Dr. Dana Morris

Jessica 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 Record

Name: ____________________________ 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 points

Comments:

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, attendance

Identified 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