The Behavior Education Program:

A Check-In, Check-Out Intervention

Presented by: Susan Mack & Steven Vitto

Kent ISDMay, 2011

Agenda

The BEP VideoExplore the behavior principles supporting Check-in, Check-outExamine the elements and procedures for implementing Check-in, Check-outReview CICO Tools

The BEP Video

Overview of the Process

•Universal Prevention-School-wide programs for everyone-Goal: Reduce new cases of problem

behavior-Example: PBS

•Targeted Prevention-Target group interventions-Goal: Reduce current cases of problem behavior-Example: Behavior Education Plan (BEP)

•Indicated Prevention-Individualized intervention for specific student needs-Goal: Reduce intensity or severity of current cases-Example: Functional Behavioral Assessment (FBA)

*80% of Students

*15% of Students

*5% of Students

Continuum of Behavior Support

Adapted from www.pbis.org

Behavior PrinciplesAt-risk students benefit from:• Clearly defined expectations• Frequent feedback• Positive reinforcement

At-risk students should have someone they can count on for continued support.

Behavior Education Program

Goal of BEP/CICO

To prevent students who are acting out from escalation and

provide them with more frequent feedback on their behavior to

prevent future problem behavior

Critical Features of BEP/CICO

Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Positive System of Support

Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment

Functional Assessment Adequate resources allocated (admin, team) Continuous monitoring for decision-making

Successful Implementation Requires:

Foundation of universal behavior support-SET score-PBIS implemented well for some time

-TIC Score -SAS Score Administrative support Feedback to staff and from staff

Things to Consider First…

Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity

Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Than Participate in Targeted Interventions

Is It Really Resistance For Intervention?

Before Implementing a Secondary Intervention, You Must Ask:

Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

Tracking the Positive Analysis of number of positive behavior

tickets to discipline tickets to insure maintenance of at least 5:1 ratio

Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups)

Analysis of number of positive behavior tickets by teacher

Components often overlooked:

Positive Parent Contact Random Reinforcement Strategies Positive Public Posting Continuous Behavioral Feedback

for Students Data on Positive Reinforcement Other Enhancements…

How are we providing services to these students?

BEP?

Tyree

For Whom is the BEP/CICO Appropriate?

Appropriate Low level problem behavior (not severe) 3-7 referrals Adult Attention Behavior occurs across multiple locations Examples

talking out minor disruptions work completion

SWIS: Referrals by Student

For Whom is the BEP/CICO NOT Appropriate?

Inappropriate Serious or violent behaviors/infractions Extreme chronic behaviors (8 to 10

referrals) Require more individual support

Functional Assessment Wrap around services One on one assistant Behavioral specialist involved

Successful Implementation Requires:

Foundation of universal behavior support

Understanding of behavioral function Faculty agreement to:

Support all students Use recommended secondary

interventions Data-based decision-making Resources to start program

BEP/Check-in Check-out Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

BEP Referral Process

Teacher

VP

PPW

Grade

Team

Collect baseline

data

SST Referral form

If baseline warrants

SSTBEP ?

Other intervention

Weds Weds Mon

Goals1. Seamless process2. Data driven3. Ongoing feedback to teachers4. Research based interventions

Student Recommended for BEP/CICO

BEP/CICO is Implemented

BEP/CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

Behavior Education Program (BEP)

Check In Check Out (CICO)

Building the Basic Cycles Morning Check-in Routine

Teaching students when, when, how Teaching check-in coordinator

Assess Reward Set-up or Redirect

Teacher Check-in/Check-out Routine Teach students when, when, how Teaching staff/faculty

Reward Set-up for success, positive momentum Evaluation

Building the Basic Cycles

Afternoon Check-out Routine Teach students when, where, how Teach CICO coordinator data collection,

acknowledge success, encourage improvement.

Consider self-recording system for older students

Family Review Routine Teach students when, where, how Teach family only to acknowledge success, sign

Building the Basic Cycles

Trading Menu/ Process Reward for collecting and turning in

daily progress report information Reward for meeting daily goal Exchange system for points earned?

Things to say at check in…·        Wow! You brought back your agenda book! ·        You’re here on time again -Great!·        Looks like you’re all set to go·        It’s great to see you this morning·        Looks like you’re ready for a good day·        You’re off to a good start·        You look so nice this morning ·        You look happy to be here this morning·        I like the way you said “good morning” ·        Thanks for coming to check in·        Sounds like you had a good weekend We missed you yesterday (if student was absent), nice to see you today

Things to say at check out…. ·        You had a great (awesome, terrific, etc) day!·        You’re right on target·        Your mom/dad is going to be so proud of you·        You’re really working hard!·        You are such a good student·        You made your goal- wow!·        Looks like today didn’t go so well- I know you can do it tomorrow·        I know it was a tough day- thanks for coming to check out ·        We all have bad days once and awhile- I know you can do it tomorrow·        You look a little frustrated- what happened?* If a student looks upset take a few minutes to “just listen” Looks like you were having some trouble today. I know you can turn it around tomorrow.

Building the advanced cycles Planning for success

How does student move off CICO? Adding self-management options to CICO

Moving from CICO to individualized behavior support.

Functional behavioral assessment Comprehensive behavior support

Substitute Teacher use of CICO How will substitutes learn about CICO routine?

Extending CICO to playground, cafeteria, bus area

CICO Record

Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time

Safe Responsible Respectful

Check In 3 2 1 3 2 1 3 2 1

BeforeRecess

3 2 1 3 2 1 3 2 1

BeforeLunch

3 2 1 3 2 1 3 2 1

After Recess 3 2 1 3 2 1 3 2 1

Check Out 3 2 1 3 2 1 3 2 1

Today’s goal Today’s total points

Comments:

CICO Home Report

Name: _____________________________ Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was: _______________________

Something I will work on tomorrow is: ______________________Comments:

Parent/Guardian Signature: ____________________________Comments:

Points Required

Wants attention

Wants item/activity

Wants to escape

attention

Wants to avoid

something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderVisit with principal

Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide sticker

Computer time by self

Short breakAlternative activity

250 pts Computer with a friendExtra sharing time

More time for selected activityFree ticket to sporting event

Time aloneIndependent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post

Plan for the future: We want self-managers

Embed self-management strategies as driven by the data Use natural signals for monitoring as much as

possible Self-monitor Self-record, check for accuracy Fewer check points during the day

Maintain AM and PM times for awhile Manage own CICO account

More on self management in the future…..

Check-in/ Check-out Self-Assessment

Individually score the elements of the CICO Self-Assessment

In place; In progress; Not in place

As a team review your ratings, and agree on a single summary for the school

For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?

Define a schedule for meeting to review progress and implement your CICO plan.

Assessing of CICO is right for your school

What do Targeted Interventions do? Increase access to adult attention Increase access to peer attention Increase access to activity choice Acceptable options for avoiding aversive activities Acceptable options for avoiding aversive social Increased structure (prompts for approp behavior) Structured times for feedback (5 per day) Enhanced home-school communication Development of self-management skills

CICO Self-Assess

Why does BEP/CICO Work?

For students Program can be applied in all school locations Acknowledgement for appropriate behavior Linked school and home support Program is organized to morph into self-monitoring

For Schools Program requires minimal resources Requires minimal time and effort from teachers Can be easily modified to meet needs of multiple

students Incorporates data-based decision-making

Roles & Responsibilities School team

Identify students who may benefit Monitor implementation Evaluate effects and modify/fade as needed

Coordinator Facilitate morning and afternoon checks (in & out) Get signed form from students, give new form Maintain positive, constructive environment Acknowledge successes

Teachers Obtain form from student each day Monitor student behavior and mark card accurately Provide feedback to student in positive and constructive manner

Students Check in and out each day Give form to teacher Meet expectations Take form home and have parents sign, bring to school the next

day

Monitoring BEP/CICO Identified CICO Team

Identifies students who may benefit Coordinates implementation Reviews student progress Makes modifications as needed

Data for decision making Team must have access to data Team reviews data at least bi-weekly

Monitoring Outcomes

Percent of possible points earned Teacher-completed summaries Direct observations

Data Management Summarize points across days

Manually Electronically

Graph data for easy presentation Data shared with staff at least

quarterly on how students are doing 9-week graph sent to parents, if

appropriate

Modifying BEP/CICO

Peer attention: Provide peer attention for meeting expectations

Check out with friend Sit with friend(s) at lunch Brief free time with friend at end or class

Task avoidance: breaks, shorten work requirement Access to assistance Preferred work modality (e.g., groups)

Schedule of reinforcement More frequent check-ins Highly preferred coordinator Pair attention with other rewards

Potential Pitfalls• Fidelity

– Assess teacher commitment/enthusiasm– Re-teach– Teacher self monitoring

• Student won’t carry card– Student checks in and out– Coordinator provides card to teacher and picks up

• Student continues to receive feedback from teacher

– Self monitoring– Computerized system

• Student isn’t checking in or out– Determine reason– Identify preferred person to check in/out with– Is this component needed?

Things Went Well… What Now?

Data-based decision-making Ways to remove

Move to self-monitoring Remove components

Removing Components of BEP/CICO

Gradually decrease checks during the day (keep check in and out)

Remove check out Remove parent feedback Remove check in Monitor behavior throughout

Self Monitoring After BEP/CICO Expected behaviors stay the same Reinforcers stay the same Student checks in same amount of

times Student monitors behavior using

CICO card Plan for teaching accuracy in

monitoring

Example: Shaniqua• Has been on CICO for 3.5 months; she has earned 90% of

points each week for the last 10 weeks• Coordinator provides rationale for self monitoring to Shaniqua

– Coordinator teaches her to self monitor using examples and non-examples

– When program begins,her teacher goes over examples and non-examples

– First week: Student and teacher monitor and compare records• Teacher provides acknowledgement and feedback based on accuracy

Ratings agree 95% of time

– Second week• Teacher monitors appx. 60% of time; feedback based on accuracy• Feedback at other times based on Shaniqua’s monitoring of behavior

– Coordinator• Feedback based on accuracy (with teacher records)• When Shaniqua monitors independently, feedback based on behavior

You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8th grade” Emanuel S. – repeating 8th grade

- 15 years old – in danger of repeating again by early November 2007

Lessons Learned• Action Plan Well- take your time• Start Small• Meet often at beginning of implementation phase• Select staff who are positive and students trust• Provide support to BEP coordinators• Appoint and train a back up coordinator• Carefully select students• Keeping students too long or not long enough• Staggering

Is My School Ready to Implement a BEP System?

School-wide system of behavior support in place

Staff buy-in for implementation of the BEP Administrative support

Time & money allocated No major changes in school climate

e.g. teacher strikes, administrative turnover, major changes in funding

BEP implementation a top priority

How Do You Build Student and Staff “buy-in” for the BEP?

Give BEP program a high profile in your school

Promote BEP as positive support not punishment

Collaboratively involve referring teachers in BEP process

Provide regular feedback to staff, students, and families

Training Teachers on BEP System

In-service on the “spirit” of program supportive, not punitive immediate feedback on behavior (type of

statements, what the ratings mean, examples of feedback)

follow-up forum to express concerns individual coaching boosters needed at least yearly

Training Students on BEP System

Meet with parents and students

Modeling and Practice

Accepting Feedback

Decision-Making Goal

Personnel: BEP Coordinator

• Take care of BEP requests for assistance• Lead morning check-in/ afternoon check-

out• Enter BEP data on spreadsheet – daily• Organize and maintain records• Create graphs for BEP meetings• Gather supplemental information for BEP

meetings• Prioritize BEP students for team meetings

Characteristics of an effective BEP coordinator

Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)

Positive and enthusiastic Someone the students enjoy and

trust Organized and dependable Works at school every day

Personnel: BEP Team

• Attend weekly or bi-weekly meetings• Contribute to decision making for BEP students• Help conduct “Orientation to BEP” meetings• Gather supplemental information • Contribute to student/staff development workshops• Contribute to feedback sessions• Complete any assigned tasks from BEP meeting

DATA DATA DATA

BEP\BEP Sample.xls

COMING UP SWIS FOR CICO (CHECK-IN/CHECK-OUT)

FEE OF $50 AFTER AUGUST

Evaluating BEP 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 Students to Receive Additional Reinforcer by Principal

4) Other BEP Issues or Students

Evaluating Individual Student Outcomes

• CICO-SWIS includes reports that:

1)Graph daily progress of students (the percentage of points earned)

2)Display the average percentage of point by period

Individual Student Report

Individual Student Period Report

Goal line

Period

Individual Student Single Period Report

Evaluating Outcomes: Additional Tools

Example Rules: CICO

Responding– Earned an average of 80% of points during

the past month– Met his/her goal 80% of the time during the

past month– Received no major discipline referrals

Fading– Met his/her goal for 30 consecutive days

Problem Solving Practice

Problem Solving Practice

Problem Solving

Resources: Time and Money• 8-10 hours per week for BEP

coordinator

• BEP forms on NCR paper

• School supplies for BEP participants

• Reinforcements for BEP participants

Overview of BEP Forms

• BEP Program Explanation

• BEP Program Referral Form

• BEP Program Sample Daily Progress Cards

• BEP Meeting Process From

Research Articles

Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education

March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10,158-70.

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

www.guilford.com

The CICO Toolson your C.D.

Contents (BEP=CICO) BEP Program Readiness Checklist BEP/CICO Explanation BEP/CICO Referral Form BEP/CICO Parent Permission Form BEP/CICO Daily Progress Form BEP/CICO Fidelity of Information

Measure BEP/CICO Monitoring Form BEP/CICO School Sample Program BEP/CICO Systems Monitoring Tool

CICO/BEP PROGRAM EXPLANATIONCICO/BEP PROGRAM EXPLANATION

Completed?

1.Our school has a school-wide discipline system in place. This means that:a.We have decided on three to five rules, b.Taught the rules to students, c.Provide rewards to students for following the rules and d.Provide mild consequences for rule infraction.

Yes No

1.We have secured staff “buy in” for implementation of Check-in/Check-out. This means the staff agrees that this is an intervention needed in the school to support students at risk for more severe forms of problem behavior.

Yes No

1.There is administrative support for implementation of the Check-in/Check-out intervention. In essence, there is money allocated for the implementation of the program.

Yes No

1.There have been no major changes in the school system that would prevent successful implementation of the Check-in/Check-out intervention. Major changes include things such as teacher strikes, high teacher or administrative turnover, or major changes in funding.

Yes No

1.We have made implementation of the Check-in/Check-out one of our top three priorities for this school year.

Yes No

Check-in/Check-outImplementation Readiness Questionnaire

Prior to implementation, it is recommended that the following features be in place. Please check the answer that best describes

your school at this time.

Check in Check out Referral ProcessCheck in Check out Referral Process

Check in Check out is a targeted group intervention that is designed to support students who are at-risk for developing significant behavior problems. To refer a student to the CICO program, please complete the following steps.1. Complete a Check in Check out referral form (available in the office)2. Return the form to __________’s mailbox3. When the form is received, ___________ will contact you to set up a brief interview (10-15 minutes)4. During the interview, we will determine whether CICO is appropriate for the student, and gather information to begin the program.5. If it is determined the CICO is NOT appropriate for the student, we will work with you to determine an alternative.6. If it is determined that CICO is appropriate for the student, a letter will be sent home to the caregiver.7. Upon receiving parental permission, we will contact you to begin the program.

Please be aware that it typically takes 5 days to start the program after the completion of the interview.

Date _______Student _____________________________________ Grade _________Teacher _____________________________________Parent / Guardian _____________________________

I would like to include your child in our Behavior Education Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8:45 and 9:00 a.m. and then return to Mrs. Williams between 3:45 and 4:00 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily BEP Report. Together, we can make this a positive experience for your child._____ I do give consent for my student to participate._____ I do not give consent for my student to participate.___________________________________ Date _________________________ ( Parent / Guardian )

For further information, please call: ______________ at 555-7525, Selena Williams

Parent/Guardian Permission LetterParent/Guardian Permission Letter

CICO BEP MEETING AGENDACICO BEP MEETING AGENDA

Check-In/Check-Out ContractCheck-In/Check-Out Contract

I, , agree to work on these things this year.

1.

2.

3.I will work with __________________ to keep track of my progress. I understand that I will have a chance to earn a reward each week when I meet my goals. A list of reward I would like include: 1. ______________________2._______________________3._______________________

I will try hard to do my best to meet these goals every day.

Signature of Student

I will do my best to help _________________meet his/her goals every day.

_________________________ _____________________Signature of Coordinator Signature of Parent

Student name

Number of major

discipline referrals?

Behavior not dangerous to self/others?

Behavior across

different locations?

Behavior across

different times?

Does not find adult attention aversive?

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

Yes No Yes No Yes No Yes No

The Check-In/Check-Out (CICO) ProgramThe Check-In/Check-Out (CICO) ProgramWorksheet for Identifying Students for ParticipationsWorksheet for Identifying Students for Participations

CICO Student Data

MONITORING DATA FORMMONITORING DATA FORM

Date Day Points Earned

Points Possible

Percentage of Points

Met Goal?

DAILY PROGRESS REPORTDAILY PROGRESS REPORT

=Will try harder tomorrow: 1 point

Points Possible: ______Points Received: ______% of Points: ______Goal Achieved? Y N

Behavior Report CardAdapted from Crone, Horner & Hawken (in press)Name: Date: Intervention Program: ____________________

Rating Scale: = Good day: 3 points = Mixed day: 2 points

GOALS:

Teacher comments:

Questions may be directed Questions may be directed to:to:

Steve Hamilton

Sue Mack

Steve

svitto@muskegonisd.org