BEP and Check-in/Check-out

Report
Dr. Dana Morris
Jessica Barrett
Alcott Middle School
To prevent students who are
acting out from escalation and
provide them with more frequent
feedback on their behavior to
prevent future problem behaviors
•
•
•
•
•
•
•
•
•
•
Intervention is continuously available
Rapid access to intervention
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
 Foundation of universal behavior support
 Administrative support
 Feedback to staff and from staff
 Appropriate
 Low level problem behavior (not severe)
 3-7 referrals
 Adult Attention
 Behaviors occur across multiple locations
 Examples:
 Talking out
 Minor disruptions
 Work completions
 Inappropriate:
 Serious or violent behaviors/infractions
 Extreme chronic behaviors (8-10 referrals)
 Require more individual support
 Functional Assessment
 Wrap around services
 One on one assistant
 Behavioral specialist involved
 Foundation of universal behavior support
 Understanding of behavioral function
 Data-based decision making
 Faculty agreement to:
 Support all students
 Use recommended secondary interventions
Student recommended for
BEP/CICO
Behavioral Education Plan
(BEP)
Check-in/Check-out (CICO)
BEP/CICO is implemented
BEP Coordinator
summarizes data for
decision making
AM
check-in
Parent
Feedback
Regular
teacher
feedback
PM
Checkout
Bi-weekly meeting to
assess student progress
Revise
program
Exit
program
HAWK Report
Date ________
Student
_______________Teacher___________________
Be Safe
0 = Not Yet
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and objects
to self
Be Your Personal Best Teacher
initials
Use kind
words
and actions
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be responsible
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Keep Hand &
Feet to Self
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Follow Directions 0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be There –
Be Ready
1
2 0
1
2
0
1
2
0
1
2
0
1
2
TOTAL POINTS
0
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:
CICO Record
Name: ____________________________
0 = Need work, 1 = “OK” 2 = Nice Job
Date: ______________
Safe
Responsible
Respectful
Check In
0
1
2
0
1
2
0
1
2
Before
Recess
0
1
2
0
1
2
0
1
2
Before
Lunch
0
1
2
0
1
2
0
1
2
After Recess
0
1
2
0
1
2
0
1
2
Check Out
0
1
2
0
1
2
0
1
2
Today’s goal
Comments:
Today’s total points
For schools:
 Program requires minimal resources
 Requires minimal time and effort from teachers
 Can be easily modified to meet the needs of multiple
students
 Incorporates data-based decision making
For students:
 Program can be applied in all school locations
 Acknowledgement for appropriate school behavior
 Linked home and school support
 Program is organized to morph into self-monitoring
CICO daily points
Chad
100
80
% of possible pts
% of possible pts
CICO points earned
Trevor
60
40
20
0
1 3
5
7
9 11 13 15 17 19 21 23 25
days
100
80
60
40
20
0
1
2
3
4
5
6
7
days
8
9 10 11 12 13
 Coordinator:




Facilitate morning and afternoon checks (in/out)
Get signed form from student, give new one
Maintain positive, constructive environment
Acknowledge successes
 Teacher:
 Obtain form from student each day
 Monitor student behavior and mark card accurately
 Provide feed back to student in positive and constructive
manner
 School Team:
 Identify students who may benefit
 Monitor implementation
 Evaluate effectiveness, modify, fade out as needed
 Students:
 Check in/out each day
 Give form to teacher
 Meet expectations
 Take form home for parents signature and bring back
the next day
 Data for decision making:
 Team must have access to data
 Team reviews data at least weekly
 Lunch detention, tardy, referrals, attendance
 Identified CICO Team:
 Identify students who may benefit
 Coordinates implementation
 Reviews student progress
 Makes modifications as needed
 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
 Peer attention – Provide peer attention for meeting
expectations
 Check out with a friend
 Sit with friend(s) at lunch
 Brief free time with friend at end of class
 Task avoidance:
 Breaks, shorten work requirement
 Access to assistance
 Preferred work modality (i.e. groups)
 Schedule of reinforcements:
 More frequent check-in
 Highly preferred coordinator
 Pair attention with other rewards
 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 still receives feedback from teacher
 Self monitoring
 Computerized system
 Student isn’t checking in/out:
 Determine the reason
 Identify preferred person to check in/out with
 Is this component needed?
 Gradually decrease checks throughout the day – keep




check in/out
Remove check out
Remove parent feedback
Remove check in
Monitor behavior throughout
 Expected behaviors stay the same
 Reinforces stay the same
 Students check in the same amount of times
 Student monitors behavior using the CICO card
 In-service on the “spirit” of the program
 Supportive not punitive
 Immediate feedback on behavior (types of statements,
what the ratings mean, example of feedback)
 Follow-up forum to express concerns
 Individual coaching
 Boosters needed at least yearly
 Meet with parents and students
 Modeling and practice
 Accepting feedback
 Decision making
 goals
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