rob MarchRob Horner, Leanne Hawken, Rob MarchFern Ridge Middle SchoolFern Ridge Middle SchoolClear Lake ElementaryClear Lake ElementaryBohemia ElementaryBohemia ElementaryKennedy Middle SchoolKennedy Middle SchoolEffective Behavior Support Team- University of Effective Behavior Support Team- University of OregonOregon
This project was supported by Grant No. H324B000075, a Student Initiated Project, This project was supported by Grant No. H324B000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred. of Education and such endorsements should not be inferred.
Implementing a Continuum of Implementing a Continuum of Behavior SupportBehavior Support
80-85% of students will be supported by 80-85% of students will be supported by
Targeted Group Interventions•Some students (at-risk)•Rapid response•Similar procedures across students
Universal Interventions•All settings, all students•Preventive, proactive•Ex. School-Wide Behavior Support
Continuum of Effective Behavior Support
Continuum of Support for Continuum of Support for Secondary-Tertiary Level Secondary-Tertiary Level
SystemsSystems Targeted group interventionsTargeted group interventions Targeted group with a unique feature for an Targeted group with a unique feature for an
individual studentindividual student Individualized function based behavior support Individualized function based behavior support
plan for a student focused on one specific plan for a student focused on one specific problem behaviorproblem behavior
Behavior Support Plan across all settings (ie: Behavior Support Plan across all settings (ie: home and school)home and school)
Wraparound: More complex and comprehensive Wraparound: More complex and comprehensive plan that address multiple life domain issues (ie: plan that address multiple life domain issues (ie: home, school and community)home, school and community)
Behavior Support Behavior Support ChallengesChallenges
Resources (time & money) in schools Resources (time & money) in schools are scarceare scarce
Match level of support to level of Match level of support to level of challengechallenge
Need an Need an efficient efficient and and effectiveeffective intermediate level intervention intermediate level intervention system that system that targets targets students at-risk students at-risk but not currently engaging in severe but not currently engaging in severe problem behavior problem behavior
Things to Consider Things to Consider First…First…
Establishment of a Universal System Establishment of a Universal System (School-Wide) Does Not Guarantee (School-Wide) Does Not Guarantee Individual Teachers are Individual Teachers are Implementing with High IntegrityImplementing with High Integrity
Students Who Appear “At-Risk” May Students Who Appear “At-Risk” May Benefit More When Teacher Benefit More When Teacher Improves Skills in Behavior Improves Skills in Behavior Management Then Participate in Management Then Participate in Targeted InterventionsTargeted Interventions
Is It Really Resistance Is It Really Resistance For Intervention?For Intervention?
Before Implementing a Secondary Before Implementing a Secondary Intervention, You Must Ask:Intervention, You Must Ask:
Is the Student Receiving Is the Student Receiving an Adequate “DOSE” of the an Adequate “DOSE” of the Universal Intervention?Universal Intervention?
Behavior Education Behavior Education Program (BEP)Program (BEP)
Features:Features: Students identified and receive support within a Students identified and receive support within a
weekweek Check-in and check-out daily with an adult at Check-in and check-out daily with an adult at
schoolschool Regular feedback and reinforcement from Regular feedback and reinforcement from
teachersteachers Family componentFamily component Daily performance data used to evaluate Daily performance data used to evaluate
Critical Features of BEPCritical Features of BEP Intervention is continuously availableIntervention is continuously available Rapid access to intervention (72 hr)Rapid access to intervention (72 hr) Very low effort by teachersVery low effort by teachers Positive System of SupportPositive System of Support
Students agree to participateStudents agree to participate Implemented by all staff/faculty in a schoolImplemented by all staff/faculty in a school Flexible intervention based on assessmentFlexible intervention based on assessment
weekly meeting, plus 10 hours a weekweekly meeting, plus 10 hours a week Continuous monitoring for decision-makingContinuous monitoring for decision-making
Why does the BEP work?Why does the BEP work? Improved structureImproved structure
Prompts throughout the day for correct behaviorPrompts throughout the day for correct behavior System for linking student with at least one adultSystem for linking student with at least one adult
Increase in contingent feedbackIncrease in contingent feedback Feedback occurs more often and is tied to student Feedback occurs more often and is tied to student
behaviorbehavior Inappropriate behavior is less likely to be rewardedInappropriate behavior is less likely to be rewarded
Elevated reward for appropriate behaviorElevated reward for appropriate behavior Adult and peer attentionAdult and peer attention
Linking school and home supportLinking school and home support Organized to morph into a self-management Organized to morph into a self-management
systemsystem
BEP Check-in/Check-Out Record
Date:__________________ BEP Coordinator:_________________
Check-In Check-Out
Student NameStudent Name
PaperPaper PencilPencil NotebookNotebook BEP BEP parent parent copycopy
BEP ScoreBEP Score
JasonJason √√ √√ √√ √√ 9090
LeanneLeanne √√ √√ 8585JuanJuan √√ √√ √√ √√ 6060
KiranKiran √√ √√ 100100
AlexaAlexa √√ √√ √√ √√ 9595
JaceyJacey √√ √√ √√ 9090
0
20
40
60
80
100
Perc
enta
ge o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision Daily Data Used for Decision MakingMaking
Getting the BEP Getting the BEP Started In Your Started In Your
SchoolSchool
Is My School Ready to Is My School Ready to Implement a Implement a BEP System? BEP System?
(see BEP Self Assessment Questionnaire)(see BEP Self Assessment Questionnaire) School-wide system of behavior support in School-wide system of behavior support in placeplace
Staff buy-in for implementation of the BEPStaff buy-in for implementation of the BEP Administrative supportAdministrative support
Time & money allocatedTime & money allocated No major changes in school climateNo major changes in school climate
e.g. teacher strikes, administrative turnover, e.g. teacher strikes, administrative turnover, major changes in fundingmajor changes in funding
BEP implementation a top priority BEP implementation a top priority
BEP in MarylandBEP in MarylandSY 2005-06SY 2005-06
Pilot- Pilot- Criteria established /Letter to POCCriteria established /Letter to POC
11 Schools nominated, teams formed11 Schools nominated, teams formed 2 day training-Dr. Leanne Hawken2 day training-Dr. Leanne Hawken Site visitsSite visits Charles CountyCharles County
SY 2006-07SY 2006-07
Southern Regional Training-August Southern Regional Training-August 20062006-11 Schools in Charles County (44 %)-11 Schools in Charles County (44 %)- Site Visits - Site Visits
-Evaluation-Evaluation-Training CD-Training CD-BEP Coordinator training Fall 2006-BEP Coordinator training Fall 2006
Western Regional Training November Western Regional Training November 20062006
-Training CD-Training CD
Data, Systems, PracticesData, Systems, Practices
SystemsSystems State and District Support-funding for State and District Support-funding for
trainings, FTE for site visits and trainings, FTE for site visits and evaluation, COACHINGevaluation, COACHING
Establishing criteria Establishing criteria Site VisitsSite Visits Forms, Checklists, Data Collection across Forms, Checklists, Data Collection across
Getting Started BEP Team Getting Started BEP Team ChecklistChecklist
Personnel AssignedPersonnel Assigned Administrator commitmentAdministrator commitment Team FormedTeam Formed BEP Coordinator Identified to oversee implementationBEP Coordinator Identified to oversee implementation Room(s) identifiedRoom(s) identified morning, mid day and afternoon CICO routine establishedmorning, mid day and afternoon CICO routine established
How will students be identified/referred? Will the team use How will students be identified/referred? Will the team use FACTS, Guess and Check to determine function/skill deficit?FACTS, Guess and Check to determine function/skill deficit? AcademicAcademic Behavior (escape or attention maintained)Behavior (escape or attention maintained) Academic and behaviorAcademic and behavior
Determine Goals for Students on programDetermine Goals for Students on program System in place to track student progress on the BEP (DPR and System in place to track student progress on the BEP (DPR and
spreadsheet created)spreadsheet created) What will be the reinforcers?What will be the reinforcers? In-service for all staff on how to refer, implement, support BEP In-service for all staff on how to refer, implement, support BEP
processprocess Provide information to parents regarding program via newsletter, Provide information to parents regarding program via newsletter,
parent conference, or orientationparent conference, or orientation
Ongoing ActivitiesOngoing Activities BEP team meets monthlyBEP team meets monthly BEP team reviews data- (What impact on BEP team reviews data- (What impact on
individual students? What is the impact individual students? What is the impact larger school environment? What is the larger school environment? What is the cost benefit? What academic impact ?)cost benefit? What academic impact ?)
Modify documents/process/procedures?Modify documents/process/procedures? How will BEP be modified for students How will BEP be modified for students
who are not experiencing success?who are not experiencing success? How will students be faded off of BEP?How will students be faded off of BEP? BEP team provides report to student, BEP team provides report to student,
parent, school staff?parent, school staff?
Data/EvaluationData/Evaluation
Tracking FidelityTracking Fidelity BEP Team ChecklistBEP Team Checklist BEP/FIMBEP/FIM
Trainings (Team, Coordinators, Trainings (Team, Coordinators, Coaches)Coaches) Team attends one day with Team attends one day with
administratoradministrator Linked to School-wide teamLinked to School-wide team Action Planning TimeAction Planning Time Follow Up trainingFollow Up training
Materials: CD, Materials: CD, BEP BookBEP Book
Responding to Problem Behavior in Schools:The Behavior Education Program
A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.
Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00
Develop according to the needs of your Develop according to the needs of your own schoolown school
Example:Example: “To identify and respond to “To identify and respond to students in need of additional supports students in need of additional supports within the school environment, and to within the school environment, and to ensure their success through ensure their success through individualized progress monitoring and individualized progress monitoring and data-based decision making.”data-based decision making.”
How is BEP different?How is BEP different?
Intervention within a well established Intervention within a well established school-wide systemschool-wide system
Can be implemented in all setting, Can be implemented in all setting, throughout the school daythroughout the school day
Teachers and staff are trainedTeachers and staff are trained Proactive identification of students Proactive identification of students
and support received quicklyand support received quickly Team uses data to determine progressTeam uses data to determine progress
Getting StartedGetting Started
SW PBS in placeSW PBS in place Administrative supportAdministrative support Faculty/staff buy-inFaculty/staff buy-in 2+ years of success implementing PBIS2+ years of success implementing PBIS BEP one of top 3 priorities for school BEP one of top 3 priorities for school
Lessons LearnedLessons Learned Action PlanAction Plan Start SmallStart Small Meet often at beginning of implementation Meet often at beginning of implementation
phasephase Select staff who are positive and students trustSelect staff who are positive and students trust Provide support to BEP coordinators and Provide support to BEP coordinators and
coachescoaches Appoint and train a back up coordinatorAppoint and train a back up coordinator Every school is uniqueEvery school is unique Careful select studentsCareful select students Keeping students too long or not long enoughKeeping students too long or not long enough
Follow UpFollow Up
Site visitsSite visits Monthly meetings with PBIS Monthly meetings with PBIS
CoachesCoaches Data-based decision trainingData-based decision training Replacement skills trainingReplacement skills training
Indian Head Elementary Indian Head Elementary SchoolSchool
BEP GOALBEP GOAL
The goal of our The goal of our BEP is to help BEP is to help students decrease students decrease problem behaviors problem behaviors in our classrooms, in our classrooms, increase academic increase academic involvement and involvement and reduce office reduce office referrals.referrals.
Critical Features of BEPCritical Features of BEP
Principal SupportPrincipal Support Students agree to Students agree to
participateparticipate Positive BEP StaffPositive BEP Staff Continuous Continuous
intervention for intervention for studentsstudents
Data shared with Data shared with staffstaff
CRITICAL BEP TEAM CRITICAL BEP TEAM MEMBERSMEMBERS
Highly motivated Highly motivated and positive staff and positive staff membersmembers
Flexible scheduleFlexible schedule Data collection and Data collection and
inputinput
For Whom Is BEP For Whom Is BEP Appropriate?Appropriate?
Low level problem behavior (not Low level problem behavior (not severe)severe)
3-7 office referrals where problems 3-7 office referrals where problems occur in varied locationsoccur in varied locations
How are students How are students selected?selected?
Staff training of BEP and referral process.Staff training of BEP and referral process. Refer students who are:Refer students who are:
Yellow zone studentsYellow zone students Students who fail to respond to school-wide and Students who fail to respond to school-wide and
classroom expectations.classroom expectations. Students who are not engaged in dangerous or extreme Students who are not engaged in dangerous or extreme
disruptive behaviors.disruptive behaviors.
Teachers submit referrals to administration.Teachers submit referrals to administration. Principal, Vice Principal and School Principal, Vice Principal and School
Psychologist review referrals and select Psychologist review referrals and select students for BEP.students for BEP.
Students want to participate.Students want to participate. Written parental consent obtained.Written parental consent obtained.
Students shop for prizes when they reach their Students shop for prizes when they reach their daily goal five times.daily goal five times.
Students receive a Dream Catcher for checking Students receive a Dream Catcher for checking in and out each day.in and out each day.
What Happens When Our What Happens When Our Students Reach the Students Reach the
Goals?Goals? Self-MonitoringSelf-Monitoring
90% of the time for 6 weeks90% of the time for 6 weeks Student completes a DREAM Card along with Student completes a DREAM Card along with
the classroom teacher.the classroom teacher.
Independent Self-Monitoring CardIndependent Self-Monitoring Card Teacher and student cards match for (85% or Teacher and student cards match for (85% or
more) of the items on the DREAM Card.more) of the items on the DREAM Card. Lunch celebration with Principal, Vice Principal, Lunch celebration with Principal, Vice Principal,
School Psychologist, BEP Staff, and Parent!School Psychologist, BEP Staff, and Parent! Monthly meeting with BEP Team to discuss Monthly meeting with BEP Team to discuss
progress.progress.
Classroom Teacher’s Classroom Teacher’s RoleRole
Greet the student.Greet the student. Provide feedback at predetermined Provide feedback at predetermined
times by:times by: Rating behaviors on the DREAM CardRating behaviors on the DREAM Card Explain the rating to the studentExplain the rating to the student
Prompt appropriate behavior by Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”saying, “Tomorrow, let’s work on…”
ResourcesResources
School AllocationSchool Allocation PBIS GrantPBIS Grant Donations from local businessesDonations from local businesses
Wal-martWal-mart JayceesJaycees
Our PTOOur PTO
Why Does the BEP Work?Why Does the BEP Work?
Improved structureImproved structure Prompts are provided throughout the day for correct Prompts are provided throughout the day for correct
behavior.behavior. System for linking student with at least one positive adult.System for linking student with at least one positive adult.
Student is “set up for success”Student is “set up for success” First contact each morning is positiveFirst contact each morning is positive First contact each class period (or activity period) is First contact each class period (or activity period) is
positive.positive.
Increase in feedback to studentIncrease in feedback to student Feedback occurs more often and is tied directly to student Feedback occurs more often and is tied directly to student
behavior.behavior. Inappropriate behavior is less likely to be ignored or Inappropriate behavior is less likely to be ignored or
““This school year was the hardiest year I ever had. This This school year was the hardiest year I ever had. This year’s fifth grade went to Lackey Pool for water safety. In year’s fifth grade went to Lackey Pool for water safety. In Math, I brought up my grades. I was in Check-In/Check-Out.Math, I brought up my grades. I was in Check-In/Check-Out.
I was in Check-In/Check-Out because of my behavior. I was in Check-In/Check-Out because of my behavior. When I started that program my behavior started to improve When I started that program my behavior started to improve a lot. Then I was on self-monitoring for 30 days. I had to sign a lot. Then I was on self-monitoring for 30 days. I had to sign the sheet and the teachers had to sign a sheet that showed the sheet and the teachers had to sign a sheet that showed how I behaved in class. I did good on that, so I went onto how I behaved in class. I did good on that, so I went onto complete self-monitoring. I had to sign it myself. Then I complete self-monitoring. I had to sign it myself. Then I graduated from the program. I was the first one to graduate. graduated from the program. I was the first one to graduate. I was so happy and proud of myself. I couldn’t have done it I was so happy and proud of myself. I couldn’t have done it without Mrs. Boyd and Mrs. Chotkowski.without Mrs. Boyd and Mrs. Chotkowski.
I am so happy that I am about to go I am so happy that I am about to go to middle school. I will really miss all to middle school. I will really miss all my teachers. Especially, Mr. my teachers. Especially, Mr. Stouffer, my homeroom teacher. He Stouffer, my homeroom teacher. He was nice to me all the time. I don’t was nice to me all the time. I don’t want to leave fifth grade, but I have want to leave fifth grade, but I have to. It is sad to see elementary school to. It is sad to see elementary school go.”go.”
3535 Livingston Road Indian Head, MD 20640 (301) 375-8550 Main Office (301) 753-1784 Metro Line (301) 375-9216 FAX www.ccboe.com/henson
Husky Consequences
1. Warning—self-monitoring
2. Student/Teacher Conference
3. Parent/Teacher conference
4. Student/Guidance conference
5. Administrative referral
Commitment Be there
Make good choices
Carry and use your student planner
Be prepared
Complete classwork
Complete homework
Study
The Charles County Public School system does not dis-criminate on the basis of race, color, religion, national ori-gin, sex, age, or disability in its programs, activities, and
employment practices. For inquiries, please contact Keith Grier, Title IX Coordinator, or Patricia Vaira, Section 504
Coordinator (students), or Keith Hettel, Section 504 Coordi-nator (employees/adults), at Charles County Public
Schools, Jesse L. Starkey Administration Building, P.O. Box 2770, La Plata, Maryland 20646; 301-932-6610/870-3814. For special accommodations call 301-934-7230 or
TDD 1-800-735-2258 two weeks prior to the event.
Husky Expectations
Purpose The purpose of the Matthew Henson
School-wide Positive Behavior Intervention
and Support program is to establish and
maintain safe and effective school environ-
ment that maximizes the academic
achievement and behavioral competence
School-wide PBIS is a broad range of systemic
and individualized strategies for achieving
important social and learning
outcomes while preventing problem behaviors with all
students
Guiding Principles
Academic achievement and behavior competence are the results of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes: 1. school-wide interventions for all learners (Universal), 2. specialized interventions for learners who are at risk for academic or social
failure due to behavior challenges (Targeted), and, 3. individualized interventions for students with intense/chronic behavior
challenges (Intensive).
PBIS Behavioral System Charles County Public Schools
Major Components: Common approach to discipline, Positively stated expectations for all
students and staff, Procedures for teaching these expec-
tations to students, Continuum of procedures for encour-
aging demonstration and maintenance of these expectations,
Continuum of procedures for discour-aging rule-violating behavior, and
Procedures for monitoring and evaluat-ing the effectiveness of the discipline system on a regular and frequent ba-sis.
Designing a School-Wide System for Student Success: A Continuum of Supports
Intensive Individual Intervention
Tri-County Youth Services Counseling Student Studies Team (SST) Referral Individual Counseling—Guidance Marine Mentors Teacher Mentors Alternative School Placement
Targeted Group Interventions
Behavior Education Program —”Huskies Report” “Check and Connect” Group Counseling—Guidance Marine Mentors Teacher Mentors
Universal Interventions
Husky Expectations Husky Consequences “Husky Bucks” “Be There Bucks” Charles County Public Schools—”Code of Conduct” Matthew Henson Middle School—”Handbook for Students and Parents”
Intensive Individual Intervention
Individual Students Assessment Based Intense, durable procedures
Targeted Group Interventions
Some students (at risk) High efficiency Rapid Response
Universal Interventions
All students Preventive Proactive
80—90%
5—10%
80—90%
1—5%
5—10%
1—5%
Behavior Education Program
H elping
Yo U
S ucceed -
K eeping
I t
E xcellent in
S chool
Overview of the BEP• Purpose
– Help students become more successful by preparing them for each day and by providing positive feedback throughout the school day for following the behavior expectations
• Target students– “Yellow Zone” students who need additional support/reinforcement
to consistently demonstrate Pride, Spirit, and Commitment
• Procedures– Check-in– HUSKIES Report completed throughout the day– Positive feedback given at the end of each class– Check-out– Graphs and letters home– Phase out with replacement behaviors
The HUSKIES REPORT Program is a school-wide prevention program for students who are starting to engage in problem behavior. It is similar to the contract system we have been using in our school but is more formalized and will support yellow zone students (up to 6 students in each grade). The goal of the HUSKIES REPORT Program is to catch students early who are acting out and provide them with more frequent feedback on their behavior to prevent future problem behavior. Below are answers to some frequently asked questions about the HUSKIES REPORT Program.
Matthew Henson Middle School HUSKIES REPORT Program
Which students would do well on the HUSKIES REPORT Program?
Students who are starting to act out but ARE NOT currently engaging in dangerous (e.g., extreme aggression, property destruction) or severely disruptive behavior (e.g., extreme noncompliance/defiance) would be good candidates for the HUSKIES REPORT Program. Students who have problem behavior across the day and in different settings are good candidates for the program as opposed to students who have trouble only during PE or math.
How do teachers participate in the HUSKIES REPORT Program?
Teachers participate by providing both verbal and written feedback to students at the end of each period (see HUSKIES Report). The feedback should be quick, positive, and help remind the student what he or she needs to work on if the goal was not met. A sample feedback statement is, “You did a nice job completing your work so you receive a 2 for Commitment, but I had to remind you not to harass Savannah so you got a 1 for Spirit.”
Who will be responsible for checking students in and out?
Juanita Smallwood (6th), Trondell Brooks (7th), and Brenda Coombs (8th) are in charge of checking students in and out. If they are absent, the guidance counselors will cover for them. The coordinators also keep track of the daily points earned and chart the progress for each student they are assigned.
How long are students on the HUSKIES REPORT Program?
At the end of nine weeks, the grade level team will look at each student’s data to determine if he or she is ready to be faded off the HUSKIES REPORT Program. Since there are a limited number of students (up to 6 in each grade) that can receive the intervention, it will be important to fade students off as they become
more independent in managing their own behavior.
How do teachers make a referral?
A referral is made to the grade level team that meets monthly, through the team leaders or vice principals, or through the Student Support Team. In collaboration, the teacher, the grade level team, and SST will determine whether the HUSKIES REPORT Program is appropriate or whether another intervention would be more appropriate.
Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team
Grade Level Team discusses
concerns and
makes a decision
Team decides that student is not a
potential candidate for BEP –
Recommends actions for teacher(s)
Student Studies Team meets to review student data – Recommends BEP or
alternative action
SST recommends and develops alternative
action plan – IEP Process, Tri-County Youth Counseling
Services, Small Group Counseling, etc.
Guidance Counselors, Pupil
Personnel Worker or School Psychologist
implement SST action plan
Behavior Education Program
1. Vice Principal contacts parents to initiate Behavior Education Program
2. Grade Level BEP Coordinator meets with student to instruct on process and
procedures of program
Behavior Education Program –
Referral Flow Chart
Team decides that the student is a potential candidate for BEP –
Recommends student to SST and initiates
Baseline Data
Baseline Data Collection:
• Each teacher collects data for up to 10 days
• Student is not aware that data is being collected
• Baseline percentage is established for each class
• Established goal is determined by SST after reviewing all baseline data
•WOW area for notes and effective interventions
Huskies Report:
• Check in
• 3 Major Positive Traits – “Pride”, “Spirit”, and “Commitment”
• 6 possible points per period
• Negative points for hallway behavior and/or an office referral
• Flexible goal setting
• WOW area for positive comments
• Parent signature – daily
• NCR Paper – one copy home and one copy for school
Sample ChartSample ChartStephon T. - BEP Data
14
78 8074
8488
9892
76 74
05
101520253035404550556065707580859095
100
Date
Perc
enta
ge
BEP at Matthew Henson
• In SY 2005 – 2006 we had a check-in/check-out person for each of the three grade levels. We had 18 students on the BEP throughout the year with several who graduated from the program.
• Regular education and special education students were served through the BEP
BEP at Matthew Henson – A Case Example
Background info
• 13-year-old, 7th-grade student
• Previously identified as Emotionally Disturbed
• Educated in an inclusion setting
BEP at Matthew Henson – A Case Example
Behaviors Prior to BEP
2004-2005 School Year 15 referrals last year (physical
3 out-of-school suspensions Suspended to the Superintendent and
placed in an alternative setting for 45 days (2004-2005)
Citizenship grades were Satisfactory -> Unsatisfactory for the year
2005-2006 School Year 4 referrals between September to
December 2005 1 out-of-school suspension Citizenship comments ranged from
Satisfactory -> Unsatisfactory
Behaviors Since BEP
Since 1/25/2006 0 referrals Citizenship grades ranged from
Outstanding -> Satisfactory Grades improved 3rd and 4th Quarter
BEP data (next slide)
Greg- BEP Chart - 1/25/06 to 3/10/06
100
80
98 96
8288 88
9498 100 100
9488
100 10096
82 84
10094
100
7682
100
82
100
0
10
20
30
40
50
60
70
80
90
10001
/25/
06
01/2
7/06
1/31
/06
2/2/
06
2/6/
06
2/8/
06
2/10
/06
2/14
/06
2/16
/06
NOS
2/22
/06
2/24
/06
2/28
/06
3/2/
06
3/6/
02
3/8/
06
3/10
/06
Date
Perc
enta
ge
Josh - Office Referrals
0
1
2
3
4
5
6
7
2004-05 2005-06
67%
decrease
Chris – Out-of-School Suspension
0
0.5
1
1.5
2
2.5
3
3.5
2004-05 2005-06
67%
decrease
John
John
No office referrals or suspensions after being placed on BEP
“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 8th grade”
- Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2006
For Next Year
• Retrain staff members on BEP at the beginning of year
• Develop workshops on reinforcing replacement behaviors
• Review data monthly through team and SST meetings
• Review BEP program mid-year with staff members
• Develop an evaluation tool for students, parents, and staff members