1. CHECK IN CHECK OUT FOR HIGH SCHOOLS:
THE HIGH SCHOOL BEHAVIOR EDUCATION
PROGRAM (HS-BEP)
Sustaining Communities of Practice
Schoolwide positive behaviour support
Queensland Conference 2011
Presented by Anne W. Todd, University of Oregon
awt@uoregon.edu
Developed By Jessica Swain-Bradway, Ph.D.,
University of Oregon
jswainbr@uoregon.edu
2. OBJECTIVES
o Review the basic components of the HS-BEP
o Summarize the guiding concepts of the HS-BEP
o Provide information for adjusting the Basic Check In Check
Out Program (CICO)
3. ORGANIZATION…
Asadults we use a range of organizational /
adaptive skills that give us access to
Work
Home
Social, etc.
Planner
Schedule
Alarm clocks
Email
Scales
Office manager
4. MIDDLE SCHOOLS …
Major academic and developmental changes,
Increasingly focused on:
Homework completion
Credit accrual
Increasingly organized by content area
Attention and resources are focused on academic
achievement
Beset with the pressure of getting students “high
school ready”.
Middle school students are
Increasingly faced with competing demands of puberty,
peer acceptance, & school
Moving from “child” to “teen”
5. HIGH SCHOOLS …
Large,
Organized by content area,
Integration of multiple skill sets to complete learning
tasks,
Invisible skill set to organize for task completion,
Have high number of students per adult,
Attention and resources are placed on academic
achievement,
An easy place to get “lost”…
High School students are
Faced with many competing demands
Operating with “adolescent brain”
6. THE PROBLEM, PREVALENCE OF PROBLEM
BEHAVIOR IN HIGH SCHOOL
School Survey on Crime and Safety (NCES, 2006)
N= 3,565
Documented Office Discipline Referrals (ODRs)
occurring at least once per week
50% report disrespect towards teachers
86% of schools reported one or more violent incident or theft
of items valued over $10
2.2 million crimes
Middle school had highest rate of violent crimes (2008) 41
per 1000 students
7. WHAT PROBLEM BEHAVIOR COSTS
Spaulding et al (2009).
N = 1,500 schools
1.3 ODRs per day per 100 students, high school
+ 3,000 ODRs in school year
Average “lost” instructional time per ODR:
Student- 20 minutes
Administrators – 10-45 minutes (Scott & Barrett,
2004)
8. WHAT PROBLEM BEHAVIOR COSTS
Lost instruction time for students:
1,000 hours for the year
HS 5.8 in class hours (7 classes)
3,000 office referrals = 172.4 missed schools days
2,000 office referrals = 114.9 missed school days
How many missed schools days are “acceptable”?
9. THE PROBLEM, DROP OUT
Studentswith problem behaviors more likely to
drop out than peers (Jerald, 2006; McKinney, 1989;
Morrison, Anthony, Storino, & Dillon, 2001)
History of problem behavior,
Each year of NOT being successful predicts another
year of NOT being successful.
10. THE PROBLEM, DROP OUT
Everyschool year approximately 1.2
million young people drop out of school
7,000 students a day
3,500
of those students identify as ethnic
minorities
(Alliance for Excellent Education, 2007; Greene, 2002; United
States Department of Education, National
11. WHAT DROP OUT COSTS
$10,000less in average yearly income for students who
drop out of school (HHS, 2006).
Eachstudent who drops out costs the federal
government $260,000 over course of lifetime (Rouse,
2005).
A5% increase in graduation rates of male students
alone would equate to savings of $8 billion in crime
related costs (Alliance for Excellent Education, 2006).
12. Academic failure Problem behavior
(Allensworth & (e.g. disruption,
Easton, 2005; disrespect, etc.)
Balfanz, & Herzog, (Sweeten, 2006;
2005), Tobin & Sugai, 1999
Poor teacher History of grade
relationships retention
(Barber & Olson, (Allensworth et al,
1997) 2005),
Low attendance Diagnosed with a
(Balfanz, & Herzog, disability (NTLS-2, ;
2005; Jerald, 2006; Wagner, Newman,
Neild & Balfanz, Cameto, Levine,
2006), and Garza, 2006).
13. WHY STUDENTS DROP OUT
Academic failure is the most empirically robust
predictor of drop out is (Allensworth & Easton, 2005;
Berktold, Geis, & Kaufman, 1998; Harlow, 2003; Jordan
McPartland, & Lara, 1999; Kemple, Herlihy & Smith, 2005;
Markow & Scheer, 2002).
Students who drop out are NOT connected to
school (Berktold, Geis, & Kaufman, 1998; Harlow, 2003 :
Jerald, 2006; Bridgeland, DiIulio, & Morison, 2006).
24% of students who drop out are unable to
identify an adult in the school by whom they
feel supported (2006 High School Survey of Student
Engagement).
14. THINK about FUNCTION …
Drop out is the “ultimate” escape,
Lack of work completion
Can’tdo
Won’t do
17. 17
Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague
jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette
kjolivette@gsu.edu
18. PBIS FRAMEWORK
Same
framework guides secondary/ Tier II
supports.
Best practices that support student behaviors,
Skill building more intense, more specific
Systems that support teacher behaviors,
Training, communication with team
Common vision that is informed by data.
More frequent data collection and review.
20. SECONDARY LEVEL SUPPORTS
• Increase:
• Structure and predictability
• Positive adult feedback
• Home/school communication
• Rapid response/continuously available
• Efficient
• Link academic and social performance
• Ongoing data collection for decision
making
21. SECONDARY LEVEL SUPPORTS
Intensify practices:
Teaching
Acknowledging
More specific, more frequent
Intensify supports:
Trainings
Communication (teachers, home)
Data systems
Intensify Data collection and use
More frequent, more specific data collection
More frequent, pointed review
22. SECONDARY SUPPORTS FOR MIDDLE AND
HIGH SCHOOL
Middle school
Working toward success in another setting:
High School.
Supports sufficient to self-manage
High School:
Supports sufficient to keep them in school.
Supports sufficient for them to accrue credits
and graduate.
Supports sufficient to self-manage
23. EXPANDED TIER OF SECONDARY
SUPPORTS…
Multi-faceted:
As students go through school levels tend to move
away from “quick fix”.
Many students who show up as “at-risk: for HS
failure will require multi-faceted supports
Obstacles
to engagement must be actively
addressed.
Academic and Social supports
Academic supports sufficient to maintain engagement
Social supports: school adjustment skills
25. SCHOOL RETENTION LITERATURE
Increase structure and predictability
(Dynarski, 2000; Fashola and Slavin, 1998;
Hayward and Tallmadge, 1995; Lee and
Burkham, 2003; Sinclair, Christenson, Lehr, and
Anderson, 2003)
Both academic and social supports
(Dynarski, 2001; Fashol & Slavin, 1998;
Hayward & Tallmadge, 1995; Kemple, Herlihy, &
Smith, 2005; McPartland, 1994; Schargle &
Smink, 2001; Thurlow, Christenson, Sinclair,
Evelo, & Thornton, 1995).
26.
27.
28. BIG PICTURE
Students need to be engaged in work to succeed
in school.
Wemust target secondary supports on reducing
obstacle to success.
By increasing adult interaction
By communicating with home
By increasing predictability
By providing BOTH social and academic supports
We need to be efficient and effective.
ASAP!
30. WHAT’S THE SMALLEST CHANGE THAT
WILL MAKE THE BIGGEST IMPACT?
Think back to those “Access” skills…
Our activity was reminder of the type of access or
organizational skills we employ as adults to manage
our work life, home life, fun life.
What if we can systematically support students in
organizing their time, materials, effort for academic
support?
What if we addressed the function of escape at the
same time?
31. HIGH SCHOOL BEHAVIOR EDUCATION
PROGRAM (HS-BEP)
Secondary tier intervention for middle and high
school students at rick of school failure
Combines critical components as identified by PBIS &
school retention literature
Targets immediate access skills v long term
acquisition skills
Focuses on escape maintained problem
behavior
Building skills in organization
Providing time, resources and assistance to complete work
Providing increased acknowledgement for completing work
32. HS-BEP CONCEPTUAL FRAMEWORK
PBIS School Retention
o Increase structure and
predictability Increase structure and
o Increase positive adult predictability
feedback
Increase adult
o Increase home/school
communication feedback / interaction
o Efficient Increase home / school
o System for linking academic
and social performance connection
o Rapid response/continuously
available Provide both academic
o Ongoing data collection for and social supports
decision making
33. HS-BEP
45 minute class
5 minutes: Entry Task, Check-In
15 minutes skill building: foundational
organizational skills
25 minutes supported homework completion:
application of organizational skills to homework
activities
Daily class
First period of the day
Student participates in CICO cycle
First period HS-BEP class serves as morning check-
in period
HS-BEP teacher coordinates CICO
34. Check
In
Check
Out
Student Recommended for CICO Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
Before 2 1 0 2 1 0 2 1 0
Recess
Before 2 1 0 2 1 0 2 1 0
CICO is Implemented Lunch
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
CICO Coordinator
Morning Summarizes Data
Check-in For Decision Making
Parent Regular Teacher Bi-weekly SST Meeting
Feedback Feedback to Assess Student
Progress
Afternoon
Check-out
Revise Exit
Program Program
35. CICO
Home
Report
Student Recommended for CICO Name:
____________
Date:
______
___
I
met
my
goal
today
___
I
had
a
hard
day
One
thing
I
did
really
well
today
was:
________
Something
I
will
work
on
tomorrow
is:
________
CICO is Implemented Comments:
Parent
signature:
____________________
Morning Academic CICO Coordinator
Seminar & Summarizes Data
Check-in For Decision Making
Parent Regular Teacher Bi-weekly SST Meeting
Feedback Feedback to Assess Student
Progress
Afternoon
Check-out
Revise Exit
Program Program
36. Check
In
Check
Out
Student Recommended for CICO Safe Responsible Respectful
Period 1 2 1 0 2 1 0 2 1 0
Period 2 2 1 0 2 1 0 2 1 0
Period 3 2 1 0 2 1 0 2 1 0
CICO is Implemented Period 4 2 1 0 2 1 0 2 1 0
Period 5 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
CICO Coordinator
Morning Summarizes Data
Check-in For Decision Making
Parent Regular Teacher Bi-weekly SST Meeting
Feedback Feedback to Assess Student
Progress
Afternoon
Check-out
Revise Exit
Program Program
37. Academic
Seminar
Instruc6on
&
Prac6ce
in
7
Student Recommended for HS-BEP
founda6onal
organiza6onal
skills
Planner
Use
Notebook
Gradua6on
Plan
Goal
SeCng
HS-BEP is Implemented
Tracking
Progress
Study
Skills
Test
Taking
Homework
Support
CICO Coordinator
Morning Summarizes Data
Check-in For Decision Making
Parent or Preferred
Adult Regular Teacher Bi-weekly SST Meeting
Feedback Feedback to Assess Student
Progress
Afternoon
Check-out
Revise Exit
Program Program
38. HS-BEP FOUNDATION SKILLS
Immediateaccess skills v long-term
acquisition skills
Planner
Notebook
Graduation plan
Goal setting
Student guided FACTS Self-
management
Tracking progress
Test taking
Study skills
39. HS-BEP Participation Signals…
Failing 1 or more content area class
Engaging in escape maintained behaviors due to
difficulty of work:
Incomplete homework, class work
Could use additional supports organizing
Black hole back pack
Missing work
Don’t know due dates, class requirements
Find at least one adult reinforcing
Are not in “crisis”
Freshman, Sophomores
40. HS-BEP
o Increases structure and predictability,
o Daily class
o Self-management / school adjustment skills
o Students have support for homework completion
o PBS foundations: explicit expectations, frequent
reinforcement
o Increases adult feedback and interaction,
o Smaller class size than typical content area classroom
o Daily in-class check in and check-out
o Small group instruction / support within class
41. HS-BEP
o Increases home school connection,
o CICO card home component
o Combines academic and social supports
o HS-BEP curriculum
o School adjustment skills that allow access to academic
success
o Rapid response/continuously available
o Class
o Ongoing data collection for decision making
o Academic data: classroom grades, in-class activities
o CICO data
42. HS-BEP
Academic Supports
Provide instruction, practice, and
reinforcement for school adjustment / self-
management skills at a level sufficient to
maintain engagement
See appreciable difference within two weeks
Identify adult who is supportive
Track own progress
43. HS-BEP
Social Supports (CICO)
Mechanism for receiving positive feedback
from adults
Mechanism for coming to the attention of
adults for positive behaviors
Track own progress
Bridge to self-management
44. HS-BEP: CONSIDERATIONS
Explicit
instruction in school adjustment / self-
management skills can make a difference if:
Student is engaging in escape maintained behaviors
due to difficulty of tasks
If students hate adults, this isn’t for them
Delivered with fidelity
Opportunity to use, and reinforced in content
area classes
Other academic skill deficits are being addressed
Building layers of support
Basic math, reading support, differentiated instruction
45. Academic
Additional
TIERS OF SECONDARY SUPPORT
Support: Social
Check-in
skill CICO Emotional
(lunch /
building / Supports
study hall)
homework
Academic Additional
CICO
Support Check-in
Academic
CICO
Support
Academic
Support
48. FIDELITY OF IMPLEMENTATION
Use weekly 1-5 survey of CICO implementers to
assess fidelity of plan implementation
Did we do what we said we would do?
Are we doing what we planned?
1 ….. 2 …..3 ….. 4 ….. 5
No Yes
Did we do it well?
Are we doing it well?
1 ….. 2 …..3 ….. 4 ….. 5
No Yes
53. WHO NEEDS HS-BEP AT RHS?
Students who enter 9th grade with a “drop-out
marker” (Jerald, 2006):
Poor classroom behavior
Failing English and / or math
Students identified as lacking organizational
skills
Target 9th graders
With and without IEPs
Appropriate academic placement
Read Right, Math Foundations, etc.
54. WHO NEEDS HS-BEP AT RHS?
Functional alignment …
Students escaping work
Not handing in homework / class work,
Placed appropriately for academic needs,
Grade level testing
Previous work
If
students dislike adults, this is not the
place for them…
Escape maintained behaviors due to distrust /
dislike of all / most school adults.
55. Basic Components
• Academic and Support
– Organizational/ Study Skills
– Homework Completion
• Social Support
– Goal Setting
– Social behaviors that impact academic achievement
– Tracking Progress
– Academic
– CICO
Connections between:
Students HS-BEP Content teachers
56. HOW DOES HS-BEP RUN?
• Block Schedule: 85 minutes every other day
• Half HS-BEP Curriculum direct instruction/
half homework completion
• Classroom-wide PBIS built off school wide program
• CICO embedded into daily entry routine
• Best Practices in Special Education
57. SEPTEMBER 2, 2009
TODAY’S GOALS:
1. DEMONSTRATE ACTIVE LISTENING
2. COMPLETE AT LEAST 1 MISSING ASSIGNMENT
• D.E.T. / Warm-up: Write a story recounting what you did
this morning up to get prepared for school, starting with
the moment your eyes opened and ending when you walked
out the front door. Be descriptive
• Lecture with note taking: How to be an active listener
• Practice and Evaluate: Tell the story of your morning to
a partner, then evaluate their listening skills
• Planner Popcorn
• Set homework goal
• Homework
• Exit write: Name an active listening skill that comes
easily to you, and one you need to work hard at
58. PLANNING FOR SUCCESS
All9th and 10th grade text Books
Clear work expectations,
Participation grade
Communication with teachers
Grade print-outs,
Worksheets, etc.
Tutorsas able
“No Homework?” flow chart
59. No Homework? You can….!
Do EXTRA CREDIT or MISSING ASSIGNMENTS!!!
Study for a Test
Check your GRADES online (write them into your planner).
Check Calendars and students in the same class as you for assignments /
projects / upcoming tests (write into your planner).
Review information you learned in classes today (re-read notes, review
handouts, chapter in book, etc.).
Check Binders, backpack and books for unfinished work.
Check the Big White Binder for your class schedule and grade reports, and
consider if there is work to do in any class. (ex: {…to self, in head..} “OK, so I
have French 1st period, and I could study my numbers and colors, I guess. Then I
have algebra, and I have just 3 problems that I didn’t finish in class. Forgot about
those. I’ll do that.”).
Make FLASHCARDS to memorize terms, vocabulary, etc. (great for Foreign
Language, Science, English, Social Studies, sometimes Math).
Work on an Anchor Project for extra-credit in HS-BEP.
Do an enrichment activity from the black crate
It is not an option to NOT work. If you must be working, it is always best to work on something that will
benefit YOU and your GRADES…!
60. Communication
1) Grade print-out/progress
reports
2) Assignment calendars
3) Content area worksheets
4) Progress Monitoring notebook
5) CICO points / graphs
6) HS-BEP class lists to all staff
7) Emails to content area
teachers
8) Notes home to parents
STUDENTS HS-BEP TEACHERS
61. MEASURING OUTCOMES
Gauging climate through student behavior
Office referrals
Classroom discipline (teacher detention, hallway
conferences, etc.)
Pre and post surveys completed by students
HS-BEP grades
Content area grades
Attendance
Teacher feedback
Surveys (Survey Monkey)
“Check-in” emails
SWIS and CICO data
63. KEY COMPONENTS
• Alignment with Small Learning Communities
• Communication with 9-10 Teachers
• Staff knowledgeable about HS-BEP class
• Strong Universal PBIS system
• Tiered supports
• Administrative team support
• Data for decision making
• Collaboration with other schools / programs
• On site Professional Development
• HS-BEP staff
• Content area staff
64. CHALLENGES
• Scheduling
• Universal screening
• Identifying students quickly / efficiently
• Tracking assignments
• Changes in program due to funding
• Finding consistent, trained tutors
• Students at various levels / different needs
• 12-14 students with needs for Tier II supports all in
the same classroom
65. DATA FROM 2008-2009 SCHOOL YEAR
CICO Embedded in HS-BEP class
Routines in HS-BEP mimic CICO cycle:
Individual check-ins with teacher during each class
Review of student goals
Adult follow-up on academic tasks
Frequent updates sent home
69. TAKE HOME MESSAGES
www.PBIS.org
Search “HS-BEP” for curriculum / lesson plans to steal
Utilize the messages from school retention literature:
Academic and social supports organized to increase credit
accrual:
Increase structure
Increase positive adult interaction
Think PBIS:
What systems are in place to support the practices that
will lead to success?
What data do you need to know if this is working?
Build on existing systems within the school.
Have patience!
