1. Implementing Targeted Group Interventions at the School, District and State Level Susan Barrett, MD State Coordinator Elsa Velez, Charles County PBIS Coordinator Toni Melton, Principal, Indian Head ES Ron Stup, Matthew Henson MS www.pbismaryland.org

2. Advance Organizer PBIS Maryland PBIS Maryland Moving up the triangle using BEP Moving up the triangle using BEP State and District Support State and District Support School Examples School Examples Indian Head Elementary Indian Head Elementary Matthew Henson Middle School Matthew Henson Middle School

3. PBIS Maryland 467 trained SW-PBS 467 trained SW-PBS State and Local Leadership Teams State and Local Leadership Teams 257 Behavior Support Coaches 257 Behavior Support Coaches Infrastructure to support implementation at the universal effort Infrastructure to support implementation at the universal effort What additional resources are needed to implement, support and sustain large scale implementation of BEP? What additional resources are needed to implement, support and sustain large scale implementation of BEP?

4. What is a BEP?

5. Acknowledgements Rob Horner, Leanne Hawken, Rob March Rob Horner, Leanne Hawken, Rob March Fern Ridge Middle School Fern Ridge Middle School Clear Lake Elementary Clear Lake Elementary Bohemia Elementary Bohemia Elementary Kennedy Middle School Kennedy Middle School Effective Behavior Support Team- University of Oregon Effective Behavior Support Team- University of Oregon This project was supported by Grant No. H324B000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred.

6. Implementing a Continuum of Behavior Support 80-85% of students will be supported by preventative school-wide procedures & classroom management plans 80-85% of students will be supported by preventative school-wide procedures & classroom management plans 15-20% of students will need more support 15-20% of students will need more support IDEA - Increased focus on Functional Behavioral Assessment (FBA) & Behavior Support Planning (BSP) IDEA - Increased focus on Functional Behavioral Assessment (FBA) & Behavior Support Planning (BSP) Implement FBA-BSP with students with disabilities at-risk for change in placement Implement FBA-BSP with students with disabilities at-risk for change in placement

8. Continuum of Support for Secondary-Tertiary Level Systems Targeted group interventions Targeted group interventions Targeted group with a unique feature for an individual student Targeted group with a unique feature for an individual student Individualized function based behavior support plan for a student focused on one specific problem behavior Individualized function based behavior support plan for a student focused on one specific problem behavior Behavior Support Plan across all settings (ie: home and school) Behavior Support Plan across all settings (ie: home and school) Wraparound: More complex and comprehensive plan that address multiple life domain issues (ie: home, school and community) Wraparound: More complex and comprehensive plan that address multiple life domain issues (ie: home, school and community)

9. Behavior Support Challenges Resources (time & money) in schools are scarce Resources (time & money) in schools are scarce Match level of support to level of challenge Match level of support to level of challenge Need an efficient and effective intermediate level intervention system that targets students at- risk but not currently engaging in severe problem behavior Need an efficient and effective intermediate level intervention system that targets students at- risk but not currently engaging in severe problem behavior

10. Things to Consider First… Establishment of a Universal System (School- Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity Establishment of a Universal System (School- Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Then Participate in Targeted Interventions Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Then Participate in Targeted Interventions

11. Is It Really Resistance For Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

12. Behavior Education Program (BEP) Features: Students identified and receive support within a week Students identified and receive support within a week Check-in and check-out daily with an adult at school Check-in and check-out daily with an adult at school Regular feedback and reinforcement from teachers Regular feedback and reinforcement from teachers Family component Family component Daily performance data used to evaluate progress Daily performance data used to evaluate progress

13. Student Recommended for BEP BEP Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in BEP Coordinator Summarizes Data For Decision Making Weekly BEP Meeting to Assess Student Progress Exit Program Revise Program

14. Daily Progress Report (DPR)

15. Critical Features of BEP Intervention is continuously available Intervention is continuously available Rapid access to intervention (72 hr) Rapid access to intervention (72 hr) Very low effort by teachers Very low effort by teachers Positive System of Support Positive System of Support Students agree to participate Students agree to participate Implemented by all staff/faculty in a school Implemented by all staff/faculty in a school Flexible intervention based on assessment Flexible intervention based on assessment Functional Assessment Functional Assessment Adequate resources allocated (admin, team) Adequate resources allocated (admin, team) weekly meeting, plus 10 hours a week weekly meeting, plus 10 hours a week Continuous monitoring for decision-making Continuous monitoring for decision-making

16. Why does the BEP work? Improved structure Improved structure Prompts throughout the day for correct behavior Prompts throughout the day for correct behavior System for linking student with at least one adult System for linking student with at least one adult Increase in contingent feedback Increase in contingent feedback Feedback occurs more often and is tied to student behavior Feedback occurs more often and is tied to student behavior Inappropriate behavior is less likely to be rewarded Inappropriate behavior is less likely to be rewarded Elevated reward for appropriate behavior Elevated reward for appropriate behavior Adult and peer attention Adult and peer attention Linking school and home support Linking school and home support Organized to morph into a self-management system Organized to morph into a self-management system

17. BEP Check-in/Check-Out Record Date:__________________BEP Coordinator:_________________ Check-In Check-Out Student Name PaperPencilNotebook BEP parent copy BEP Score Jason√√√√90 Leanne√√85 Juan√√√√60 Kiran√√100 Alexa√√√√95 Jacey√√√90

18. Daily Data Used for Decision Making

19. Getting the BEP Started In Your School

20. Is My School Ready to Implement a BEP System? (see BEP Self Assessment Questionnaire) School-wide system of behavior support in place School-wide system of behavior support in place Staff buy-in for implementation of the BEP Staff buy-in for implementation of the BEP Administrative support Administrative support Time & money allocated Time & money allocated No major changes in school climate No major changes in school climate e.g. teacher strikes, administrative turnover, major changes in funding e.g. teacher strikes, administrative turnover, major changes in funding BEP implementation a top priority BEP implementation a top priority

21. BEP in Maryland SY 2005-06 Pilot- Criteria established /Letter to POC Criteria established /Letter to POCCriteria established /Letter to POC 11 Schools nominated, teams formed 11 Schools nominated, teams formed 2 day training-Dr. Leanne Hawken 2 day training-Dr. Leanne Hawken Site visits Site visits Charles County Charles County

22. SY 2006-07 Southern Regional Training-August 2006 -11 Schools in Charles County (44 %) - Site Visits -Evaluation -Evaluation -Training CD -BEP Coordinator training Fall 2006 Western Regional Training November 2006 -Training CD

23. Data, Systems, Practices Systems State and District Support-funding for trainings, FTE for site visits and evaluation, COACHING State and District Support-funding for trainings, FTE for site visits and evaluation, COACHING Establishing criteria Establishing criteria Site Visits Site Visits Forms, Checklists, Data Collection across multiple schools Forms, Checklists, Data Collection across multiple schools Demonstration Sites Demonstration Sites Continuous Improvement Continuous Improvement

24. Data/Evaluation Tracking Fidelity Tracking Fidelity BEP Team Checklist BEP Team Checklist BEP Team Checklist BEP Team Checklist BEP/FIM BEP/FIM BEP/FIM Staff, Student, Parent Survey Staff, Student, Parent Survey SWIS SWIS Academic Academic Attendance Attendance

25. Getting Started BEP Team Checklist  Personnel Assigned  Administrator commitment  Team Formed  BEP Coordinator Identified to oversee implementation  Room(s) identified  morning, mid day and afternoon CICO routine established  How will students be identified/referred? Will the team use FACTS, Guess and Check to determine function/skill deficit?  Academic  Behavior (escape or attention maintained)  Academic and behavior  Determine Goals for Students on program  System in place to track student progress on the BEP (DPR and spreadsheet created)  What will be the reinforcers?  In-service for all staff on how to refer, implement, support BEP process  Provide information to parents regarding program via newsletter, parent conference, or orientation

26. Ongoing Activities  BEP team meets monthly  BEP team reviews data- (What impact on individual students? What is the impact larger school environment? What is the cost benefit? What academic impact ?)  Modify documents/process/procedures?  How will BEP be modified for students who are not experiencing success?  How will students be faded off of BEP?  BEP team provides report to student, parent, school staff?

27. Data/Evaluation Tracking Fidelity Tracking Fidelity BEP Team Checklist BEP Team Checklist BEP Team Checklist BEP Team Checklist BEP/FIM BEP/FIM BEP/FIM Staff, Student, Parent Survey Staff, Student, Parent Survey SWIS SWIS Academic Academic Attendance Attendance

28. Practices Trainings (Team, Coordinators, Coaches) Trainings (Team, Coordinators, Coaches) Team attends one day with administrator Team attends one day with administrator Linked to School-wide team Linked to School-wide team Action Planning Time Action Planning Time Follow Up training Follow Up training Materials: CD, BEP Book Materials: CD, BEP BookBEP BookBEP Book

29. Responding to Problem Behavior in Schools: The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940 List Price: $25.00 www.guilford.com

30. BEP Mission Statement Develop according to the needs of your own school Develop according to the needs of your own school Example: “To identify and respond to students in need of additional supports within the school environment, and to ensure their success through individualized progress monitoring and data-based decision making.” Example: “To identify and respond to students in need of additional supports within the school environment, and to ensure their success through individualized progress monitoring and data-based decision making.”

31. How is BEP different? Intervention within a well established school- wide system Intervention within a well established school- wide system Can be implemented in all setting, throughout the school day Can be implemented in all setting, throughout the school day Teachers and staff are trained Teachers and staff are trained Proactive identification of students and support received quickly Proactive identification of students and support received quickly Team uses data to determine progress Team uses data to determine progress

32. Getting Started SW PBS in place SW PBS in place Administrative support Administrative support Faculty/staff buy-in Faculty/staff buy-in 2+ years of success implementing PBIS 2+ years of success implementing PBIS BEP one of top 3 priorities for school year BEP one of top 3 priorities for school year Stable school characteristics/environment Stable school characteristics/environment

33. BEP Training MD State Coordinator PBIS Local Coordinator PBIS Coach BEP School Team

34. First Steps Establish the BEP team and Coordinator Identify what problems will be addressed Ensure adequate resources are available

35. Lessons Learned Action Plan Action Plan Start Small Start Small Meet often at beginning of implementation phase Meet often at beginning of implementation phase Select staff who are positive and students trust Select staff who are positive and students trust Provide support to BEP coordinators and coaches Provide support to BEP coordinators and coaches Appoint and train a back up coordinator Appoint and train a back up coordinator Every school is unique Every school is unique Careful select students Careful select students Keeping students too long or not long enough Keeping students too long or not long enough

36. Follow Up Site visits Site visits Monthly meetings with PBIS Coaches Monthly meetings with PBIS Coaches Data-based decision training Data-based decision training Replacement skills training Replacement skills training

37. Indian Head Elementary School

38. BEP GOAL The goal of our BEP is to help students decrease problem behaviors in our classrooms, increase academic involvement and reduce office referrals.

39. Critical Features of BEP Principal Support Principal Support Students agree to participate Students agree to participate Positive BEP Staff Positive BEP Staff Continuous intervention for students Continuous intervention for students Data shared with staff Data shared with staff

40. CRITICAL BEP TEAM MEMBERS Highly motivated and positive staff members Flexible schedule Data collection and input

41. For Whom Is BEP Appropriate? Low level problem behavior (not severe) Low level problem behavior (not severe) 3-7 office referrals where problems occur in varied locations 3-7 office referrals where problems occur in varied locations

42. How are students selected? Staff training of BEP and referral process. Staff training of BEP and referral process. Refer students who are: Refer students who are: Yellow zone students Yellow zone students Students who fail to respond to school-wide and classroom expectations. Students who fail to respond to school-wide and classroom expectations. Students who are not engaged in dangerous or extreme disruptive behaviors. Students who are not engaged in dangerous or extreme disruptive behaviors. Teachers submit referrals to administration. Teachers submit referrals to administration. Principal, Vice Principal and School Psychologist review referrals and select students for BEP. Principal, Vice Principal and School Psychologist review referrals and select students for BEP. Students want to participate. Students want to participate. Written parental consent obtained. Written parental consent obtained.

43. DREAM CARD

44. BEP (Check-In/Check-Out) Students are trained in the Check-In/Check-Out program. Students are trained in the Check-In/Check-Out program. Students check-in each morning before breakfast. Students check-in each morning before breakfast. Students check-out according to the schedule below: Students check-out according to the schedule below: 3:10 – 5 th Grade 3:10 – 5 th Grade 3:20 – 4 th Grade 3:20 – 4 th Grade 3:30 – 2 nd and 3 rd Grade 3:30 – 2 nd and 3 rd Grade Students shop for prizes when they reach their daily goal five times. Students shop for prizes when they reach their daily goal five times. Students receive a Dream Catcher for checking in and out each day. Students receive a Dream Catcher for checking in and out each day.

45. What Happens When Our Students Reach the Goals? Self-Monitoring Self-Monitoring 90% of the time for 6 weeks 90% of the time for 6 weeks Student completes a DREAM Card along with the classroom teacher. Student completes a DREAM Card along with the classroom teacher. Independent Self-Monitoring Card Independent Self-Monitoring Card Teacher and student cards match for (85% or more) of the items on the DREAM Card. Teacher and student cards match for (85% or more) of the items on the DREAM Card. Lunch celebration with Principal, Vice Principal, School Psychologist, BEP Staff, and Parent! Lunch celebration with Principal, Vice Principal, School Psychologist, BEP Staff, and Parent! Monthly meeting with BEP Team to discuss progress. Monthly meeting with BEP Team to discuss progress.

46. Classroom Teacher’s Role Greet the student. Greet the student. Provide feedback at predetermined times by: Provide feedback at predetermined times by: Rating behaviors on the DREAM Card Rating behaviors on the DREAM Card Explain the rating to the student Explain the rating to the student Prompt appropriate behavior by saying, “Tomorrow, let’s work on…” Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”

47. Resources School Allocation School Allocation PBIS Grant PBIS Grant Donations from local businesses Donations from local businesses Wal-mart Wal-mart Jaycees Jaycees Our PTO Our PTO

48. Why Does the BEP Work? Improved structure Improved structure Prompts are provided throughout the day for correct behavior. Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. System for linking student with at least one positive adult. Student is “set up for success” Student is “set up for success” First contact each morning is positive First contact each morning is positive First contact each class period (or activity period) is positive. First contact each class period (or activity period) is positive. Increase in feedback to student Increase in feedback to student Feedback occurs more often and is tied directly to student behavior. Feedback occurs more often and is tied directly to student behavior. Inappropriate behavior is less likely to be ignored or rewarded. Inappropriate behavior is less likely to be ignored or rewarded.

49. Don

50. Dan

51. Dan’s Office Referrals 88% decrease

52. Jane

53. Jane’s Office Referrals 56% decrease

54. Jane’s Fifth Grade Promotion Speech “This school year was the hardiest year I ever had. This year’s fifth grade went to Lackey Pool for water safety. In Math, I brought up my grades. I was in Check-In/Check-Out. “This school year was the hardiest year I ever had. This year’s fifth grade went to Lackey Pool for water safety. In Math, I brought up my grades. I was in Check-In/Check-Out. I was in Check-In/Check-Out because of my behavior. When I started that program my behavior started to improve a lot. Then I was on self-monitoring for 30 days. I had to sign the sheet and the teachers had to sign a sheet that showed how I behaved in class. I did good on that, so I went onto complete self-monitoring. I had to sign it myself. Then I graduated from the program. I was the first one to graduate. I was so happy and proud of myself. I couldn’t have done it without Mrs. Boyd and Mrs. Chotkowski.

55. I am so happy that I am about to go to middle school. I will really miss all my teachers. Especially, Mr. Stouffer, my homeroom teacher. He was nice to me all the time. I don’t want to leave fifth grade, but I have to. It is sad to see elementary school go.” I am so happy that I am about to go to middle school. I will really miss all my teachers. Especially, Mr. Stouffer, my homeroom teacher. He was nice to me all the time. I don’t want to leave fifth grade, but I have to. It is sad to see elementary school go.”

56. Matthew Henson Middle School Charles County,, Maryland

60. Behavior Education Program H elping Yo U S ucceed - K eeping I t E xcellent in S chool

61. Overview of the BEP Purpose –Help students become more successful by preparing them for each day and by providing positive feedback throughout the school day for following the behavior expectations Target students –“Yellow Zone” students who need additional support/reinforcement to consistently demonstrate Pride, Spirit, and Commitment Procedures –Check-in –HUSKIES Report completed throughout the day –Positive feedback given at the end of each class –Check-out –Graphs and letters home –Phase out with replacement behaviors

62. The HUSKIES REPORT Program is a school-wide prevention program for students who are starting to engage in problem behavior. It is similar to the contract system we have been using in our school but is more formalized and will support yellow zone students (up to 6 students in each grade). The goal of the HUSKIES REPORT Program is to catch students early who are acting out and provide them with more frequent feedback on their behavior to prevent future problem behavior. Below are answers to some frequently asked questions about the HUSKIES REPORT Program. Matthew Henson Middle School HUSKIES REPORT Program

63. Which students would do well on the HUSKIES REPORT Program? Students who are starting to act out but ARE NOT currently engaging in dangerous (e.g., extreme aggression, property destruction) or severely disruptive behavior (e.g., extreme noncompliance/defiance) would be good candidates for the HUSKIES REPORT Program. Students who have problem behavior across the day and in different settings are good candidates for the program as opposed to students who have trouble only during PE or math. How do teachers participate in the HUSKIES REPORT Program? Teachers participate by providing both verbal and written feedback to students at the end of each period (see HUSKIES Report). The feedback should be quick, positive, and help remind the student what he or she needs to work on if the goal was not met. A sample feedback statement is, “You did a nice job completing your work so you receive a 2 for Commitment, but I had to remind you not to harass Savannah so you got a 1 for Spirit.” Who will be responsible for checking students in and out? Juanita Smallwood (6th), Trondell Brooks (7th), and Brenda Coombs (8th) are in charge of checking students in and out. If they are absent, the guidance counselors will cover for them. The coordinators also keep track of the daily points earned and chart the progress for each student they are assigned.

64. How long are students on the HUSKIES REPORT Program? At the end of nine weeks, the grade level team will look at each student’s data to determine if he or she is ready to be faded off the HUSKIES REPORT Program. Since there are a limited number of students (up to 6 in each grade) that can receive the intervention, it will be important to fade students off as they become more independent in managing their own behavior. How do teachers make a referral? A referral is made to the grade level team that meets monthly, through the team leaders or vice principals, or through the Student Support Team. In collaboration, the teacher, the grade level team, and SST will determine whether the HUSKIES REPORT Program is appropriate or whether another intervention would be more appropriate.

65. Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team Grade Level Team discusses concerns and makes a decision Team decides that student is not a potential candidate for BEP – Recommends actions for teacher(s) Student Studies Team meets to review student data – Recommends BEP or alternative action SST recommends and develops alternative action plan – IEP Process, Tri-County Youth Counseling Services, Small Group Counseling, etc. Guidance Counselors, Pupil Personnel Worker or School Psychologist implement SST action plan Behavior Education Program 1. Vice Principal contacts parents to initiate Behavior Education Program 2. Grade Level BEP Coordinator meets with student to instruct on process and procedures of program Behavior Education Program – Referral Flow Chart Team decides that the student is a potential candidate for BEP – Recommends student to SST and initiates Baseline Data

68. Baseline Data Collection: Each teacher collects data for up to 10 days Student is not aware that data is being collected Baseline percentage is established for each class Established goal is determined by SST after reviewing all baseline data WOW area for notes and effective interventions

69. Huskies Report: Check in 3 Major Positive Traits – “Pride”, “Spirit”, and “Commitment” 6 possible points per period Negative points for hallway behavior and/or an office referral Flexible goal setting WOW area for positive comments Parent signature – daily NCR Paper – one copy home and one copy for school

72. Sample Chart

73. BEP at Matthew Henson In SY 2005 – 2006 we had a check- in/check-out person for each of the three grade levels. We had 18 students on the BEP throughout the year with several who graduated from the program. Regular education and special education students were served through the BEP

74. BEP at Matthew Henson – A Case Example Background info 13-year-old, 7 th -grade student Previously identified as Emotionally Disturbed Educated in an inclusion setting

75. BEP at Matthew Henson – A Case Example Behaviors Prior to BEP 2004-2005 School Year  15 referrals last year (physical aggression, disrespectful, disruptive, non- complaint, etc.)  3 out-of-school suspensions  Suspended to the Superintendent and placed in an alternative setting for 45 days (2004-2005)  Citizenship grades were Satisfactory -> Unsatisfactory for the year 2005-2006 School Year  4 referrals between September to December 2005  1 out-of-school suspension  Citizenship comments ranged from Satisfactory -> Unsatisfactory Behaviors Since BEP Since 1/25/2006  0 referrals  Citizenship grades ranged from Outstanding -> Satisfactory  Grades improved 3 rd and 4 th Quarter  BEP data (next slide)

77. Josh - Office Referrals 67% decrease

78. Chris – Out-of-School Suspension 67% decrease

79. John No office referrals or suspensions after being placed on BEP

80. “ You know, Mr. Stup, what I liked about BEP… Every day I got to talk to my administrator about how I was doing. The teachers weren’t raggin’ on me all the time. They had something to say to me that wasn’t always negative. My parents were proud when I brought home a good report or graph. It helped me get through 8 th grade” - Emanuel S. – repeating 8th grade - 15 years old – in danger of repeating again by early November 2006

81. For Next Year Retrain staff members on BEP at the beginning of year Develop workshops on reinforcing replacement behaviors Review data monthly through team and SST meetings Review BEP program mid-year with staff members Develop an evaluation tool for students, parents, and staff members

82. visit our website: http://www.ccboe.com/henson/ or contact Ron Stup, principal rstup@ccboe.com Lynne Weise, PBIS co-chairperson lweise@ccboe.com For more information -