VISION COUNTS BUT IMPLEMENTATION IS PRICELESS
Dec 29, 2015
VISION COUNTS BUT IMPLEMENTATION IS PRICELESS
Moving From Universal to Secondary Interventions Setting Up Your Secondary
Interventions
SECONDARY INTERVENTIONS AND SYSTEMS
Tom Ellison
Sullivan County BOCES
tellisonscbocesorg
Training ExpectationsTrainer Speaking Group Activities
P Play NicelyHold yourself to the same standards you expect from students
Compliment each other for good ideas
B Be Courteous to Others
Use a zero voice while speaker is talking so others may hear
Turn off cell phones
Give everyone a chance to share
Listen while others are talking
I Involve Everyone
Think about all students in the school while listening to ideas
Think about all staff in the school while listening to ideas
Ask opinions from all participants
Use the democratic process
S Stay on TaskMake notes on slides as ideas appear or come to you
Write questions and save
Keep everyone on task assigned as time is tight
AGENDAbull Review of Day One Conceptsbull The Behavior Education
Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out
Programbull Create a Monitoring Systembull Troubleshooting
Training Objectives
bull Have a little fun laugh
bull Create an integrated model for behavior support systems within a school
bull Create a Behavior Support Intervention (CICO)
bull Create a Blueprint for Implementation and Problem Solving
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Moving From Universal to Secondary Interventions Setting Up Your Secondary
Interventions
SECONDARY INTERVENTIONS AND SYSTEMS
Tom Ellison
Sullivan County BOCES
tellisonscbocesorg
Training ExpectationsTrainer Speaking Group Activities
P Play NicelyHold yourself to the same standards you expect from students
Compliment each other for good ideas
B Be Courteous to Others
Use a zero voice while speaker is talking so others may hear
Turn off cell phones
Give everyone a chance to share
Listen while others are talking
I Involve Everyone
Think about all students in the school while listening to ideas
Think about all staff in the school while listening to ideas
Ask opinions from all participants
Use the democratic process
S Stay on TaskMake notes on slides as ideas appear or come to you
Write questions and save
Keep everyone on task assigned as time is tight
AGENDAbull Review of Day One Conceptsbull The Behavior Education
Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out
Programbull Create a Monitoring Systembull Troubleshooting
Training Objectives
bull Have a little fun laugh
bull Create an integrated model for behavior support systems within a school
bull Create a Behavior Support Intervention (CICO)
bull Create a Blueprint for Implementation and Problem Solving
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Training ExpectationsTrainer Speaking Group Activities
P Play NicelyHold yourself to the same standards you expect from students
Compliment each other for good ideas
B Be Courteous to Others
Use a zero voice while speaker is talking so others may hear
Turn off cell phones
Give everyone a chance to share
Listen while others are talking
I Involve Everyone
Think about all students in the school while listening to ideas
Think about all staff in the school while listening to ideas
Ask opinions from all participants
Use the democratic process
S Stay on TaskMake notes on slides as ideas appear or come to you
Write questions and save
Keep everyone on task assigned as time is tight
AGENDAbull Review of Day One Conceptsbull The Behavior Education
Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out
Programbull Create a Monitoring Systembull Troubleshooting
Training Objectives
bull Have a little fun laugh
bull Create an integrated model for behavior support systems within a school
bull Create a Behavior Support Intervention (CICO)
bull Create a Blueprint for Implementation and Problem Solving
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
AGENDAbull Review of Day One Conceptsbull The Behavior Education
Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out
Programbull Create a Monitoring Systembull Troubleshooting
Training Objectives
bull Have a little fun laugh
bull Create an integrated model for behavior support systems within a school
bull Create a Behavior Support Intervention (CICO)
bull Create a Blueprint for Implementation and Problem Solving
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Training Objectives
bull Have a little fun laugh
bull Create an integrated model for behavior support systems within a school
bull Create a Behavior Support Intervention (CICO)
bull Create a Blueprint for Implementation and Problem Solving
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Review of Key Concepts From Day One
BIG IDEAS
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
1-5 1-5
5-10 5-10
80-90 80-90
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity
Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing
Universal Interventionsbull All studentsbull Preventive proactive
Universal Interventionsbull All settings all studentsbull Preventive proactive
Designing School-Wide Systems for Student Success
A Response to Intervention ModelAcademic Systems Behavioral Systems
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
0
02
04
06
08
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84 58
11
22
0520
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions
36
551
0
5
10
15
20
25
30
35
40
Aug to Nov 2006 Aug to Nov 2007
num
be
r of st
ud
ents
2-5 ODRs 6+ ODRs CICO
CICO = Check in Check Out
Tertiary Demos
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
How are we doing at the Universal level Review DO NOW
bull Expectations defined Posted clearly
bull How often do we teach them 1-2x a year plus ongoing
bull Do we meet as a team regularly 1-3x monthly
bull Are we acknowledging expected behaviors Feedback is critical
bull Are we looking at data EVERY MEETING
bull Are we sharing data with staff Monthly
bull 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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
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 amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Positive Behavior Interventions amp SupportsA Response to Intervention Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
bull AnalyzeStudent Data
bull Interviews Questionnaires Observations Simple FBA
bull Multi-Disciplinary Assessment amp Analysis
bull Simple Individualized Interventions
bull Group Interventions
bull Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Adapted from T Scott 2004
bull Multiple PerspectivesMultiple settings Complex FBA
bull Complex individualized interventions
Incident Data
Teacher input
Cool Tools
Environmental adjustments
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
School-wide PositiveBehavior SupportSystems
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Systems
How things are done
Practices
How staff interacts with
students
Data
How decisions are made
bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available
bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan
bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
PBIS ldquoBIG IDEASrdquo
PBIS organizes the Host Environment
bull How decisions are madebull How things are done andbull How staff interact with students
to ensure the sustained use of best practices school-wide
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student
School-Wide System
bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms
Classroom System
bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings
Non-Classroom System
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Data Decision RulesIfhellip Focus Onhellip
bullMore than 10-15 students receive more than 5 office referrals
Secondary System
bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school
SecondaryIndividual Systems with Problem Solving Team Structure
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
BUILDING A SYSTEM OF SUPPORT (SOS)
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Big Ideasbull Secondary supports must be linked to the
function of the behaviorbull Secondary supports should address
instruction curriculum and environmental changes (Set Kids Up For Success)
bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient
bull Secondary supports should always teach a new way to behave
bull Secondary supports should be based on the foundation of Universal Implementation
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Secondary Group Supports
bull For those students who exhibit difficulties despite proactive school-wide prevention efforts
bull Students who are at risk but for whom high intensity interventions are not essential
bull Likely to be student with both academic amp behavioral challenges
bull Approximately 10 of school population
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
How is Systematic Support Different Than Other ldquoBehavior
Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-
Wide System of Behavior Supportndash Behavior Cards typically support existing classroom
expectationsbull Implemented in all settings throughout the
school daybull All teachers and staff are trained amp aware of
expectationsbull Students identified proactively amp receive support
quicklybull Team uses data for decision making to
determine progress
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
A Context for PBS
bull Behavior support is the redesign of environments not the redesign of individuals
bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA 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
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Why Do People Behave
Modeling Accident Instinct Condition
Why Do People Continue Behaving
IT WORKS
Terry Scott
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance
ldquoKids do more when doing worksrdquo George Sugai UCONN
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
The most common problem behaviors in school and in life serve one of two functionspurposes
1 To Get Something (Obtain) -attention objects power self-stimulation
2 To Get Away From Something (Escape)
-tasks situations persons feelings (ie embarrassment anxiety)
Adapted from T Scott 1988
Understanding ldquoFunctionrdquo
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
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
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Levels of Functional Behavioral Assessment
bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern
bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence
and non-occurrencendash Identify the consequences that maintain the behavior
in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of
problem behavior
bull Summary statementndash Setting Event Antecedent Prob Beh Consequence
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level ISimple FBA
X X
Level IIComplex FBA
X X X
Level IIIFunctional Analysis
X X X X
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Primary Purposes of Functional Behavioral Assessment
bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support
bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)
bull Create order out of chaos bull Define contextual information where when with whom
etcPERCEPTION
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Effective Environments
bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common
bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught
bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
THE BEPCheck In Check Out (CICO)
bull VIDEO
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Efficient Organizationamp Systems of Support
bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo
raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
~80 of Students
~15
~5
CONTINUUM of SWPBS
SECONDARY PREVENTIONbull Check inoutbull Targeted social skills
instructionbull Peer-based supportsbull Social skills clubbull
TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull
PRIMARY PREVENTIONbull Teach amp encourage positive
SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull
Audit
1 Identify existing practices by tier
2Specify outcome for each effort
3Evaluate implementation accuracy amp outcome effectiveness
4Eliminateintegrate based on outcomes
5Establish decision rules (RtI)
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Initiative Project
Committee
Purpose Outcome Target Group
Staff Involved
Action Plan
Response to Intervention (tier 1)
PBIS Universal Team
CSEIEP
Working Smarter
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Organizing for Individual Student Supports
District
School
PBS Team
CICO Team Student Support Team
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Team Responsibilities
SchoolPBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam coordination
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE resources
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Building-based ldquoSystemsrdquo Teams
bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda
ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed
resources
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Organization and Structure
bull Coordinator bull Chair BEP meetings faculty contact improvement
bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk
bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services
bull All staff commitment and trainingbull Simple data collection and reporting system
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
DecisionsWhich team willhellip
bull Collect and review secondary referralsbull Review Office Referral data to screen for
kids needing secondary interventionsbull Coordinate with the staff
conductingsupporting secondary interventions
bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive
Secondary CD
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Secondary Team
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st
Responding 2nd
Date of Students in Simple Secondary Intervention
students in Simple Secondary with IndividualizedComponents
Students with School-basedSimple FBABIP
of students with Multiple-domainsetting FBABIP
students supported with
Wrap-around
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Evaluating SOS Team Progress Sample Agenda Form
BEP Team Meeting AgendaDate____________ Note taker___________Team Members
Present___________________________
List of Priority Students
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify ways to provide feedback amp acknowledgement more consistently
4) Other Issues of concern or students
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Is My School Ready to Implement a System of Support (SOS)
bull School-wide system of behavior support in place
bull Staff buy-in for implementation of the SOSbull Administrative support
ndash Time amp money allocated
bull No major changes in school climatendash eg teacher strikes administrative turnover
major changes in funding
bull SOS implementation a top priority
Complete Secondary Level Checklist
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
bull Give SOS program a high profile in your school
bull Promote SOS as positive support not punishment
bull Collaboratively involve referring teachers in SOS process
bull Provide regular feedback to staff students and families
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Training TeachersFamilies on System of Support (SOS)
In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type
of statements what the ratings mean examples of feedback)
ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Training Students on SOS System
bull Meet with parents and students
bull Modeling and Practice
bull Accepting Feedback
bull Decision-Making ndashGoal
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
How will you build support for your secondary system who will train the staff
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Why do Secondary Interventions Work
bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior
bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive
bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Why do Secondary Interventions Work
bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a
supervisor)bull Elevated reward for appropriate behavior
bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day
bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior
incorporate academic supportbull Linking school and home support
bull Provide format for positive studentparent contactbull Program is organized to morph into a self-
management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Elements of the BEPCheck and Connect Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
ContractAgreement
bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers
bull Contract may be written or verbalndash Better if written
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Design an agreement form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Personnel Support Coordinator
bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support
meetingsbull Prioritize students in need of support for team
meetingsbull Attends support meetings
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Characteristics of an effective Support coordinator
bull Flexibility within job responsibility (eg Ed Asst)
bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Identify the staff who will implement your secondary system (Support Coordinator) andthe location
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Identification and Referral
bull Recommendation from Universal Team based on data
bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST
ndash 30 min to 7 days (system is automatic)
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
How to Identify Students in Need of Support Using a Multiple Gate Approach
bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports
bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance
behavior reportsndash 3 Direct observations of class by trained professional (eg school
psych social worker counselor etc)
bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a
participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social
development organizational support etc
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Design a referral form and process
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Critical Features of Secondary Group Interventions
bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive
functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already
conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Secondary Group Interventions Group Based Programming
Elements4 Daily student-adult check-in and monitoring
5 Regular and frequent opportunities for positive reinforcement
6 Home-school strengths-based connectionpartnership
7 Connection to school-wide expectationsrules
8 Efficient consistent data collection system
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Examples of Group Interventions
bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
General Secondary Strategies
bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive
ndash more studentsndash less time ndash less complicated
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
What each student experiences at start
of their school day
bullgreeted (positive personal glad to see you)
bull scanned (ready to go to class)
bull readiness check (books pencils etc)
bull gets form (prompt for positive interaction)
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Examples of Secondary Group Interventions
bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly
Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken
bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment
in Schoolsraquo Journal of Educational and Behavioral Disorders
bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support Journal of Behavioral Education
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Secondary Group InterventionsBehavior Education Program (BEP)
Check-n-Connect(March amp Horner 1998)
BEP Daily Cycle
1 Check in at office upon arrival to school
reminder binder
precorrections
turn in previous dayrsquos signed form
pick-up new form
review daily goals
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Secondary Group Interventions continuedhellipBehavior Education Program (BEP)
(March amp Horner 1998)
BEP Daily Cycle
2 At each classteacher completes card orstudent completes self-monitoring
cardteacher checks and initials card
3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Secondary Group Interventions continuedhellip
Behavior Education Program (BEP)(March amp Horner 1998)
BEP Daily Cycle
4 Give successful day card to parentreceive reinforcer from parenthave parent sign card
5 Return signed card next day ndash celebrate (if not returned simply go on)
6 Weekly BEP meeting with data graphing
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Check In Check Out Programbull Have the student check in with a
preferred adult first thing in the morning- before they go to their first class
bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the
day is going and prevent things that might be brewing
ndash Some children will need to check in throughout the day
Hawken 2006 Horner amp OrsquoNeil 2006
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Basic Cyclebull Morning check-in
ndash Greeted positively ndash Get daily progress report ndash Offered encouragement
bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)
bull End of day check-outndash Points talliedndash Reinforcement if earned
bull Daily progress report copy taken home and signedbull Return signed copy next morning
How Does It Work
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
BEPCheck and Connect Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
bull HUGS
ndashHello
ndashUpdate
ndashGood-bye
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
H U GHello- 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 didnrsquot
SECONDARY INTERVENTION EXAMPLE
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Check in-Check out
Morning check-in with
preferred adult
Hourly teacher
evaluation
Mid-day check in with
preferred adult
Hourly teacher
evaluation
End of day check-out with preferred adultH
ome
chec
k-in
Earned reward
Parent report to school
Graph points
Review pointsGraph points
Adapted from Hawken 2008
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
The quickest way to change behaviorhellipin anyone
Research indicates that you can improve behavior
by 80 just by pointing out what someone is doing
correctly
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Identify amp describe your secondary interventions (s)
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Student-Teacher Rating Form
Date
Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six
Respect Self
Respect Others
Respect Property
TotalPoints
3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= 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
3
32 33 36
233
33
23
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Goals Am to Midmorning
Midmorning to Lunch
Lunch PM to break
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________
Lunch ____________________________________________________ PM ndashBreak_______________________________________
PM-dismissal_______________________________________________ Other__________________________________________
Break to dismissal
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
EXPECTATIONS ELA
MATH ENC1
ENC2
SCI SOC ST
READ
LUNCHRECESS
TOTALS
Homework Completed+1
Progress Report Returned+1
Being Responsible+1
Being Respectful+1
Being There Being Ready+1
Following Directions+1
T1 T2+ 0 -1
SUB TOTAL
Possible Total Points Earned 47 KEY 45ndash 47 Excellent
42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair
PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
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 amp 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 ndash Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
21
No
21
No
21
No
Assignments
Wow
= _____ Goal = 36
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
= 2 points
= 1 point
= 0 points
POINT SHEET
Name__________________
Date______________
Points received________________Points possible________________Daily goal reached YES NO
GOALS Morning Reading Math Afternoon
Keep my hands feet body and objects to myself
Say nice things or no things to other people
Follow adult directions the first time
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Designing Daily Progress Reportsbull Determine behavioral expectations
ndash School-wide expectationsndash Academic vs behavioral expectations
bull Expectations stated positivelybull Range of scores
ndash Rating scales should be age appropriate
bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations
bull Data easy to summarize and determine if goal is met
Whatrsquos in a name
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
BEHAVIOR REPORT CARD WRITER
httpwwwinterventioncentralorg
StudentTeacher Rating Scale
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Design a Daily Progress Report
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Data Collection for Decision-Making
bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team
bull Outcome Data
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Graph the Information
bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too
slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
0307 0308 0309 0312 0313 0314Date
Ryans BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Daily Data Used for Decision Making
0
20
40
60
80
100
Percen
tag
e o
f P
oin
ts
0205 0208 0213 0220 0223Date
Rachelles BEP Performance
2000-2001
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Rate of Incident Pre and Post Check and Connect Initiative
0
02
04
06
08
1
12
14
16
Pre Post
IncidentsDay
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
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
ODRs By Student
0
2
4
6
8
10
12
JJ OLJS
hAH CA HL FC AR JS
Student
o
f O
DR
s
Pre Check amp Connect
Post Check amp Connect
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Unexcused Absences By Student
0
5
10
15
20
25
30
Student
o
f un
excu
sed
ab
sen
ces
Pre Check amp Connect
Post Check amp Connect
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Implementing SOS with Individual Students
Effective SchoolndashWide System in Place
Student not responding to school-wide Expectations
Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Implement Basic SOS
IsIs the Basic SOS
Working
bull Continue with Basic SOS
bull Transition to self- management
Yes
No
Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior
occurnot occur
bull Why does the problem behavior keep happening
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Excel Secondary Data System
Excel Program
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
How will you track progress Who will supervise data
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Time to get going again
Activity
Develop a reinforcement system
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Group Feedback amp Discussion
Whatrsquos on your mind1 MinutePLEASE
AttentionPlease
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
THE BEPCheck In Check Out (CICO)
bull VIDEO
FAQs
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Why Do Interventions Fail
bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-
based approach
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Common roadblocks at SecondaryTertiary Levels
bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo
ndash Grade level (K 9th) Location Check-n-Connect SW groups
bull Making group interventions too cumbersome for adults (simple works well)
bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Elements of the BEPCheck In Check Out Approach
bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making
Put It All Together
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
7 Steps of Precorrection
1) Identify the context (trigger) amp 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 RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction 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 Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Effect of Supervisor Interactions on Problem Behavior
Results of Pre-Correction Study
Major Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Results of Pre-Correction Study
Major Findingsbull Active supervision combined with pre-correction
significantly reduced problemsbull Active supervision defined as Moving around
looking around and interacting with childrenbull Interactions between supervisor and children
negatively correlated to high degree (-83)bull Actual number of adults present did not affect
student behavior (range 1-5)bull Some students persisted with problem behavior
implying they needed a more individualized intervention
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Summarybull Secondary interventions are
ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-
outs minor disruption task completion)ndash Efficient because they use a similar set of
strategies across a group of students who need similar support
ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Celebrate and sustain yourselves
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
WEB RESOURCESPositive Behavior Support National Center wwwpbisorg
School-Wide Information Systems wwwswisorg
Intervention Central wwwinterventioncentralorg
Oregon Research Institute wwworiorgGreat info on support for families you serve
Oregon Social Learning Center wwwoslcorgFocus on community based interventions
Illinois Statewide PBIS Initiative wwwilpbisorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Duck tape
It fixes everything
WHEN ALL ELSE FAILShellip
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg
Thank you for all you doand for your support
Tom Ellison
tellisonscbocesorg