Stephanie Thomas, Illinois PBIS Network

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Session 24

• Stephanie Thomas, Illinois PBIS Network
  
• Margaret White, Illinois PBIS Network
• Keith Kincaid, Principal
• Sandburg Elementary School, Springfield SD 186
• Lisa Boyd, Resource Teacher, PBIS Secondary Team
  Coach
• Sandburg Elementary School Springfield SD 186

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Overview

• Critical Features of the Behavior Education
  Program Check in Check Out
• Check in Check Out Readiness
• Implementing the Check in Check Out at Sandburg
  Elementary
• Frequent Questions

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
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Continuum of Tier2 Interventions
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The BEP Video
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Behavior Education Program (BEP)
In this DVD look for

• How students are selected
• Check in procedures
• Teacher feedback
• Check out
• Data for decision making
• Parent component

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Critical Features of Check In Check Out

• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by teachers
• Consistent with school-wide expectations
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
• Functional Assessment
• Adequate resources (admin, team)
• weekly meeting, plus 10 hours a week
• Continuous monitoring for decision-making

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Check in Check Out (CICO) Good Candidates

• At risk student characteristics and candidates
  for CICO

• Disorganized
• Sensitive to change, stress
• History of low levels of reinforcement
• History of poor relationships
• Low self esteem

Leanne Hawken 2008
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CICO Candidates Example Behaviors

• Disruptive
• Talks out
• Unprepared
• Talks back to teacher
• Uses inappropriate language
• Tardy
• Mildly defiant
• Work refusal
• Difficulty taking turns
• Out of seat
• Difficulty following directions
• Frequent peer conflict

Leanne Hawken 2008
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Who qualifies?

• Team or district decides on a minimum number of
  referrals over a period of time
• Student displays behaviors across different
  settings
• Not dangerous
• Adult attention is rewarding

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DO NOT INCLUDE

• Dangerous/violent students
• Students who bring a weapon to school
• Students who injure/may injure themselves
• Students with a high number of referrals
• Students with referrals form only one setting,
  teacher or time
• Students who find adult attention aversive

Leanne Hawken 2008
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BEP Readiness Checklist(Crone, Horner, Hawken,
2004)

• School-wide system of support in place
• Staff buy in for implementation of BEP
• Administrative Support
• No major changes in school climate
• Implementation a top priority

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CICO Coordinator

• Lead Check in morning/afternoon check out
• Enter data CICO, or spreadsheet daily
• Organize and maintain records
• Create graphs for meetings
• Gather supplemental information for meetings

Adapted form Leanne Hawken 2008
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Characteristics of an Effective CICO Coordinator

• Flexibility with job responsibilities
• At school every day
• Organized and dependable
• Positive and enthusiastic
• Someone the students like and trust
• Positive with parents/guardians

Adapted form Leanne Hawken 2008
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TRAIN STAFF

• Who will train?
• Who will continue to work with teachers if it is
  not being implemented as planned?
• Team needs to provide yearly boosters

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BEP Process
BEP Plan
Morning Check-in
Daily
Daily Teacher Evaluation
Home Check-in
Afternoon Check-in
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H.U.G. Progress Report
Name 2 points Points received
Goal 0 points Daily Goal reached? Yes
No
Comments Parent Signature
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Washington Daily Progress Report Name 2 Great
Points received Date 1 Almost Points
possible Goal 0 Try Again Daily Goal met?
Yes No
Comments
Parent Signature
__________________________________________
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KENNEDY CARD
(Leanne Hawken 2008)
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Daily Progress Report
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ROCK Report Name 2 Great
Points received Date 1 Almost Points
possible Goal 0 Try Again Daily Goal met?
Yes No
Comments
Parent Signature
__________________________________________
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Cost associated with implementation

• 10 15 hours per week for CICO Coordinator
• CICO forms duplicate
• School supplies for participants
• Reinforcement for participants

Adapted form Leanne Hawken 2008
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Frequently asked questions

• What if the student does not check in in the
  morning?
• What if the students is not checking out in the
  afternoon?
• What if the student loses his/her form?
• What if the student is participating and the
  behavior get worse?

Adapted form Leanne Hawken 2008
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Frequently asked questions

• What if parents do not participate?
• What if parents severely punish students for poor
  scores?
• What if the teacher is being too negative?
• What if the teacher will not participate?

Adapted form Leanne Hawken 2008
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Guiding Questions

• List team members in planning for students in
  need
• of Tier 2 interventions
• 1) At what team meeting are the students
  identified?
• a) What are the data sources used to
  identify this need? SWIS, attendance, grades,
  universal screening, tardies
• b) Data based decision rules
• Data source ___ How many___ Time period ___
• 2) How does a student get started?
• 3) Timeframe for the intervention

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Guiding Questions continued

• 4. How is the data collected?
• 5. How is the data tracked?
• 6. Who enters progress monitoring data?
• 7. Who brings other relevant data to the team
  meetings?
• 8. How will we know if the student is responding?

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More information

• http//www.ed.utah.edu/hawken_l/bep.htm
• Crone, Horner Hawken (2004) Responding to
  Problem Behavior in the Schools the Behavior
  Education Program. New York, N.Y. Guilford Press
• www.pbisillinois.org