VISION COUNTS BUT IMPLEMENTATION IS PRICELESS

Moving From Universal to Secondary Interventions Setting Up Your Secondary

Interventions

SECONDARY INTERVENTIONS AND SYSTEMS

Tom Ellison

Sullivan County BOCES

tellisonscbocesorg

Training ExpectationsTrainer Speaking Group Activities

P Play NicelyHold yourself to the same standards you expect from students

Compliment each other for good ideas

B Be Courteous to Others

Use a zero voice while speaker is talking so others may hear

Turn off cell phones

Give everyone a chance to share

Listen while others are talking

I Involve Everyone

Think about all students in the school while listening to ideas

Think about all staff in the school while listening to ideas

Ask opinions from all participants

Use the democratic process

S Stay on TaskMake notes on slides as ideas appear or come to you

Write questions and save

Keep everyone on task assigned as time is tight

AGENDAbull Review of Day One Conceptsbull The Behavior Education

Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out

Programbull Create a Monitoring Systembull Troubleshooting

Training Objectives

bull Have a little fun laugh

bull Create an integrated model for behavior support systems within a school

bull Create a Behavior Support Intervention (CICO)

bull Create a Blueprint for Implementation and Problem Solving

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Moving From Universal to Secondary Interventions Setting Up Your Secondary

Interventions

SECONDARY INTERVENTIONS AND SYSTEMS

Tom Ellison

Sullivan County BOCES

tellisonscbocesorg

Training ExpectationsTrainer Speaking Group Activities

P Play NicelyHold yourself to the same standards you expect from students

Compliment each other for good ideas

B Be Courteous to Others

Use a zero voice while speaker is talking so others may hear

Turn off cell phones

Give everyone a chance to share

Listen while others are talking

I Involve Everyone

Think about all students in the school while listening to ideas

Think about all staff in the school while listening to ideas

Ask opinions from all participants

Use the democratic process

S Stay on TaskMake notes on slides as ideas appear or come to you

Write questions and save

Keep everyone on task assigned as time is tight

AGENDAbull Review of Day One Conceptsbull The Behavior Education

Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out

Programbull Create a Monitoring Systembull Troubleshooting

Training Objectives

bull Have a little fun laugh

bull Create an integrated model for behavior support systems within a school

bull Create a Behavior Support Intervention (CICO)

bull Create a Blueprint for Implementation and Problem Solving

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Training ExpectationsTrainer Speaking Group Activities

P Play NicelyHold yourself to the same standards you expect from students

Compliment each other for good ideas

B Be Courteous to Others

Use a zero voice while speaker is talking so others may hear

Turn off cell phones

Give everyone a chance to share

Listen while others are talking

I Involve Everyone

Think about all students in the school while listening to ideas

Think about all staff in the school while listening to ideas

Ask opinions from all participants

Use the democratic process

S Stay on TaskMake notes on slides as ideas appear or come to you

Write questions and save

Keep everyone on task assigned as time is tight

AGENDAbull Review of Day One Conceptsbull The Behavior Education

Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out

Programbull Create a Monitoring Systembull Troubleshooting

Training Objectives

bull Have a little fun laugh

bull Create an integrated model for behavior support systems within a school

bull Create a Behavior Support Intervention (CICO)

bull Create a Blueprint for Implementation and Problem Solving

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

AGENDAbull Review of Day One Conceptsbull The Behavior Education

Program (BEP)bull Establish an Oversight Systembull Establish a Referral Systembull Create a Check In Check Out

Programbull Create a Monitoring Systembull Troubleshooting

Training Objectives

bull Have a little fun laugh

bull Create an integrated model for behavior support systems within a school

bull Create a Behavior Support Intervention (CICO)

bull Create a Blueprint for Implementation and Problem Solving

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Training Objectives

bull Have a little fun laugh

bull Create an integrated model for behavior support systems within a school

bull Create a Behavior Support Intervention (CICO)

bull Create a Blueprint for Implementation and Problem Solving

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Review of Key Concepts From Day One

BIG IDEAS

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

1-5 1-5

5-10 5-10

80-90 80-90

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull High Intensity

Tertiary Interventionsbull Individual Studentsbull Assessment-basedbull Intense durable procedures

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Secondary Interventionsbull Some students (at-risk)bull High efficiencybull Rapid responsebull Small Group Interventionsbull Some Individualizing

Universal Interventionsbull All studentsbull Preventive proactive

Universal Interventionsbull All settings all studentsbull Preventive proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

0

02

04

06

08

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84 58

11

22

0520

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Tertiary Demo School Reduces ODRs amp Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO

CICO = Check in Check Out

Tertiary Demos

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

How are we doing at the Universal level Review DO NOW

bull Expectations defined Posted clearly

bull How often do we teach them 1-2x a year plus ongoing

bull Do we meet as a team regularly 1-3x monthly

bull Are we acknowledging expected behaviors Feedback is critical

bull Are we looking at data EVERY MEETING

bull Are we sharing data with staff Monthly

bull Are we self-assessing the systems (TIC)2-4x per year

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Emphasis on Prevention

Universal Reduce new cases of problem behavior

Secondary Reduce current cases of problem behavior

Tertiary Reduce complications intensity severity

of current cases

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Positive Behavior Interventions amp SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

bull AnalyzeStudent Data

bull Interviews Questionnaires Observations Simple FBA

bull Multi-Disciplinary Assessment amp Analysis

bull Simple Individualized Interventions

bull Group Interventions

bull Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

Adapted from T Scott 2004

bull Multiple PerspectivesMultiple settings Complex FBA

bull Complex individualized interventions

Incident Data

Teacher input

Cool Tools

Environmental adjustments

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

School-wide PositiveBehavior SupportSystems

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Systems

How things are done

Practices

How staff interacts with

students

Data

How decisions are made

bullReferral ProcessbullOngoing Team MeetingsbullInfo packet ready for familiesbullStaff trained and supportivebullSupport for teachers available

bullCheck n Connect processbullSocial skills groupsbullAcademic SupportbullTargeted reinforcement plan

bullData used for referrals to secondarybullStudent progress monitored and shared with student and familybullSystem monitoredbullData shared with staff

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

PBIS ldquoBIG IDEASrdquo

PBIS organizes the Host Environment

bull How decisions are madebull How things are done andbull How staff interact with students

to ensure the sustained use of best practices school-wide

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Data Decision RulesIfhellip Focus OnhellipbullMore than 40 of students received one or more ODRbullThere are more than 25 ODRrsquos per student

School-Wide System

bullMore that 60 of referrals come from the classroombullMore that 50 of referrals come from less than 10 of classrooms

Classroom System

bullMore than 35 of referrals come from nom-classroom settingsbullThere are more than 15 of students receiving referrals from non-classroom settings

Non-Classroom System

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Data Decision RulesIfhellip Focus Onhellip

bullMore than 10-15 students receive more than 5 office referrals

Secondary System

bullLess than 10 students receive more than 10 ODRrsquosbullLess than 10 students continue the same rate of referrals after receiving targeted group supportbullA small number of students destabilizes the overall functioning of the school

SecondaryIndividual Systems with Problem Solving Team Structure

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

BUILDING A SYSTEM OF SUPPORT (SOS)

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Big Ideasbull Secondary supports must be linked to the

function of the behaviorbull Secondary supports should address

instruction curriculum and environmental changes (Set Kids Up For Success)

bull Behavioral support should make the problem behavior irrelevant ineffective amp inefficient

bull Secondary supports should always teach a new way to behave

bull Secondary supports should be based on the foundation of Universal Implementation

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Secondary Group Supports

bull For those students who exhibit difficulties despite proactive school-wide prevention efforts

bull Students who are at risk but for whom high intensity interventions are not essential

bull Likely to be student with both academic amp behavioral challenges

bull Approximately 10 of school population

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

How is Systematic Support Different Than Other ldquoBehavior

Cardrdquo Interventionsbull A Secondary Intervention Implemented Within a School-

Wide System of Behavior Supportndash Behavior Cards typically support existing classroom

expectationsbull Implemented in all settings throughout the

school daybull All teachers and staff are trained amp aware of

expectationsbull Students identified proactively amp receive support

quicklybull Team uses data for decision making to

determine progress

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

A Context for PBS

bull Behavior support is the redesign of environments not the redesign of individuals

bull Positive Behavior Support plans define changes in the behavior of those who will implement the plan ndashA behavior support plan describes what we

will do differently

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Why Do People Behave

Modeling Accident Instinct Condition

Why Do People Continue Behaving

IT WORKS

Terry Scott

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

ldquoThe biggest achievement gap is between what kids can and will do between actualachievement and their potentialrdquo Eric Cooper National Urban Alliance

ldquoKids do more when doing worksrdquo George Sugai UCONN

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

The most common problem behaviors in school and in life serve one of two functionspurposes

1 To Get Something (Obtain) -attention objects power self-stimulation

2 To Get Away From Something (Escape)

-tasks situations persons feelings (ie embarrassment anxiety)

Adapted from T Scott 1988

Understanding ldquoFunctionrdquo

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Premise Behind Function

All behavior serves a purpose (function) for the individual and has been strengthened or reinforced by the environment

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Levels of Functional Behavioral Assessment

bull All levels of FBA focus on the same basic goalsndash Define the behavior of concern

bull Determine if behavior is a response classndash Identify the events that reliably predict occurrence

and non-occurrencendash Identify the consequences that maintain the behavior

in the most common ldquopredictor conditionsrdquondash Identify setting events that increase likelihood of

problem behavior

bull Summary statementndash Setting Event Antecedent Prob Beh Consequence

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level ISimple FBA

X X

Level IIComplex FBA

X X X

Level IIIFunctional Analysis

X X X X

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

Primary Purposes of Functional Behavioral Assessment

bull The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support

bull Behavior support plans built from functional assessment are more effectivendash Didden et al 1997 Newcomer amp Lewis 2006ndash Carr et al 1999 Ingram Sugai amp Lewis-Palmerndash Ellingson et al 2000 Filter (2004)

bull Create order out of chaos bull Define contextual information where when with whom

etcPERCEPTION

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Make Problem BehaviorIrrelevant

Make Problem Behavior Inefficient

Make Problem Behavior

Ineffective

And Positive Behavior

More Effective

Examples of Interventions

Effective Environments

bull Problem behaviors are irrelevantndash Aversive events are removedndash Access to positive events are more common

bull Problem behaviors are inefficientndash Appropriate behavioral alternatives availablendash Appropriate behavioral alternatives are taught

bull Problem behaviors are ineffectivendash Problem behaviors are not rewardedndash Desired behavior ARE rewarded

There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo

THE BEPCheck In Check Out (CICO)

bull VIDEO

There is a proverb which says ldquoIf yoursquove told a child 100 times to do something and they donrsquot do ithellipit isnrsquot the child that is a slow learnerrdquo

THE BEPCheck In Check Out (CICO)

bull VIDEO

THE BEPCheck In Check Out (CICO)

bull VIDEO

Efficient Organizationamp Systems of Support

bull ldquoThe typical school operates 14 different prevention activities concurrently and the typical activity is implemented with poor qualityrdquo

raquo Gottfredson Gottfredson Czeh Cantor Crosse amp Hantman 2000

~80 of Students

~15

~5

CONTINUUM of SWPBS

SECONDARY PREVENTIONbull Check inoutbull Targeted social skills

instructionbull Peer-based supportsbull Social skills clubbull

TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull

PRIMARY PREVENTIONbull Teach amp encourage positive

SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull

Audit

1 Identify existing practices by tier

2Specify outcome for each effort

3Evaluate implementation accuracy amp outcome effectiveness

4Eliminateintegrate based on outcomes

5Establish decision rules (RtI)

Initiative Project

Committee

Purpose Outcome Target Group

Staff Involved

Action Plan

Response to Intervention (tier 1)

PBIS Universal Team

CSEIEP

Working Smarter

Organizing for Individual Student Supports

District

School

PBS Team

CICO Team Student Support Team

Team Responsibilities

SchoolPBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam coordination

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE resources

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

~80 of Students

~15

~5

CONTINUUM of SWPBS

SECONDARY PREVENTIONbull Check inoutbull Targeted social skills

instructionbull Peer-based supportsbull Social skills clubbull

TERTIARY PREVENTIONbull Function-based supportbull WraparoundPCPbull Special Educationbull bull

PRIMARY PREVENTIONbull Teach amp encourage positive

SW expectationsbull Proactive SW disciplinebull Effective instructionbull Parent engagementbull

Audit

1 Identify existing practices by tier

2Specify outcome for each effort

3Evaluate implementation accuracy amp outcome effectiveness

4Eliminateintegrate based on outcomes

5Establish decision rules (RtI)

Initiative Project

Committee

Purpose Outcome Target Group

Staff Involved

Action Plan

Response to Intervention (tier 1)

PBIS Universal Team

CSEIEP

Working Smarter

Organizing for Individual Student Supports

District

School

PBS Team

CICO Team Student Support Team

Team Responsibilities

SchoolPBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam coordination

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE resources

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Initiative Project

Committee

Purpose Outcome Target Group

Staff Involved

Action Plan

Response to Intervention (tier 1)

PBIS Universal Team

CSEIEP

Working Smarter

Organizing for Individual Student Supports

District

School

PBS Team

CICO Team Student Support Team

Team Responsibilities

SchoolPBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam coordination

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE resources

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Organizing for Individual Student Supports

District

School

PBS Team

CICO Team Student Support Team

Team Responsibilities

SchoolPBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam coordination

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE resources

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Team Responsibilities

SchoolPBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam coordination

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE resources

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Building-based ldquoSystemsrdquo Teams

bull May be all or some of __ team (IST PRT)bull Continuum of supports bull SecondaryTertiary Tracking Toolbull Flexibly lsquoprescribedrsquo building agenda

ndash Check on all levels of support (integrity)ndash Discuss youthsrsquo response to interventionsndash Ensure adults amp systems have needed

resources

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Organization and Structure

bull Coordinator bull Chair BEP meetings faculty contact improvement

bull Specialist bull Check-in check-out meeting data entry graphsbull Together (Coordinator + Specialist) = 10 hourswk

bull Meeting 45 min per weekbull Coordinator Specialist Sped faculty Related Services

bull All staff commitment and trainingbull Simple data collection and reporting system

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

DecisionsWhich team willhellip

bull Collect and review secondary referralsbull Review Office Referral data to screen for

kids needing secondary interventionsbull Coordinate with the staff

conductingsupporting secondary interventions

bull Will review data collected and decide on next steps ie graduate from secondary increase to intensive

Secondary CD

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Secondary Team

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

SecondaryTertiary Tracking ToolKey Actual referredreceiving 1st

Responding 2nd

Date of Students in Simple Secondary Intervention

students in Simple Secondary with IndividualizedComponents

Students with School-basedSimple FBABIP

of students with Multiple-domainsetting FBABIP

students supported with

Wrap-around

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Evaluating SOS Team Progress Sample Agenda Form

BEP Team Meeting AgendaDate____________ Note taker___________Team Members

Present___________________________

List of Priority Students

1) Discuss Priority Students

2) Discuss New Referrals

3) Identify ways to provide feedback amp acknowledgement more consistently

4) Other Issues of concern or students

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Is My School Ready to Implement a System of Support (SOS)

bull School-wide system of behavior support in place

bull Staff buy-in for implementation of the SOSbull Administrative support

ndash Time amp money allocated

bull No major changes in school climatendash eg teacher strikes administrative turnover

major changes in funding

bull SOS implementation a top priority

Complete Secondary Level Checklist

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS

bull Give SOS program a high profile in your school

bull Promote SOS as positive support not punishment

bull Collaboratively involve referring teachers in SOS process

bull Provide regular feedback to staff students and families

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Training TeachersFamilies on System of Support (SOS)

In-service on the ldquospiritrdquo of programndashsupportive not punitivendash immediate feedback on behavior (type

of statements what the ratings mean examples of feedback)

ndash follow-up forum to express concernsndash individual coachingndashboosters needed at least yearly

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Training Students on SOS System

bull Meet with parents and students

bull Modeling and Practice

bull Accepting Feedback

bull Decision-Making ndashGoal

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

How will you build support for your secondary system who will train the staff

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Why do Secondary Interventions Work

bull Improved structurebull System for linking student with at least one positive adultbull Student chooses to participatebull Prompts are provided throughout the day for correct behavior

bull Student is ldquoset up for successrdquobull First contact each morning is positivebull ldquoBlow-outrdquo days are pre-emptedbull First contact each class period (or activity period) is positive

bull Increase in contingent feedbackbull Feedback occurs more oftenbull Feedback is tied to student behaviorbull Inappropriate behavior is less likely to be ignored or rewarded

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Why do Secondary Interventions Work

bull Program can be applied in all school locationsbull Classroom playground cafeteria (anywhere there is a

supervisor)bull Elevated reward for appropriate behavior

bull Adult and peer attention delivered each target periodbull Adult attention (and tangible) delivered at end of day

bull Linking behavior support and academic supportbull For academic-based escape-maintained problem behavior

incorporate academic supportbull Linking school and home support

bull Provide format for positive studentparent contactbull Program is organized to morph into a self-

management systembull Increased options for making choicesbull Increased ability to self-monitor performanceprogress

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Elements of the BEPCheck and Connect Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

ContractAgreement

bull Agreement to succeedndash Student Student chooses to participatendash Parentndash BEP coordinatorndash Teachers

bull Contract may be written or verbalndash Better if written

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Design an agreement form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Personnel Support Coordinator

bull Takes care of requests for assistancebull Lead morning check-in afternoon check-outbull Enter support data on spreadsheet ndash dailybull Organize and maintain recordsbull Create graphs for support meetingsbull Gather supplemental information for support

meetingsbull Prioritize students in need of support for team

meetingsbull Attends support meetings

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Characteristics of an effective Support coordinator

bull Flexibility within job responsibility (eg Ed Asst)

bull Positive and enthusiasticbull Someone the students enjoy and trustbull Organized and dependablebull Works at school every day

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Identify the staff who will implement your secondary system (Support Coordinator) andthe location

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Identification and Referral

bull Recommendation from Universal Team based on data

bull Recommendation by teacherbull Recommendation by family memberbull Time to action FAST

ndash 30 min to 7 days (system is automatic)

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

How to Identify Students in Need of Support Using a Multiple Gate Approach

bull A Multiple Gate Approach is an efficient method for quickly identifying students who might be in need of additional academic and social supports

bull Usually employs three ldquogatesrdquondash 1 Teacher rating of externalizing and internalizing behaviorsndash 2 Records review including attendance academic performance

behavior reportsndash 3 Direct observations of class by trained professional (eg school

psych social worker counselor etc)

bull Parent Interview amp Discussionndash 1 Meet with parents and discuss opportunity for their child to a

participate in a program that will offer additional supportsndash 2 Support may include academic tutoring study skills social

development organizational support etc

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Design a referral form and process

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Critical Features of Secondary Group Interventions

bull 5-15 of student bodybull Intervention is continuously availablebull Rapid access to intervention (72 hr)bull Very low effort by teachersbull Consistent with school-wide expectationsbull All stafffaculty in school are involvedhave accessbull Flexible intervention based on descriptive

functional assessmentbull Adequate resources (admin team)bull Continuous monitoring for decision-making

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

General Secondary Processbull Inform of status amp why targetedbull Provide options to participate (if appropriate)bull Review Universal Interventions that were already

conducted to establish foundationbull Identify sources of data bull Establish baseline data bull Determine skill set to be acquired (or goal)bull Create amp implement planbull Assess status amp plan for follow-up

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Secondary Group Interventions Group Based Programming

Elements4 Daily student-adult check-in and monitoring

5 Regular and frequent opportunities for positive reinforcement

6 Home-school strengths-based connectionpartnership

7 Connection to school-wide expectationsrules

8 Efficient consistent data collection system

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Examples of Group Interventions

bull Newcomers Clubbull Homework Study Groupsbull Study Skills Instructionbull BreakfastLunch Bunchbull Anger Management Groupbull Grade-specificbull Social Skills Clubbull Mentoringbull Check-in ndash Check-outbull Teachers Coaching Teachers (Peer Coaching)

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

General Secondary Strategies

bull Collect on-going databull Inform amp receive consent from all partiesbull Least restrictive

ndash more studentsndash less time ndash less complicated

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

What each student experiences at start

of their school day

bullgreeted (positive personal glad to see you)

bull scanned (ready to go to class)

bull readiness check (books pencils etc)

bull gets form (prompt for positive interaction)

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Examples of Secondary Group Interventions

bull The Behavior Education Plan (BEP)bull Anne Warberg Nancy George Robert March Doris Brown Kelly

Churan Deanne Crone Susan Taylor-Greene Rob Horner Leanne Hawken

bull Robert March amp Rob Hornerbull Feasibility and Contributions of Functional Behavioral Assessment

in Schoolsraquo Journal of Educational and Behavioral Disorders

bull Leanne Hawken amp Rob Hornerbull Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support Journal of Behavioral Education

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Secondary Group InterventionsBehavior Education Program (BEP)

Check-n-Connect(March amp Horner 1998)

BEP Daily Cycle

1 Check in at office upon arrival to school

reminder binder

precorrections

turn in previous dayrsquos signed form

pick-up new form

review daily goals

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Secondary Group Interventions continuedhellipBehavior Education Program (BEP)

(March amp Horner 1998)

BEP Daily Cycle

2 At each classteacher completes card orstudent completes self-monitoring

cardteacher checks and initials card

3 Check out at end of dayreview days points amp goalsreceive reinforcer if goal mettake successful card homeprecorrections

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Secondary Group Interventions continuedhellip

Behavior Education Program (BEP)(March amp Horner 1998)

BEP Daily Cycle

4 Give successful day card to parentreceive reinforcer from parenthave parent sign card

5 Return signed card next day ndash celebrate (if not returned simply go on)

6 Weekly BEP meeting with data graphing

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Check In Check Out Programbull Have the student check in with a

preferred adult first thing in the morning- before they go to their first class

bull Have them check in again at the end of the day with this preferred adultndash This adult will check to see how the

day is going and prevent things that might be brewing

ndash Some children will need to check in throughout the day

Hawken 2006 Horner amp OrsquoNeil 2006

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Basic Cyclebull Morning check-in

ndash Greeted positively ndash Get daily progress report ndash Offered encouragement

bull Give form to each teacher prior to each period (will also be used in cafeteria and recess)

bull End of day check-outndash Points talliedndash Reinforcement if earned

bull Daily progress report copy taken home and signedbull Return signed copy next morning

How Does It Work

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

BEPCheck and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

bull HUGS

ndashHello

ndashUpdate

ndashGood-bye

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

H U GHello- Touch base first thing in the morning Get day off to a positive start

Update- See student briefly at mid-day See how things are going give encouragement

Goodbye- Meet at end of the day Review praise encourage Talk about what went right and make a plan to address those things that didnrsquot

SECONDARY INTERVENTION EXAMPLE

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Check in-Check out

Morning check-in with

preferred adult

Hourly teacher

evaluation

Mid-day check in with

preferred adult

Hourly teacher

evaluation

End of day check-out with preferred adultH

ome

chec

k-in

Earned reward

Parent report to school

Graph points

Review pointsGraph points

Adapted from Hawken 2008

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

The quickest way to change behaviorhellipin anyone

Research indicates that you can improve behavior

by 80 just by pointing out what someone is doing

correctly

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Identify amp describe your secondary interventions (s)

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Student-Teacher Rating Form

Date

Student Hour One Hour Two Hour Three Hour Four Hour Five Hour Six

Respect Self

Respect Others

Respect Property

TotalPoints

3= Great Day- No or very few behavioral learning opportunities occurred2= Pretty Good Day- few behavioral learning opportunities occurred1= This day could have been better- more than a few behavioral learning opportunities occurred

Student Signature _________________________________________________Teacher Signature _________________________________________________Parents Signature _________________________________________________For younger students use smiling faces

3

32 33 36

233

33

23

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

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 Hand amp 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 ndash Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM to break

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Daily Goal ___________ Daily Score __________ Teacher Comments Please state briefly any specific behaviors or achievements that demonstrate hisher progress AM to Midmorning __________________________________Midmorning to Lunch ________________________________________

Lunch ____________________________________________________ PM ndashBreak_______________________________________

PM-dismissal_______________________________________________ Other__________________________________________

Break to dismissal

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

EXPECTATIONS ELA

MATH ENC1

ENC2

SCI SOC ST

READ

LUNCHRECESS

TOTALS

Homework Completed+1

Progress Report Returned+1

Being Responsible+1

Being Respectful+1

Being There Being Ready+1

Following Directions+1

T1 T2+ 0 -1

SUB TOTAL

Possible Total Points Earned 47 KEY 45ndash 47 Excellent

42 ndash 44 GoodTOTAL POINTS EARNED ______ 39 ndash 41 Fair

PARENTrsquoSGUARDIANrsquoS SIGNATURE ___________________________________________________________ COMMENTS ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ HALL PASS Date ________________ Time _______________ StaffTeacher Signature __________________________________________________________

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

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 Hand amp 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 ndash 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

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

KENNEDY CARD

Name _____________________________________________________

Materials

To Class

Worked and Let Others Work

Follow Directions 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

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

= 2 points

= 1 point

= 0 points

POINT SHEET

Name__________________

Date______________

Points received________________Points possible________________Daily goal reached YES NO

GOALS Morning Reading Math Afternoon

Keep my hands feet body and objects to myself

Say nice things or no things to other people

Follow adult directions the first time

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Designing Daily Progress Reportsbull Determine behavioral expectations

ndash School-wide expectationsndash Academic vs behavioral expectations

bull Expectations stated positivelybull Range of scores

ndash Rating scales should be age appropriate

bull Teacher friendlyndash circling versus writing amp place for teacher initialsndash consistent expectations versus individual expectations

bull Data easy to summarize and determine if goal is met

Whatrsquos in a name

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

BEHAVIOR REPORT CARD WRITER

httpwwwinterventioncentralorg

StudentTeacher Rating Scale

Time to get going again

Activity

Design a Daily Progress Report

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Data Collection for Decision-Making

bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team

bull Outcome Data

Graph the Information

bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too

slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

0307 0308 0309 0312 0313 0314Date

Ryans BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Data Collection for Decision-Making

bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team

bull Outcome Data

Graph the Information

bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too

slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

0307 0308 0309 0312 0313 0314Date

Ryans BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Data Collection for Decision-Making

bull Monitor points earned each daybull Office Discipline Referralsbull T1T2 Usagebull Attendancebull Gradesbull Regular use of data by team

bull Outcome Data

Graph the Information

bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too

slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

0307 0308 0309 0312 0313 0314Date

Ryans BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Graph the Information

bull Is it really necessary to graph AbsolutelyIt allows you to see patterns in the behaviorIt allows you to see change that may be too

slow to see with the naked eyeIt allows for better interpretation of your dataIt makes sense out of the numbersWe are visual beings

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

0307 0308 0309 0312 0313 0314Date

Ryans BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

0

20

40

60

80

100

Pe

rc

en

tag

e o

f P

oin

ts

0307 0308 0309 0312 0313 0314Date

Ryans BEP Performance

2000-2001

Daily Data Used for Decision Making

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Daily Data Used for Decision Making

0

20

40

60

80

100

Percen

tag

e o

f P

oin

ts

0205 0208 0213 0220 0223Date

Rachelles BEP Performance

2000-2001

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Rate of Incident Pre and Post Check and Connect Initiative

0

02

04

06

08

1

12

14

16

Pre Post

IncidentsDay

Study reflects performance of 11 students chosen to participate in check and connect initiative Results reflect a decrease in the rate of incident of 71

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

ODRs By Student

0

2

4

6

8

10

12

JJ OLJS

hAH CA HL FC AR JS

Student

o

f O

DR

s

Pre Check amp Connect

Post Check amp Connect

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Unexcused Absences By Student

0

5

10

15

20

25

30

Student

o

f un

excu

sed

ab

sen

ces

Pre Check amp Connect

Post Check amp Connect

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Implementing SOS with Individual Students

Effective SchoolndashWide System in Place

Student not responding to school-wide Expectations

Implement Basic SOSbull Increased structure check-in checkoutbull Frequent feedbackbull Connection with key adult

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Implement Basic SOS

IsIs the Basic SOS

Working

bull Continue with Basic SOS

bull Transition to self- management

Yes

No

Conduct Brief Functional Assessmentbull What is the problem behaviorbull Where does the problem behavior

occurnot occur

bull Why does the problem behavior keep happening

Excel Secondary Data System

Excel Program

Excel Secondary Data System

Excel Program

Time to get going again

Activity

How will you track progress Who will supervise data

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Time to get going again

Activity

Develop a reinforcement system

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

THE BEPCheck In Check Out (CICO)

bull VIDEO

FAQs

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

Time to get going again

Activity

Develop a reinforcement system

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

THE BEPCheck In Check Out (CICO)

bull VIDEO

FAQs

Time to get going again

Activity

Develop a reinforcement system

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

THE BEPCheck In Check Out (CICO)

bull VIDEO

FAQs

Group Feedback amp Discussion

Whatrsquos on your mind1 MinutePLEASE

AttentionPlease

THE BEPCheck In Check Out (CICO)

bull VIDEO

FAQs

THE BEPCheck In Check Out (CICO)

bull VIDEO

FAQs

Why Do Interventions Fail

bull 1048696 Bad data for decision makingbull 1048696 Un-measurable outcome objectivesbull 1048696 Low quality planbull 1048696 Poor implementation of planbull 1048696 Lack of regular amp sustained monitoringbull 1048696 Inadequate support for implementersbull 1048696 Failure to implementadopt function-

based approach

Common roadblocks at SecondaryTertiary Levels

bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo

ndash Grade level (K 9th) Location Check-n-Connect SW groups

bull Making group interventions too cumbersome for adults (simple works well)

bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something

Elements of the BEPCheck In Check Out Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

Put It All Together

7 Steps of Precorrection

1) Identify the context (trigger) amp predictable problem behavior

2) Specify expected behaviors

3) Systematically modify the context

4) Conduct behavioral rehearsals

5) Provide strong reinforcement

6) Prompt expected behaviors

7) Monitor the plan

Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction to improve transition behaviors in an elementary school School Psychology Quarterly 12 344-363

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Common roadblocks at SecondaryTertiary Levels

bull Missing the need for a S-W ldquoBoosterrdquobull Skipping the efficient ldquoGroup Interventionrdquo

ndash Grade level (K 9th) Location Check-n-Connect SW groups

bull Making group interventions too cumbersome for adults (simple works well)

bull Data at the Secondary level missingbull Forgetting that levels are ldquoin addition tordquobull Waiting too long to TRY something

Elements of the BEPCheck In Check Out Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

Put It All Together

7 Steps of Precorrection

1) Identify the context (trigger) amp predictable problem behavior

2) Specify expected behaviors

3) Systematically modify the context

4) Conduct behavioral rehearsals

5) Provide strong reinforcement

6) Prompt expected behaviors

7) Monitor the plan

Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction to improve transition behaviors in an elementary school School Psychology Quarterly 12 344-363

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Elements of the BEPCheck In Check Out Approach

bull OrganizationStructurebull IdentificationReferralbull ContractAgreementbull Basic BEP Cyclebull Functional Assessmentbull Design of Supportbull Data Collection and Decision Making

Put It All Together

7 Steps of Precorrection

1) Identify the context (trigger) amp predictable problem behavior

2) Specify expected behaviors

3) Systematically modify the context

4) Conduct behavioral rehearsals

5) Provide strong reinforcement

6) Prompt expected behaviors

7) Monitor the plan

Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction to improve transition behaviors in an elementary school School Psychology Quarterly 12 344-363

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

7 Steps of Precorrection

1) Identify the context (trigger) amp predictable problem behavior

2) Specify expected behaviors

3) Systematically modify the context

4) Conduct behavioral rehearsals

5) Provide strong reinforcement

6) Prompt expected behaviors

7) Monitor the plan

Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction to improve transition behaviors in an elementary school School Psychology Quarterly 12 344-363

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Study Colvin G Sugai G Good III RH amp Lee Y (1997) Using active supervision and pre-correction to improve transition behaviors in an elementary school School Psychology Quarterly 12 344-363

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Effect of Supervisor Interactions on Problem Behavior

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Results of Pre-Correction Study

Major Findingsbull Active supervision combined with pre-correction

significantly reduced problemsbull Active supervision defined as Moving around

looking around and interacting with childrenbull Interactions between supervisor and children

negatively correlated to high degree (-83)bull Actual number of adults present did not affect

student behavior (range 1-5)bull Some students persisted with problem behavior

implying they needed a more individualized intervention

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Summarybull Secondary interventions are

ndash Less time intensive more cost effectivendash Best for low level problem behavior (eg talk-

outs minor disruption task completion)ndash Efficient because they use a similar set of

strategies across a group of students who need similar support

ndash Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals

Celebrate and sustain yourselves

Celebrate and sustain yourselves

WEB RESOURCESPositive Behavior Support National Center wwwpbisorg

School-Wide Information Systems wwwswisorg

Intervention Central wwwinterventioncentralorg

Oregon Research Institute wwworiorgGreat info on support for families you serve

Oregon Social Learning Center wwwoslcorgFocus on community based interventions

Illinois Statewide PBIS Initiative wwwilpbisorg

Duck tape

It fixes everything

WHEN ALL ELSE FAILShellip

Thank you for all you doand for your support

Tom Ellison

tellisonscbocesorg

• Slide 1
• SECONDARY INTERVENTIONS AND SYSTEMS
• Training Expectations
• AGENDA
• Training Objectives
• BIG IDEAS
• Designing School-Wide Systems for Student Success A Response to
• Slide 8
• Tertiary Demo School Reduces ODRs amp Increases Simple Secondary
• How are we doing at the Universal level Review DO NOW
• Emphasis on Prevention
• Positive Behavior Interventions amp Supports A Response to Interv
• Slide 13
• Slide 14
• PBIS ldquoBIG IDEASrdquo
• Data Decision Rules
• Data Decision Rules (2)
• BUILDING A SYSTEM OF SUPPORT (SOS)
• Slide 19
• Big Ideas
• Secondary Group Supports
• How is Systematic Support Different Than Other ldquoBehavior Cardrdquo
• A Context for PBS
• Why Do People Behave
• Slide 25
• Premise Behind Function
• Levels of Functional Behavioral Assessment
• Building FBA Capacity
• Primary Purposes of Functional Behavioral Assessment
• Slide 31
• Effective Environments
• Slide 33
• THE BEP Check In Check Out (CICO)
• Efficient Organization amp Systems of Support
• Slide 36
• Slide 37
• Organizing for Individual Student Supports
• Team Responsibilities
• Building-based ldquoSystemsrdquo Teams
• Organization and Structure
• Decisions Which team willhellip
• Slide 43
• Group Feedback amp Discussion
• SecondaryTertiary Tracking Tool Key Actual referredreceiving
• Evaluating SOS Team Progress Sample Agenda Form
• Is My School Ready to Implement a System of Support (SOS)
• How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
• Training TeachersFamilies on System of Support (SOS)
• Training Students on SOS System
• Slide 51
• Group Feedback amp Discussion (2)
• Why do Secondary Interventions Work
• Why do Secondary Interventions Work
• Elements of the BEPCheck and Connect Approach
• What each student experiences at start of their school day
• ContractAgreement
• Slide 58
• Group Feedback amp Discussion (3)
• Personnel Support Coordinator
• Characteristics of an effective Support coordinator
• Slide 62
• Group Feedback amp Discussion (4)
• Identification and Referral
• How to Identify Students in Need of Support Using a Multiple G
• Slide 66
• Group Feedback amp Discussion (5)
• Critical Features of Secondary Group Interventions
• General Secondary Process
• Secondary Group Interventions Group Based Programming Elements
• Examples of Group Interventions
• General Secondary Strategies
• What each student experiences at start of their school day (2)
• Examples of Secondary Group Interventions
• Secondary Group Interventions Behavior Education Program (BEP)
• Secondary Group Interventions continuedhellip
• Secondary Group Interventions continuedhellip (2)
• Check In Check Out Program
• Basic Cycle
• BEPCheck and Connect Cycle
• Slide 81
• H U G
• Check in-Check out
• The quickest way to change behaviorhellipin anyone
• Slide 85
• Group Feedback amp Discussion (6)
• Slide 87
• Daily Progress Report
• Slide 89
• Slide 90
• Slide 91
• Slide 92
• Daily Progress Report (2)
• Slide 94
• Slide 95
• Designing Daily Progress Reports
• BEHAVIOR REPORT CARD WRITER
• Slide 98
• Group Feedback amp Discussion (7)
• Slide 100
• Slide 101
• Slide 102
• Data Collection for Decision-Making
• Graph the Information
• Daily Data Used for Decision Making
• Daily Data Used for Decision Making
• Slide 107
• Slide 108
• Slide 109
• Implementing SOS with Individual Students
• Slide 111
• Excel Secondary Data System
• Slide 113
• Group Feedback amp Discussion (8)
• Slide 115
• Slide 116
• Slide 117
• Group Feedback amp Discussion (9)
• THE BEP Check In Check Out (CICO) (2)
• Why Do Interventions Fail
• Common roadblocks at SecondaryTertiary Levels
• Elements of the BEPCheck In Check Out Approach
• 7 Steps of Precorrection
• Study Colvin G Sugai G Good III RH amp Lee Y (1997)
• Effect of Supervisor Interactions on Problem Behavior
• Results of Pre-Correction Study
• Summary
• WEB RESOURCES
• Slide 130
• Thank you for all you do and for your support

Duck tape

It fixes everything

WHEN ALL ELSE FAILShellip

Thank you for all you doand for your support

Tom Ellison

tellisonscbocesorg

• Slide 1
• SECONDARY INTERVENTIONS AND SYSTEMS
• Training Expectations
• AGENDA
• Training Objectives
• BIG IDEAS
• Designing School-Wide Systems for Student Success A Response to
• Slide 8
• Tertiary Demo School Reduces ODRs amp Increases Simple Secondary
• How are we doing at the Universal level Review DO NOW
• Emphasis on Prevention
• Positive Behavior Interventions amp Supports A Response to Interv
• Slide 13
• Slide 14
• PBIS ldquoBIG IDEASrdquo
• Data Decision Rules
• Data Decision Rules (2)
• BUILDING A SYSTEM OF SUPPORT (SOS)
• Slide 19
• Big Ideas
• Secondary Group Supports
• How is Systematic Support Different Than Other ldquoBehavior Cardrdquo
• A Context for PBS
• Why Do People Behave
• Slide 25
• Premise Behind Function
• Levels of Functional Behavioral Assessment
• Building FBA Capacity
• Primary Purposes of Functional Behavioral Assessment
• Slide 31
• Effective Environments
• Slide 33
• THE BEP Check In Check Out (CICO)
• Efficient Organization amp Systems of Support
• Slide 36
• Slide 37
• Organizing for Individual Student Supports
• Team Responsibilities
• Building-based ldquoSystemsrdquo Teams
• Organization and Structure
• Decisions Which team willhellip
• Slide 43
• Group Feedback amp Discussion
• SecondaryTertiary Tracking Tool Key Actual referredreceiving
• Evaluating SOS Team Progress Sample Agenda Form
• Is My School Ready to Implement a System of Support (SOS)
• How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
• Training TeachersFamilies on System of Support (SOS)
• Training Students on SOS System
• Slide 51
• Group Feedback amp Discussion (2)
• Why do Secondary Interventions Work
• Why do Secondary Interventions Work
• Elements of the BEPCheck and Connect Approach
• What each student experiences at start of their school day
• ContractAgreement
• Slide 58
• Group Feedback amp Discussion (3)
• Personnel Support Coordinator
• Characteristics of an effective Support coordinator
• Slide 62
• Group Feedback amp Discussion (4)
• Identification and Referral
• How to Identify Students in Need of Support Using a Multiple G
• Slide 66
• Group Feedback amp Discussion (5)
• Critical Features of Secondary Group Interventions
• General Secondary Process
• Secondary Group Interventions Group Based Programming Elements
• Examples of Group Interventions
• General Secondary Strategies
• What each student experiences at start of their school day (2)
• Examples of Secondary Group Interventions
• Secondary Group Interventions Behavior Education Program (BEP)
• Secondary Group Interventions continuedhellip
• Secondary Group Interventions continuedhellip (2)
• Check In Check Out Program
• Basic Cycle
• BEPCheck and Connect Cycle
• Slide 81
• H U G
• Check in-Check out
• The quickest way to change behaviorhellipin anyone
• Slide 85
• Group Feedback amp Discussion (6)
• Slide 87
• Daily Progress Report
• Slide 89
• Slide 90
• Slide 91
• Slide 92
• Daily Progress Report (2)
• Slide 94
• Slide 95
• Designing Daily Progress Reports
• BEHAVIOR REPORT CARD WRITER
• Slide 98
• Group Feedback amp Discussion (7)
• Slide 100
• Slide 101
• Slide 102
• Data Collection for Decision-Making
• Graph the Information
• Daily Data Used for Decision Making
• Daily Data Used for Decision Making
• Slide 107
• Slide 108
• Slide 109
• Implementing SOS with Individual Students
• Slide 111
• Excel Secondary Data System
• Slide 113
• Group Feedback amp Discussion (8)
• Slide 115
• Slide 116
• Slide 117
• Group Feedback amp Discussion (9)
• THE BEP Check In Check Out (CICO) (2)
• Why Do Interventions Fail
• Common roadblocks at SecondaryTertiary Levels
• Elements of the BEPCheck In Check Out Approach
• 7 Steps of Precorrection
• Study Colvin G Sugai G Good III RH amp Lee Y (1997)
• Effect of Supervisor Interactions on Problem Behavior
• Results of Pre-Correction Study
• Summary
• WEB RESOURCES
• Slide 130
• Thank you for all you do and for your support

Thank you for all you doand for your support

Tom Ellison

tellisonscbocesorg

• Slide 1
• SECONDARY INTERVENTIONS AND SYSTEMS
• Training Expectations
• AGENDA
• Training Objectives
• BIG IDEAS
• Designing School-Wide Systems for Student Success A Response to
• Slide 8
• Tertiary Demo School Reduces ODRs amp Increases Simple Secondary
• How are we doing at the Universal level Review DO NOW
• Emphasis on Prevention
• Positive Behavior Interventions amp Supports A Response to Interv
• Slide 13
• Slide 14
• PBIS ldquoBIG IDEASrdquo
• Data Decision Rules
• Data Decision Rules (2)
• BUILDING A SYSTEM OF SUPPORT (SOS)
• Slide 19
• Big Ideas
• Secondary Group Supports
• How is Systematic Support Different Than Other ldquoBehavior Cardrdquo
• A Context for PBS
• Why Do People Behave
• Slide 25
• Premise Behind Function
• Levels of Functional Behavioral Assessment
• Building FBA Capacity
• Primary Purposes of Functional Behavioral Assessment
• Slide 31
• Effective Environments
• Slide 33
• THE BEP Check In Check Out (CICO)
• Efficient Organization amp Systems of Support
• Slide 36
• Slide 37
• Organizing for Individual Student Supports
• Team Responsibilities
• Building-based ldquoSystemsrdquo Teams
• Organization and Structure
• Decisions Which team willhellip
• Slide 43
• Group Feedback amp Discussion
• SecondaryTertiary Tracking Tool Key Actual referredreceiving
• Evaluating SOS Team Progress Sample Agenda Form
• Is My School Ready to Implement a System of Support (SOS)
• How Do You Build Student Family and Staff ldquobuy-inrdquo for the SOS
• Training TeachersFamilies on System of Support (SOS)
• Training Students on SOS System
• Slide 51
• Group Feedback amp Discussion (2)
• Why do Secondary Interventions Work
• Why do Secondary Interventions Work
• Elements of the BEPCheck and Connect Approach
• What each student experiences at start of their school day
• ContractAgreement
• Slide 58
• Group Feedback amp Discussion (3)
• Personnel Support Coordinator
• Characteristics of an effective Support coordinator
• Slide 62
• Group Feedback amp Discussion (4)
• Identification and Referral
• How to Identify Students in Need of Support Using a Multiple G
• Slide 66
• Group Feedback amp Discussion (5)
• Critical Features of Secondary Group Interventions
• General Secondary Process
• Secondary Group Interventions Group Based Programming Elements
• Examples of Group Interventions
• General Secondary Strategies
• What each student experiences at start of their school day (2)
• Examples of Secondary Group Interventions
• Secondary Group Interventions Behavior Education Program (BEP)
• Secondary Group Interventions continuedhellip
• Secondary Group Interventions continuedhellip (2)
• Check In Check Out Program
• Basic Cycle
• BEPCheck and Connect Cycle
• Slide 81
• H U G
• Check in-Check out
• The quickest way to change behaviorhellipin anyone
• Slide 85
• Group Feedback amp Discussion (6)
• Slide 87
• Daily Progress Report
• Slide 89
• Slide 90
• Slide 91
• Slide 92
• Daily Progress Report (2)
• Slide 94
• Slide 95
• Designing Daily Progress Reports
• BEHAVIOR REPORT CARD WRITER
• Slide 98
• Group Feedback amp Discussion (7)
• Slide 100
• Slide 101
• Slide 102
• Data Collection for Decision-Making
• Graph the Information
• Daily Data Used for Decision Making
• Daily Data Used for Decision Making
• Slide 107
• Slide 108
• Slide 109
• Implementing SOS with Individual Students
• Slide 111
• Excel Secondary Data System
• Slide 113
• Group Feedback amp Discussion (8)
• Slide 115
• Slide 116
• Slide 117
• Group Feedback amp Discussion (9)
• THE BEP Check In Check Out (CICO) (2)
• Why Do Interventions Fail
• Common roadblocks at SecondaryTertiary Levels
• Elements of the BEPCheck In Check Out Approach
• 7 Steps of Precorrection
• Study Colvin G Sugai G Good III RH amp Lee Y (1997)
• Effect of Supervisor Interactions on Problem Behavior
• Results of Pre-Correction Study
• Summary
• WEB RESOURCES
• Slide 130
• Thank you for all you do and for your support