year 3 day 2. critical elements pbis team staff commitment effective procedures for dealing with...
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Year 3 Day 2
Critical Elements• PBIS TEAM• Staff COMMITMENT• EFFECTIVE
PROCEDURES FOR DEALING WITH DISCIPLINE
• DATA ENTRY AND ANALYSIS PLAN ESTABLISHED
• GUIDELINES FOR SUCCESS AND EXPECTATION
• REWARD/RECONGITION PROGRAM ESTABLISHED
• LESSON PLANS FOR TEACHING GFS & EXPECTATIONS
• IMPLEMENTATION PLAN
• CRISIS PLAN • EVALUATION
Behavior Support Challenges
• Resources (time and money) in schools are scarce
• Match level of support to level of challenge
• Need an efficient and effective • From less formal to more formal
depending on needs of student
RETEACHING …
• ISS, Detention, All AREAS OF CAMPUS
• What have we done?
• Classrooms?
• Common areas?
Tier 3 intervention
• Tier 1 - For ALL students
• Tier 2 – Small group: social skills, check in check out, bullying, anger management, etc.
• Tier 3 – Individual interventions
Interventions• Managing Physically Dangerous
Behavior• Managing Severely Disruptive Behavior• Cueing and Pre-correcting• Teaching Replacement Behaviors• Functional Communication • Defining Limits & Establishing
Consequences• Relaxation and Stress Management• Internalizing Problems • More Interventions you have the inform
ation
Managing Severe Behavior
BIP Implementation Process is like the gears in a drive chain, driving the
Student toward Goals and Success
2. Implementati
on
3. Modificatio
n
1. Preparation
Implementation
Define: Make sure that everyone utilizing the plan understands every meaning of each partTeach: Can teacher integrate into their daily routine Encourage: Both the student and the teacher – plan & timing in placeSupervise: Check in! Who will do it? Correct: Make recommendations to ensure success of implementation
Data Collection and Monitoring
The student & plan must be monitored and observed to collect data to show success or the need to modify the BIP.
Data Collection
• Frequency – the number of times the student engages in the behavior.
• Rate- the frequency expressed in a ratio with time. i.e. 2 times every 30 seconds or 3 times a day.
• Duration- how long the student engages in the behavior as a total for a period of time or how long one instance lasted.
More collection means . . .
• Latency- length of time between correctional instruction and when the student completes the instruction.
• Operational definition- what the behavior looks or sounds like.
• Intensity – the force or magnitude of the behavior.
• Specific environment and location - in the place the behavior occurs.
More ways . . .
• Anecdotal Reports- complete description of behavior in a particular setting or period of time. Write down everything that occurs using operational definitions. Use an ABC structure identifying Antecedent, Behavior and Consequence as they occur.
• Outcome Recording- concrete results of a behavior are evaluated. Like a spelling test or rate of work like how many math problems they did in 10 minutes.
• Event Recording- notates each time a behavior occurs during a given period of time then add them up. Most direct and accurate.
Even more . . .
• Interval Recording- defines a specific period of time and divides it into smaller equal intervals of time 30 seconds or less. If behavior occurs during an interval make one notation. Shorter the interval more accurate the data. The actual numbers of occurrences are not necessarily recorded.
• Time Sampling – similar to interval recording but done over days with intervals divided into longer minute periods where an observation is made only at the end of an interval to see if the behavior is occurring at that time if so then one notation is made for that interval. Not a continuous observation.
Modification
• Analyze Observation Data• Is the Function of behavior proving to be
correct?• Have behaviors improved or changed?• Give 4 to 6 weeks for interventions to be
observed.• Make modifications to the BIP as
necessary.
Check & Connect
• Systematically assess students’ connections to school (record on monitoring sheet) – Tardiness – Absenteeism– Behavior– Out of school suspension– Academic performance
Jigsaw • Create groups of 5 people not from your
table• Choose one person to be leader, another
to be time-keeper• Leader assign topics (TOPICS COMING UP)
to each member (include yourself) • You will have 6 minutes to review your
section • Each person will have 3 minutes to report
to the group. • TIME-KEEPER WATCH THE TIME
TOPICS 1. Overview of Check and Connect &
Key Features of Model – page 40
2. Role of the Monitor/Mentor - page 41
3. Checking and Connecting – page 41 – 42
4. Family Outreach - page 43
5. Referral Criteria – page 44
Back at your table
• Review: A Day in the Life of a Monitor – page 43-44
And discuss what this might look like on your campus.
Check & Connect
• Connect to regularly respond to students educational needs according to their type and level of risk for disengagement
Basic Intervention: weekly conversation about progress in school, importance of staying in school, use of problem solving.
INTENSIVE INTERVENTION: Individualized interventions
Role of the Monitor or Mentor
• Neutral person responsible for helping student stay connected in school.
• Cross between a mentor advocate and case manager
• Primary goal is to keep education a salient issue for the students, family members, and their teachers
For the more intensive . .
Behavior Education Program
(BEP)
Behavior Education Program (BEP) Features
• Students are identified and receive support within a week
• Check-in and check-out daily with an adult at school
• Regular feedback and reinforcement from teachers
• Family component• Daily performance data used to
evaluate progress
Student Recommended for BEP
BEP Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-Out
Morning Check-In
BEP CoordinatorSummarizes Data
for Decision Making
Biweekly Meetingto Assess Student
Progress
Graduate Program
ReviseProgram
Tracking Student BEP Progress (number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16 85 95 100 80 65
1/17 100 100 100 75 77
1/18 77 0 100 85 63
1/19 45 75 95 92 85
1/20 88 89 77 89 90
1/23 79 0 100 95 95
1/24 95 67 85 100 78
BEP Check-In/Check-Out Record
Date:__________________ BEP Coordinator:_________________
Check-In Check-Out
Student Name
Paper Pencil Notebook
DPR parent copy
BEP Score
Jason √ √ √ √ 90
Leanne √ √ 85
Juan √ √ √ √ 60
Kiran √ √ 100
Alexa √ √ √ √ 95
Jacey √ √ √ 90
HAWK ReportDate ________ Student _______________Teacher___________________
0 = No1= 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
Work in class
Class 2 0 1 2 0 1 2 0 1 2 0 1
Recess 2 0 1 2 0 1 2 0 1 2 0 1
Class 2 0 1 2 0 1 2 0 1 2 0 1
Lunch 2 0 1 2 0 1 2 0 1 2 0 1
Class 2 0 1 2 0 1 2 0 1 2 0 1
Recess 2 0 1 2 0 1 2 0 1 2 0 1
Class 2 0 1 2 0 1 2 0 1 2 0 1
Total Points = Points Possible = 50
Today ______________% Goal ______________%
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 Hands and 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 – 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
Followed Direction
s 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
Excel Workbook Demonstration
0
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision Making
Daily Data Used for Decision Making
20
40
60
80
100
Pe
rc
en
tag
e o
f P
oin
ts
02/05 02/08 02/13 02/20 02/23
Date
Rachelle's BEP Performance2000-2001
BEP Process (cont.)
• Biweekly Principal Recognition
– e.g., school store coupon with
graph attached
• Data shared with all staff at
least quarterly
• 9-week graph sent to parents
Critical Features of BEP
• Intervention is continuously available• Rapid access to intervention (less than a
week)• 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)
– Biweekly meeting, plus 10 hours a week• Continuous monitoring for decision making• Transition to self-management
How Is BEP Different Than Other “Behavior Card” Interventions
• A Targeted Intervention Implemented Within a School-Wide System of Behavior Support– Behavior Cards typically classroom interventions
• Implemented in all settings, throughout the school day
• All teachers and staff are trained• Students identified proactively and receive
support quickly• Team uses data for decision making to
determine progress
Why Does the BEP Work?
• Improved structure
• Student is “set up for success”
• Increase in contingent feedback
© 2005 by The
Manual on How to Implement the BEP
• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press