bep and check-in/check-out
Post on 11-Feb-2016
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Dr. Dana MorrisJessica Barrett
Alcott Middle School
BEP andCheck-in/Check-out
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 behaviors
Critical Features of a BEP/CICO• 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 supportFeedback to staff and from staff
Successful Implementation Requires:
AppropriateLow level problem behavior (not severe)3-7 referralsAdult AttentionBehaviors occur across multiple locationsExamples:
Talking outMinor disruptionsWork completions
For whom is the BEP/CICO appropriate?
Inappropriate:Serious or violent behaviors/infractionsExtreme chronic behaviors (8-10 referrals)Require more individual support
Functional AssessmentWrap around servicesOne on one assistantBehavioral specialist involved
For whom is the BEP/CICO NOT appropriate?
Foundation of universal behavior supportUnderstanding of behavioral functionData-based decision makingFaculty agreement to:
Support all studentsUse recommended secondary interventions
Successful Implementation Requires:
Student recommended for BEP/CICO
BEP/CICO is implemented
Behavioral Education Plan (BEP)
Check-in/Check-out (CICO)
AM check-
in
PM Check-
out
Parent Feed-back
Regular teacher feedbac
k
BEP Coordinator summarizes data
for decision making
Bi-weekly meeting to assess student
progress
Revise program Exit
program
HAWK ReportDate ________ Student
_______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
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
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 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
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report Goals 1/ 5 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
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
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 RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
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 Today’s total pointsComments:
For schools:Program requires minimal resourcesRequires minimal time and effort from teachersCan be easily modified to meet the needs of
multiple studentsIncorporates data-based decision making
For students:Program can be applied in all school locationsAcknowledgement for appropriate school
behaviorLinked home and school supportProgram is organized to morph into self-
monitoring
Why does BEP/CICO work?
Sample Data
Coordinator:Facilitate morning and afternoon checks (in/out)Get signed form from student, give new oneMaintain positive, constructive environmentAcknowledge successes
Teacher:Obtain form from student each dayMonitor student behavior and mark card accuratelyProvide feed back to student in positive and
constructive manner
Roles and Responsibilities
School Team:Identify students who may benefitMonitor implementationEvaluate effectiveness, modify, fade out as
neededStudents:
Check in/out each dayGive form to teacherMeet expectationsTake form home for parents signature and
bring back the next day
Roles and Responsibilities contin.
Data for decision making:Team must have access to dataTeam reviews data at least weekly
Lunch detention, tardy, referrals, attendanceIdentified CICO Team:
Identify students who may benefitCoordinates implementationReviews student progressMakes modifications as needed
Monitoring the BEP/CICO
Summarize points across daysManuallyElectronically
Graph data for easy presentationData shared with staff at least quarterly on
how students are doing9-week graph sent to parents, if appropriate
Data Management
Peer attention – Provide peer attention for meeting expectationsCheck out with a friendSit with friend(s) at lunchBrief free time with friend at end of class
Task avoidance:Breaks, shorten work requirementAccess to assistancePreferred work modality (i.e. groups)
Schedule of reinforcements:More frequent check-inHighly preferred coordinatorPair attention with other rewards
Modify BEP/CICO
Fidelity:Assess teacher commitment/enthusiasmRe-teachTeacher self-monitoring
Student won’t carry card:Student checks in and outCoordinator provides card to teacher and picks up
Student still receives feedback from teacherSelf monitoringComputerized system
Student isn’t checking in/out:Determine the reason Identify preferred person to check in/out with Is this component needed?
Potential Pitfalls
Gradually decrease checks throughout the day – keep check in/out
Remove check outRemove parent feedbackRemove check inMonitor behavior throughout
Removing components of BEP/CICO
Expected behaviors stay the sameReinforces stay the sameStudents check in the same amount of timesStudent monitors behavior using the CICO
card
Self-Monitoring after BEP/CICO
In-service on the “spirit” of the programSupportive not punitiveImmediate feedback on behavior (types of
statements, what the ratings mean, example of feedback)
Follow-up forum to express concernsIndividual coachingBoosters needed at least yearly
Training Teachers on the BEP System
Meet with parents and studentsModeling and practiceAccepting feedbackDecision making
goals
Training students on BEP
Resources:
http://:www.pbis.org
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