Problem Behavior With Goal-Setting and Feedback :

1. Problem Behavior With Goal-Setting and Feedback : A guide to BEP planning and implementation

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

3. About us… Sarah Johnson, Principal Parchment Northwood Elementary sjohnson@parchment.k12.mi.us Jennifer Opel, Behavior Coordinator Parchment Northwood Elementary jopel@parchment.k12.mi.us

4. DISCLAIMER 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…

5. 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?

6. KWL (Team Time) • What do you KNOW about BEP? • What do you WANT to know about BEP?

7. A Little Perspective Before we Begin… I Taught Them All Naomi White 1937

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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

15. 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.

16. Our data…(All ODR’s)

17. More data…

18. Still more….(Majors Only)

19. Check-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

20. Coordinator checks out during last 20 minutes of the day • Goes over daily progress • Reviews progress towards goals • Graphs student progress

21. 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)

22. Assumptions of BEP • All students must be taught the schoolwide rules and expectations. • At-risk students must have a system for reducing the risk that behavior will become worse over time. • Students with serious problem behavior must receive intensive, individualized behavior support.

23. Challenges for us… • Administrative time • Consistency/all staff buy-in • Student Support Team tie-in • Student Goal Setting (KEY!)

24. Readiness 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

25. Daily Progress Report (DPR) samples

26. Reward:All smiles for one week=Computer Time!All Smiles for 3 weeks = Lunch with Mrs. Sprague!!! Make Responsible Choices Be Respectful

27. Behavior Plan for Ashley Skill/Behaviors to Increase/Develop: Date_________ Hands and feet to self – safe touching Target Behavior to Decrease: Touching other students inappropriately – unsafe touching Behavior Rating Scale:  = unacceptable X = needs improvement  = excellent 8:30 – 9:00 9:00 –9:30 9:30 – 10:00 10:00 – 10:30 10:30 – 11:00 11:00 –11:30 11:30 – 12:00 5  = coupon at school and coupon at home 12:00 – 12:30(Lunch) 12:30 – 1:00 (Recess) 1:00 – 1:30 1:30 – 2:00 2:00 – 2:30 2:30 – 3:00 3:00 – 3:30 5  = coupon at school and coupon at home _____________________________________ Parent Signature

28. MotivationWhen you implement effective instruction and positive feedback, you motivate students to demonstrate their best 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

29. Correction ProceduresWhen you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their 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

30. The planning process… • Identifying kids • Identifying staff • Rewards • Plans • Review of data • Funding

31. Team Time Jigsaw!

32. Frequently asked questions about BEP • 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

33. 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?

34. Our BEP data! Yippee!

35. What questions do you have?

36. KWL (Team Time) • What have you LEARNED about BEP?

37. Review and Reflection • What are the next steps that you need to take as a building? • Celebrations • Raffle! • Reflection sheet

38. Just for Laughs…