Problem Behavior With Problem Behavior With Goal-Setting and Goal-Setting and

FeedbackFeedback : :A guide to BEP planning and A guide to BEP planning and

implementationimplementation

Housekeeping:Housekeeping:• Sign-in• Pick up packet• Food/Caffeine (end of day, YUCK!)• Prizes / Gold Slips

About us…About us…

Sarah Johnson, PrincipalParchment Northwood Elementarysjohnson@parchment.k12.mi.us

Jennifer Opel, Behavior CoordinatorParchment Northwood Elementary

jopel@parchment.k12.mi.us

DISCLAIMERDISCLAIMER

WE ARE NOT EXPERTS in the planning or implementation of BEP.

In fact, we are not sure we know what we are doing at all.

This is our story…

About you…About you…

• How many of you are:– Teachers?– Administrators?– Counselors?– Other?

• How many of you are here with others from your district or building?

• What cohort?• What do you know about BEP?

KWL (Team Time)KWL (Team Time)

• What do you KNOW about BEP?

• What do you WANT to know about BEP?

A Little Perspective A Little Perspective Before we Begin…Before we Begin…

I Taught Them AllNaomi White 1937

I have taught high school for 10 years. During that time, I have given assignments, among

others, to a murderer, an evangelist,

a fighter, a thief,

and an imbecile.

The murderer was a quiet little boy who sat on the front seat and regarded me with pale blue eyes;

the evangelist, easily the most popular boy in school, had

the lead in the junior play;

the fighter lounged by the window and let loose at intervals a raucous laugh that startled even the geraniums;

the thief was a gay-hearted Lothario with a song on his lips; and the imbecile, a soft-eyed little animal seeking the

shadows.

The murderer awaits death in the state penitentiary;

the evangelist has lain a year now in the village churchyard;

the fighter lost an eye in a brawl in Hong Kong;

the thief, by standing on tiptoe, can see the windows of my room from the county jail;

and the once gentle-eyed little moron beats his head against a padded wall in the state asylum.

All of these pupils once sat in my room, sat and looked at me gravely across worn brown desks.

I must have been a great help to those pupils--I taught them the rhyming scheme of the

Elizabethan sonnet and how to diagram a complex sentence.

Why BEP?Why BEP?

With all of the pressures we have upon us in the academic world, we must prioritize.

Whether we like it or not, we are more and more responsible for teaching “life lessons” to

students.

This is our opportunity to shape the lives of tomorrow.

What is BEP?What is BEP?

• The BEP is a school-based program for providing daily support and monitoring for students who are at risk for developing serious or chronic misbehavior (Crone, Horner & Hawken, 2004, p .2).– Students who do not respond to school-wide

interventions– Students with repeated referrals

How it all began….How it all began….• Our data showed that we were within the “ideal” MiBLSi

model• We REALLY needed to target our high-flyers• We were at a loss for what to do, and high-flyers were

taking a large amount of administrative time

Our Goals:Our Goals:• Implementing positive behavior support systems and

individualized behavior education plans• Developing and implementing check-in/check-out

systems to support “yellow and red” students• aligning student goals with data-based needs• incorporating student assistance team meetings with the

data review process• conducting meaningful data review to promote relevant

changes in behavior.

Our data…(All ODR’s)Our data…(All ODR’s)

More data…More data…

Still more….Still more….(Majors Only)(Majors Only)

Check-in/out OverviewCheck-in/out Overview• Coordinator checks in with students within

15 minutes of arrival time– Sets daily goal with students– Encourages students to make good choices

Coordinator checks out during last Coordinator checks out during last 20 minutes of the day20 minutes of the day

– Goes over daily progress– Reviews progress towards goals– Graphs student progress

Coordinator reviews progress Coordinator reviews progress

• every 3 weeks and makes adaptations as needed

• Shares plans, goals, and data with teachers

• Team discusses any changes to the roster– (Book suggests team meets every week)

Assumptions of BEPAssumptions of BEP

1. All students must be taught the schoolwide rules and expectations.

2. At-risk students must have a system for reducing the risk that behavior will become worse over time.

3. Students with serious problem behavior must receive intensive, individualized behavior support.

Challenges for us…Challenges for us…

• Administrative time• Consistency/all staff buy-in• Student Support Team tie-in• Student Goal Setting (KEY!)

Readiness QuestionnaireReadiness Questionnaire

• Is your school ready to implement BEP? – Here are a few steps to make sure you have

completed in order to ensure that you will have the most success with your program.

– See Handout p. 2

Daily Progress Report (DPR) samplesDaily Progress Report (DPR) samplesAlex’s

Daily Behavior Chart Date: Overall

Keep hands to yourself and out of your mouth during calendar.

Finish your morning work and keep hands to yourself and out of your mouth.

Cooperate with others and keep hands and out of your mouth during Reading Mastery.

Keep hands to yourself and out of your mouth at Target Readng.

Keep hands to yourself and out of your mouth in Language Arts

Keep hands to yourself and out of your mouth during MATH.

Keep hands to yourself and out of your mouth during Specials: Music-P.E.-Library-Art

Keep hands to yourself and out of your mouth WRITING

Lunch

Recess

Reward:Reward:All smiles for one week=Computer Time!All smiles for one week=Computer Time!

All Smiles for 3 weeks = Lunch with Mrs. Sprague!!!All Smiles for 3 weeks = Lunch with Mrs. Sprague!!!

Be Respectful

Make Responsible

Choices

Andre’s Behavior Plan

A.M. P.M. Overall

Check in with Mrs. Sprague

Behavior Plan for AshleySkill/Behaviors to Increase/Develop: Date_________Hands and feet to self – safe touching

Target Behavior to Decrease: Touching other students inappropriately – unsafe touchingBehavior Rating Scale: = unacceptable X = needs improvement = excellent

8:30 – 9:009:00 –9:309:30 – 10:0010:00 – 10:3010:30 – 11:0011:00 –11:3011:30 – 12:005 = coupon at school and coupon at home12:00 – 12:30(Lunch)12:30 – 1:00 (Recess)1:00 – 1:301:30 – 2:002:00 – 2:302:30 – 3:003:00 – 3:305 = coupon at school and coupon at home_____________________________________Parent Signature

MotivationMotivationWhen you implement effective instruction and positive When you implement effective instruction and positive

feedback, you motivate students to demonstrate their best feedback, you motivate students to demonstrate their best behavior.behavior.

Expectancy x Value = Motivation

Expectancy (10) x Value (0) = (0%) Motivation

Expectancy (0) x Value (10) = (0%) Motivation

Expectancy (10) x Value (10) = (100%) Motivation

Correction ProceduresCorrection ProceduresWhen you treat student misbehavior as an instructional When you treat student misbehavior as an instructional

opportunity, you give students the chance to learn from their opportunity, you give students the chance to learn from their mistakes.mistakes.

Common reasons students may misbehave:

• Do not know precise expectations• Unaware they are exhibiting a misbehavior• Do not know the appropriate behavior• Starved for attention and find that they

receive attention for misbehaving• Feeling of powerlessness• To get out of class to avoid task or activity

The planning process…The planning process…

• Identifying kids• Identifying staff• Rewards• Plans• Review of data• Funding

Team TimeTeam Time

Jigsaw!

Frequently asked questions about Frequently asked questions about BEPBEP

• Who should have a BEP?– We chose students with more than 5 majors– 1 5-20 student maximum

• When should you re-evaluate?– We evaluate every three weeks– 80% success for 4 weeks= graduation

• Who should run the program?– Someone with consistent time– Relationships with students

How do Your Engines Run?How do Your Engines Run?

• Facilitators target problem behaviors for students in the “yellow and red” tiers using the Alert Program to encourage kids to self-regulate their behavior. Program focuses include: using individualized behavior education plans for students with ADD/ADHD; check-in/check-out systems to support “yellow and red” students; How does ADD/ADHD affect students’ ability to work?

Our BEP data! Yippee!Our BEP data! Yippee!

What questions do you have?What questions do you have?

KWL (Team Time)KWL (Team Time)

• What have you LEARNED about BEP?

Review and ReflectionReview and Reflection• What are the next steps that you

need to take as a building?

• Celebrations

• Raffle!• Reflection sheet

Just for Laughs…Just for Laughs…