Module 3: Tertiary Implementation

Module 3: Tertiary Implementation
PBIS Team Training Module 3 of 3. Each is 2 days (12 contact hours) in length, for a total of 36 contact hours. Materials Needed: Workbooks Expectations to Post Poster/flip chart paper Masking tape Markers Post-it notes Music (CD’s & CD Player or speakers for computer) Tickets/Incentives Extra pens/pencils Child-shaped cutouts for “ripping kids” activity Buzzers, bells, or other signaling device for PBIS Champion Game Prizes for winning team of PBIS Champions Game Materials for “CHANGE” activity Optional items Candy “fidgets” for tables (slinkys, playdough, squeeze balls, etc) Module 3: Tertiary Implementation

Exceptional Children Division Behavior Support & Special Programs
Positive Behavior Intervention & Support Initiative Training & Technical assistance sponsored by NC DPI, EC Division

Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Trainers

Expectations Be Responsible Be Respectful Be Kind
Return promptly from breaks Be an active participant Be Respectful Turn off cell phone ringers Listen attentively to others Be Kind Participate in activities Listen and respond appropriately to others’ ideas Participant Expectations and Rules To set the stage and model what we want to teach, we have developed a list of expectations and rules for the participants. These expectations and rules will help the institute run more smoothly. Explain the Positive Feedback System you will use throughout the training. Trainers have multiple systems for reinforcement. Decide which will be the best fit for you – remember that we want to model what we are instructing. Some options: Divide the institute participants in half to form Team A and Team B (teams may select more clever names). Each team will have a container where tickets earned will be placed when the trainer recognizes that participants are following the rules and expectations. The team with the most tickets will earn reinforcers (chocolate, longer breaks, etc). Individual (or school team) lottery tickets with drawings for door prizes. School teams work to earn points that are collected over the course of several trainings (best if short span of time).

Attention Signal Trainer will raise his/her hand
Participants will raise their hand and wait quietly Attention Signal: used at all PBIS functions in NC These are the directions for the signal that will be used to gain audience attention throughout the training. Show the slide. Practice by asking everyone to turn to their neighbor and say, “good morning” and tell them how happy you are to be here today. After about 15 seconds, raise your hand and say, “Attention here.” Time how long it takes all participants to get quiet. Give a ticket to the team or individual who responded to the attention signal first.

Welcome to PBIS Module 3 Training!
Prepare a poster showing successes and challenges from Universal and Secondary Implementation. Use data from your most recent Implementation Inventory, SET, etc.

Training Objectives Participants will be able to:
Evaluate implementation of school-wide and secondary PBIS Create a system for receiving and processing individual student referrals Use data to: Identify individual students needing intervention Develop and evaluate interventions to address problem behavior Determine effectiveness of tertiary systems Institute Objectives These objectives apply to module 3 of the PBIS Training.

Module 3 Accomplishments and Products
At the end of these two days, teams are expected to have: Conceptualized tertiary systems for your setting Discussed implementation of teacher-led practices Reviewed data collection & assessment for individual students Developed action steps for tertiary implementation Module Three Outcomes We will be giving teams a lot of time to work the next two days. Teams should review data management and small group strategies. Remind the teams that we are well aware that everyone is not at the same place in the process and that is OK! That is expected. Because all the teams are working at their own pace, it is difficult for us to give them a definite list of outcomes, so these outcomes are “general.” The concluding activity tomorrow will be the development of a long-range (3-5 year) action plan

Activity: PBIS Review Crossword
Workbook Page 3 Please complete the crossword puzzle activity to review Universal and Secondary Implementation. The answers are located in the Supplemental Resources Section when it is time to review.

Activity Review Universal and Secondary Implementation based on Implementation Inventory Scores. Use the data to identify Action Steps Workbook Pages 4-7

PBIS Tertiary Support is:
A systems approach to individualized intervention and support development. A process that all staff in your school will use to support individual students. A teacher-led process that utilizes a functional approach to addressing behavior PBIS Module 3 is NOT FBA training. This process is teacher-led in order to provide comprehensive tertiary supports in the whole school for individual students struggling with behavioral challenges.

School Improvement Academic Behavior Whole School Effective Classroom
Resources Page 5 Whole School Effective School Organization Positive School Climate Effective Staff Development Data Based Decision Making Culturally Responsive Practices Parent and Community Partnerships Instructional Classroom Positive Management Instruction Universal Design/ Differentiated Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral Group Strategies Mental Health Assistance Focused Research-based Academic Instruction Individuals FBA/BIP Mental Health Services Consider- action for Eligibility EC Specially Designed Behavior Interventions Related Services Targeted Group Interventions Small group instruction Focused academic help sessions Intensive, Individual Interventions Tutoring Academic Remediation Plans Specially Designed Instruction Functional Behavior Assessment & Behavior Intervention Planning Social Skills instruction Reinforcement of specific skills Group Behavioral Strategies Classroom Coaching Universal Interventions School-wide rules and procedures Systematic reinforcement Social Skills Instruction Culturally responsive practices Data-based decision-making Parent & Community Partnerships Effective instructional practices Recognition of academic achievement Culturally responsive practices Academic Behavior We know that effective schools seek to provide support at multiple levels so that all students, no matter their individual needs, can be successful. So how do we accomplish this task? We have historically looked to specific practices, programs or people to meet the needs of our students. This means that we might need multiple things to meet the multiple needs of our students. Instead, we should be focusing on a process that can be used by any school, no matter what the needs of their individual students. By adopting a problem-solving approach, (CLICK) schools can effectively conduct needs assessments and build in the layers of support that meet their students’ academic and behavior needs. Here in NC, schools are using PBIS as the problem-solving framework that allows them to construct the prevention and intervention needed to address behavior and social skill deficits. You can see some examples of the interventions here. Schools will also need a plan for creating a systematic approach to academic intervention (many schools in NC are implementing Responsiveness to Instruction for this purpose).

CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention : Specialized Individualized Systems for Students with High Risk Behavior ~5% Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~15% Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~ 80% of Students Resources Page 6 Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai etal., 2000; Walker et al., 1996): (CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school. (CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBS and should result in an additional 15% of students learning necessary skills. (CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits. When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.

GOAL: 100% of students achieve
at high levels Tier I: Begins with clear goals: What do we expect all students to know, understand and do as a result of our instruction? How will we know if these goals are met? How will we respond when students do not meet the goals with initial instruction? How will we respond when some students have already met the goals? Core Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 14 14 14

Supplemental Tier II < 20% of students Core + Supplemental
To Achieve Benchmarks Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/month to get there? What resources will move them at that rate? How will we monitor the growth of students receiving supplemental instruction? Supplemental Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 15 15 15

Intensive Individual Instruction
Tier III < 5% of Students Core + Supplemental Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s growth? ve, Individualized Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 16 16 16

Label behavior…not people
Universal Targeted Intensive Math Science Spanish Reading NOTICE GREEN IS FOR “ALL” When we talk about a continuum of supports, we should not be referring to students as “red zone” or “yellow zone” students. We should be mindful that every student has unique strengths and challenges. When we use the pyramid to refer to behaviors that require intervention, we can see that students might have many behaviors that do not require intervention, some behaviors that might require some interventions, and a few behaviors that require intensive support and intervention. We must remember to label behavior, not people. Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

Social Competence & Academic Achievement OUTCOMES SYSTEMS Supporting
Staff Behavior DATA Supporting Decision Making Positive Behavior Intervention & Support Graphic This graphic describes the interplay between the four key elements of PBIS. Each element supports the other: Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators Practices: interventions and strategies that are evidence-based Data: information that is used to indentify status, need for change, and effects of interventions Systems: support that are needed to enable the accurate and durable implementation of the practices of PBIS systems consider multiple points of support: individual, classroom, school-wide, district, community, state (From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at TRAINER COULD BRING A HARD COPY OF THIS TO SHOW. Supporting staff behavior addresses changing adult behavior to change student behavior. Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness and gained desired outcomes, we must address each element. Research validated practices, interventions, strategies, curriculum, etc. to achieve goals and outcomes. Data are used to guide which Practices should be selected and/or adapted to achieve goals/outcomes. The selection and use of evidenced-based practices Are given priority. Systems change – considerations that support the effective and efficient selection and implementation of practices by school personnel (e.g., teachers, school psychologist, administrators.) These…. (new Implementation Blueprint, p. 11). PRACTICES Supporting Student Behavior Resources Page 6 Positive Behavior Intervention & Support

Problem Solving Meeting Foundations
Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data The PBIS workshop has been designed to follow the Problem-Solving Model approach. The Problem-Solving Model framework will ensure the school’s ability to weave initiatives together, such as Response to Instruction. PBIS utilizes the problem solving approach as does Response to Instruction. It is imperative that we continue to look at new initiatives within our schools with a lens of how we remain effective by adding something new. With the PSM approach we are able to stay effective and efficient. Resources Pages 7-9 Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations (Newton, et. al., 2009)

Tertiary Implementation: Data, Systems, and Practices to Support Individuals

Positive Behavior Intervention & Support Social Competence &
OUTCOMES Social Competence & Academic Achievement SYSTEMS Supporting Staff Behavior DATA Supporting Decision Making Positive Behavior Intervention and Support Graphic This graphic describes the interplay between the 4 key elements of PBIS. Each element supports the other. Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators Practices: interventions and strategies that are evidence-based Data: information that is used to indentify status, need for change, and effects of interventions Systems: support that are needed to enable the accurate and durable implementation of the practices of PBIS Systems consider multiple points of support: individual, classroom, school-wide, district, community, state -From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at Supporting staff behavior addresses changing adult behavior to change student behavior Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness we must implement all three. PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

Data Collection Strategies & Tools
Problem identification, data collection, and evaluation

Clear Definition of Problem Behavior
The “Stranger Test” Is the description of the behavior crystal clear? Would a stranger’s description match yours? If a stranger read your description, would they be able to identify the problem behavior? When was the last time you had a “stranger test?” The last time you had substitute.

Measurable Descriptors
Not Measurable oppositional bothering lazy As we begin to think about data collection, we need to make sure that we are describing behavior in a way that is measureable and observable -if we can count it – we can collect data on it…. *****fighting and swearing can only be said to be measureable if they have been operationally defined at the school level talking out rude inattentive swearing fighting out of area defiant completing work

Data Considerations: Objective Descriptors
Subjective Objective Talking during seatwork Disobedient Seldom Repeatedly Passing notes Behaviors should also be described objectively, primarily because each person may have different definitions of terms like sometimes and bizarre. Just a with school-wide expectations, we want to make sure that we are consistently talking about the same behaviors Once or twice a week Hurrying through work Leaning back in chair Five times each day Bothering a neighbor Sometimes Continuously Every ten minutes Bizarre Tapping pencil on desk Twice each period

Data Considerations: Data to Collect
How often does the behavior occur? Frequency How extreme is it? Intensity So what data will you need about the behavior? Frequency: How often? # of times/class period – day – week – month – year Intensity: How extreme? whispering – talking – yelling - screaming throwing cotton balls – paper – books – chairs Duration: How long? seconds – minutes – hours – days half a class period **continuously? Really? (may feel like it when you’re living with the behavior – but is there anything that we really do CONTINUOUSLY) Context: Where/When/What else is going on? This is the “Everything else that is going on when a problem behavior is occuring…can include not just location and time of day, but also other factors that we don’t always identify. What other students or adults are present? What activity was the student engaged in? ANYTHING happening or present in the environment either right before or during the behavior (when in doubt, write it down) Duration Context How long does it last? Under what circumstances does it occur?

Data Collection Strategies
What is already collected? Anecdotal notes by teacher Office referrals Disciplinary actions As we begin to plan for data collection for the individual student, we want to remember our focus on working smarter. So, we would start by looking at the data we already have: anecdotal notes by the student’s teacher(s) & prior office referrals and disciplinary actions. Can we establish the function of the behavior based on this data? If not, we could plan for additional data collection. As we do that, we want to consider which data collection strategies will be easiest to implement and give us the level of information that we need. Probably the least difficult collection method is the use of Checklists, followed by DBR, Observation and Interviews. Just like the levels of FBA, these strategies are arranged in order of least to greatest investment of time and resources. Next, we will discuss each in more detail.

Data Collection Strategies
What else can be collected? Products from Consequences Behavior Contracts Checklists Daily Behavior Report (DBR) Direct Observation Interviews As we begin to plan for data collection for the individual student, we want to remember our focus on working smarter. So, we would start by looking at the data we already have: anecdotal notes by the student’s teacher(s) & prior office referrals and disciplinary actions. Can we establish the function of the behavior based on this data? If not, we could plan for additional data collection. As we do that, we want to consider which data collection strategies will be easiest to implement and give us the level of information that we need. Probably the least difficult collection method is the use of Checklists, followed by DBR, Observation and Interviews. Just like the levels of FBA, these strategies are arranged in order of least to greatest investment of time and resources. Next, we will discuss each in more detail.

Becoming A Problem Solver
“Think sheets” What will I do from now on? How should I have solved the problem? List 2 better ways. The rule I broke was Fixing Broken Rules Becoming A Problem Solver Resources Pages 10-11 What should happen because I broke the rule?

DBRs Daily Behavior Report = DBR
Resources Page 12 DBRs Daily Behavior Report = DBR Also referred to as Direct Behavior Rating The DBR involves a brief rating of target behavior over a specified period of time on a scale 1-10. For more information and examples: Other Names for DBR Home-School Note Behavior Report Card Daily Progress Report Good Behavior Note Check-In Check-Out Card Performance-based behavioral recording Level II

Characteristics of DBR
The DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g., parents, teachers, students) the card is used to monitor the effects of an intervention as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002) Effective behavioral assessment and intervention procedures in applied settings require the use of empirically-supported yet feasible techniques To date, feasible assessment of behavior skills has been focused on ODR data – which may not be sensitive to capture all behaviors of interest To date, support for feasible, formative assessment of academic skills is available (e.g., CBM) – but attention has not been directed toward social behaviors Strengths Highly Flexible Highly Feasible, Acceptable, and Familiar Minimal Cost Given Potential Amount and Uses for Data Reduced Risk of Reactivity (atypical behavior) Can be used in assessment, intervention, and communication Weaknesses Rater Influence (history) Limited Response Format Limited Knowledge about Psychometric Adequacy 31

Potential Uses for the DBR
Increase communication As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible 60% of teachers surveyed already use DBRs to change student behavior 32% to monitor or observe student behavior 81% to identify positive behaviors, 77% to identify negative behaviors 86% use with individual students, 19% with whole class, 9% with small groups 32% use DBRs “routinely” as part of classroom management plan Increase communication (teacher-student, home-school) As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible K-12, + or – 1 student or larger group range of behaviors (Chafouleas, Riley-Tillman, & Sassu, 2006) 32

A systematic DBR possesses the following 4 characteristics:
1. The behavior of interest must be operationally defined 2. The observations should be conducted under standardized procedures 3. The DBR should be used in a specific time, place, and at a predetermined frequency 4. The data must be scored and summarized in a consistent manner Ensure that use is “systematic” Identify and operationally define a behavior of interest Use a system of observation in a specific time and place Score and summarize the data in a consistent manner (Similar to the criteria that define systematic direct observation (Salvia & Ysseldyke, 2004) Provide checks on integrity and acceptability Understand correspondence with other data sources 33

How are DBR data summarized?
Data can be quantified, compared, combined, and summarized for summative and formative purposes. For example, DBR data of Susie’s disruptive behavior over the week can be summarized into a statement of average daily or weekly rating (6 out of 9 points) or most likely period of high or low disruption if multiple ratings per day are taken (just before lunch). Since DBR involve rating on some scale, data are summarized relevant to the scale. For example, a simple yes/no checklist can be easily depicted through a bar chart whereas rating information might be plotted on a line graph, with the intervals on the y-axis indicating the DBR scale. 34

This is another way to document DBR data.

DBR Considerations Measures perception of behavior
“3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects It is important to consider the fact that the DBR measures the teachers’ perception of the behavior, not the actual behavior (ex. Engaged in the behavior 5 times). Further, we are measuring changes in the teachers perception of the behavior as a movement between scores, and not using a score as a description of a student. Remember, in social behavior there are no absolutes, the goals must be defined within a given social context. In addition, who the rater is matters because we are measuring perceptions. Teachers perceptions tend to move consistently once established on the scale of 1-10, however, it is not appropriate to compare one teachers score of 5 to another teachers score of 1. Thus, keep consistency in the rater for the duration of the intervention.

Individual Student Data Tracking
This is an Individual Student Data Tracking Form. You can use this to collect and summarize individual student data. You will need to enter the goal amount and whether the goal is a percent or the total number of occurrences. The baseline data is entered on the top right side of the form by entering the date and the value for that day. Next, you will be able to enter data for the first phase of intervention on the right side of the document. Then, you can enter notes or descriptions for Phase 1. You can also enter a second phase of data and notes, if you revise the plan or change intervention. The form has embedded formulas to automatically create a graph to summarize your data. A blank copy is included in the supplemental resources. Resources Page 13

Direct Assessment – Frequency Counts
Resources Page 14 Behavior Counting Name ____Shamel ____ Week of __Nov 5, 200X______ Behavior to be counted ____Negative Comments to Peers: (Get out of my face. ) Mon. Tue. Wed. Thurs. Fri. Total Arrival Math Science Art Reading IIII IIIII II II IIIII IIIII IIIII I I 40 I 3 Direct assessment is another tool that can be utilized to measure behaviors. This tool is a direct assessment of the frequency of the a behavior across settings and across time. So, looking at this data what can we tell about when Shamel has the most difficulty with negative comments to peers? II I III IIII 11 IIII IIIII IIIII III IIIII IIII I 24 I II III 6 38

Direct Assessment – Duration Recording
Record the elapsed time, usually in minutes, from onset to conclusion of target behavior. Be sure to indicate the date, and the activity in which the student was engaged when the target behavior began to escalate. Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____ Target Behavior: Tantrum (screams, lays on floor, throws items) Resources Page 14 Behavior Incident Briefly describe, making sure to note date, time, and any circumstances you think noteworthy. Transition Large Group Small Group Individual Work Read Aloud Read Silently In Crowds Library Specials Specific Subject #1 #2 #3 9:45-10:15, Mon, Nov 15 Group was doing read aloud Another form of direct assessment is a duration recording. This allows you to document the length of incidents for behaviors that might not occur frequently but last for a considerable amount of time, such as tantrums. 9:35-10:15, Tue, Nov 16 Went to an assembly in the gym #3 9:28-10:05, Fri, Nov 19 Oral vocabulary test

Context Checklist Social/Emotional Response to demand/request
Resources Page 15 Social/Emotional Response to demand/request Transition between tasks/ setting Interruption in routine Change in home/family dynamics Lack of social attention Negative social interaction w/peers Negative social interaction w/adults Social skills deficits Consequences imposed for negative behavior Other (specify): ____________________________ Academic/Instructional Specific subject: ____________________________ Grade level : on/above/below Activities: too easy/ too difficult Work completion: finishes quickly/ average / rarely finishes

Classroom Assessment Designing the Physical Space
Resources Pages 16-19 Classroom Assessment Classroom Management Checklist *adapted from Geoff Colvin's Classroom Strategies Name of Teacher ___________________ Date ______________ Designing the Physical Space In Place = 2 Partially = 1 Not = 0 1. A specific classroom area is identified for independent work. 2. A specific classroom area is identified for group work. 3. A specific classroom area is identified for free choice activity. 4. A specific classroom area is identified for time out. 5. A specific classroom area is identified which is easily accessible for teacher storage and student supplies. Level I

Data Considerations What is the target behavior and goal?
Focus on a specific behavior that has been operationally defined Goal to increase or decrease behavior Who is the focus of the rating? Individual, small-group or class-wide What is the period for rating? Specific school period, daily, or other What is the setting of observation? Classroom or other location We have made some recommendations about tools to use for different levels/intensities of intervention. However, the team must ultimately make the call about which data collection tool(s) will provide the data needed to assist in student behavior change. These questions about data will help your team identify the best approaches to collecting data at the tertiary level. 42

Data Considerations How often will data be collected?
Multiple times a day, daily, weekly Which tools are the best to assess the behavior? Checklist, rating scale, DBR, observation, interview Who will conduct the rating? What resources can be used to collect data? Classroom teacher, aide, or other educational professional Will ratings be tied to consequences? Consequences must be consistently delivered by person responsible “A problem incorrectly defined leads us to solutions that may not effect change.” ****NEED SOURCE**** We have made some recommendations about tools to use for different levels/intensities of intervention. However, the team must ultimately make the call about which data collection tool(s) will provide the data needed to assist in student behavior change. 43

Activity: Tertiary Data
With your team complete the Tertiary Data activity Team Time Ask participants if they have questions about functional behavior assessment and developing hypotheses. Give instructions for the team time session. Instruct teams to take some time to focus on the topic of functional behavior assessment and developing a hypothesis statement. Workbook Page 8

Positive Behavior Intervention and Support Social Competence &
OUTCOMES Social Competence & Academic Achievement SYSTEMS Supporting Staff Behavior DATA Supporting Decision Making Positive Behavior Intervention and Support Graphic This graphic describes the interplay between the 4 key elements of PBIS. Each element supports the other. Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators Practices: interventions and strategies that are evidence-based Data: information that is used to indentify status, need for change, and effects of interventions Systems: support that are needed to enable the accurate and durable implementation of the practices of PBIS Systems consider multiple points of support: individual, classroom, school-wide, district, community, state -From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at Supporting staff behavior addresses changing adult behavior to change student behavior Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness we must implement all three. PRACTICES Supporting Student Behavior Positive Behavior Intervention and Support

Activity CHANGE Activity: CHANGE
Each group is given a small cup of clear water and told that they have 3 minutes to change it to green. They can use any personal items they brought (Contents of purse, pockets, etc) to help. After initial 3 minutes, offer groups a chance to take a random item from grab bag (which should some items that will turn water green (green paint, green food dye, green kool-aid powder, yellow and blue dye) and some that will not (only yellow paint, red cool-aid, etc). Give groups 2 minutes to turn their water green. For final round, tell groups they can share items or can ask for something from another group. Give them 1 minute to complete assignment. Everyone should have green water at the end. Discuss our efforts to turn yellow and red students “green.” We have limited success when we go it alone, slightly better when we apply a random intervention, the best outcome when we work together using proven (research-based, functionally selected interventions) methods in concert with our team. Not the water that is doing something to turn green, but the teachers who are doing something to change the outcome. ALTERNATIVE ACTIVITY: Correy’s activity chewing gum, microwave popcorn, and coal.

Critical Elements of Tertiary Systems

Tertiary Systems Considerations
Commit to: Establishing a team to assess and intervene with students who have serious behavior problems Allotting adequate time and resources for the team Training & planning Design & implementation of individual supports Tertiary Systems require time and planning. Very often they also require a willingness on the whole staff to try things outside of their comfort zones. Administrative support is critical in the development of a team for intervention, as the team will need to be freed from other duties for an adequate amount of time for training and then to provide support to students and staff

Why do we need Tertiary Systems?
To make a lasting, positive, change in behavior To provide a systematic way to support staff and students To establish practices for children with behavior concerns We know that all students needs will not be met by Universal and Secondary Support Systems. In order to ensure that we are able to meet the needs of all students, we must establish Tertiary Systems to support more intensive needs of individual students. It’s very uncommon for schools to not have any Tertiary Support Systems, however, many schools do not apply the problem solving process to ensure the practices and systems are operating effectively and have positive outcomes for students.

Team Structure Consideration
Who? What? When? Where? Why? When thinking about how your team will support Tertiary Implementation, consider who, what, when, where, and why. Imagine that your PBIS team attended Module 1 training and had one ball representing Universal implementation to keep in the air. Next, your team attended Module 2 training, and now you have balls representing Universal and Secondary to keep in the air. Finally, you are now adding a ball representing Tertiary Supports. In order to juggle all of these responsibilities, your team has to consider the most efficient ways to operate. Considering the team members available to take responsibility for coordinating implementation at the tertiary level, identifying what supports your school will offer, when the team will meet and when services will be delivered, where the team will meet and where services will be delivered, and always articulating why the tertiary team is meeting/responding, as well as, why a student needs a particular support will be critical.

Most Common Team Structures
Problem-Solving Only Team RtI & PBIS Teams According to a survey completed by 34 administrators of schools implementing RtI (Fall, 2009), the most common team structure is to have only one problem-solving team. When this is the structure, both the pre-referral team and the PBIS team are absorbed into the RtI team (left graphic). The second most common structure is to have two teams, the RtI team, addressing academic issues and the overall RtI process, and the PBIS team addressing behavioral support and the PBIS implementation process. When this is the structure the pre-referral team is absorbed into the RtI team (right). Pre-referral and PBIS absorbed in RtI Pre-referral absorbed in RtI

Problem Solving Only Team
Will you have representatives for each level of support or for grade levels? Tier III Academic Tier III Behavior Tier II Behavior Tier II Academic Tier I Behavior Tier I Academic Problem Solving Only Team Another way to approach with one team approach. Again must find way to support whole school and individual teachers. This graphic shows that some teams have established representatives for each level of implementation for both academics and behavior.

How will you structure both problem solving teams?
2nd grade Behavior 3rd grade Behavior 4th grade Behavior 2nd grade Academic 1st grade Behavior 3rd grade Academic 1st grade Academic 5th grade Behavior Kinder- garten behavior 4th grade Academic Kinder-garten Academic 5th grade Academic If you have two problem solving models being implemented at your school, you might consider maintaining both team structures. If this is the case, how will you establish communication and build a system of support for teachers. One possible structure would be to keep both the RtI and PBIS team, which will oversee the problem solving process for whole school data and address core instructional issues. The RtI team members will also serve as grade level representatives for academic concerns and PBIS team members will serve as grade level representatives for behavioral concerns. RtI Team RtI process PBIS Team School-wide PBIS process How will you structure both problem solving teams?

Team Responsibilities: Tertiary System Considerations
Identify resources and structures develop the tertiary system of supports Assess students Develop and implement support plans Personnel Family Involvement External agency involvement (Child and Family Teams/System of Care) Your team is responsible for creating a tertiary system of supports and facilitating the identification of students needing those supports. You will need to consider the resources (time and materials) needed to establish the system. When establishing systems of support, consider who will need to be included, such as staff members with expertise, stakeholders, or agencies your team can collaborate with to strengthen the supports provided for students with intensive behavioral needs.

Team Responsibilities: Implement the Tertiary System
Access training and on-going staff development to establish and maintain knowledge of PBIS team Providing staff development and support to teachers regarding the process Support teachers with assessment and implementation Your team is also responsible for ensuring that staff receive training on the tertiary support system. First, you will want to ensure that you have accessed the training necessary to build the skills for your PBIS team. You will also need to consider how to continue to increase expertise for all of the staff at your school. In addition, we know that teachers will implement the strategies and plans with greater integrity if your support is offered to them as they attempt to implement these supports systems and practices.

Team Responsibilities: Monitor the Tertiary System
Review behavioral data and interventions in order to evaluate the effectiveness Reviewing Implementation Inventory Tertiary Systems, Data, and Practices to address areas of need Your team will use data to guide implementation. The Implementation Inventory is a tool that we will use throughout this training to help you identify areas that you will need to address with your action plan. In addition, you will need to review student data to determine the effectiveness of the interventions and supports that you offer in your continuum. Data is essential for establishing and maintaining your continuum of supports.

Activity: Tertiary Team
Discuss connections to existing teams (ex. RtI, pre-referral, PBIS, SOC, etc.) Discuss team structure, organization, and communication. Complete the Tertiary Team Functions Section of your workbook. Workbook Page 9

Create the System: Working Smarter
What does working smarter look like at the individual level? How do we invest our resources wisely? To go back to an old analogy: Historically we have approached inappropriate behavior in schools by waiting until the students started the fire and then running around with buckets of water and trying to put them out. We said that one of the ways PBIS was different was that we are interested in prevention, or in taking the matches out of the hands of the students before they ever have a chance to light a match (also knowing that we can carry more books of matches than buckets of water). To extend that analogy, let’s say we are babysitting our nephew. We know he sometimes carries matches, but have always had ample opportunity to take them before a major problem develops. Today, however, he manages to slip some matches past us and strike one -- what is our response? Do we call the fire department for one burning match? No, we blow the match out and take away the matches (and start asking our nephew to hand over matches regularly). Say we don’t see the burning match and he lights a piece of paper on fire? What if it has a chance to grow to a small fire in the trashcan (Probably you just put the fire out with a fire extinguisher)? What if it catches the curtains on fire? – now do you call the fire department?? In other words, its only when you have exhausted your own resources and ability to put the fire out that you call in the specialists. What would happen if every time someone struck a match you called the fire department? Also, you didn’t hook up the hose to put out the match, right? Or try to blow out the flaming curtains? We want to use the same approach to students whose exhibit problem behavior. We want to use the lowest intensity intervention that will work and we want to exhaust our own ideas before we call in the specialists. Develop a continuum of support within the tertiary level to address all the shades of red

Three Important Themes
Create systems (not just interventions) to support all students Intervene earlier rather than later Evidence, not opinion Interventions are critical to the tertiary level of support, but without a system to ensure they are delivered efficiently and with fidelity, our tertiary system resources might be over-extended. It is critical that the interventions and practices we offer are research-based and have evidence of their effectiveness. As with most patterns of behavior, intervention early increases the likelihood of successful response.

Data Decision Rules To address:
Teachers initiating the behavioral support process Student data initiating the process Progress and goal completion rules Tertiary intervention effectiveness guidelines Your team will also need to establish, document, and communicate the data decision rules about students eligible for tertiary supports. What guidelines will you provide to outline when a teacher or student would like to initiate a referral for support? How will you communicate the expectations for progress and goal completion? How will you collect data to help you determine if the interventions you are utilizing are effective?

Examples Less than 15 Star Tickets earned per week for 2 weeks
More than 5 absences in a 30 day period 3 or more counseling referrals in a 30 day period 6 or more office discipline referrals Progress to 80% completion of homework assignments 70% of students receiving this tertiary intervention meet their goals within 8 weeks These are some examples of different rules that might apply at the tertiary level.

Activity: Tertiary Data Decision Rules
Discuss with your team possible data decision rules for your school Student referrals Progress and goal completion Intervention effectiveness Workbook Page 10

Systems for Individual Students
Quick, supportive response to teacher Understand how behavior is functionally related to the teaching environment (competing pathways) If you have multiple students displaying similar behaviors = system issue not individual student issue Systems for Individual Students Remind participants we are still looking at a system’s approach to improving behavior of children with or without disabilities. This will still require a team of some kind, school may choose to utilize existing team, PBIS Team, RtI, and/or IC team The PBIS team needs to respond to teachers’ requests for support within 48 hours. Students with chronic challenging behaviors often require more than one adult’s input. If there are multiple students exhibiting similar behaviors, then the school has an issue at the system’s level. There is a mismatch between the system and the students. Examination of data should reveal this. Remind participants they cannot take student’s behavior personally. Suggest videotaping to look for patterns of student behavior. Through examining competing pathways, it can be determined why students engage in a particular behavior. By examining competing pathways, we can get to the “purpose” or “function” the behavior serves.

Referral Process How will teachers know who to refer?
Data decision rule Professional judgment After what process in classroom How do they refer? Form To Whom Teachers will need to know the expectation for when to initiate a referral, as well as the process for making a referral. Often teachers have accessed support services by having conversations in the hall. This type of contact might not provide the data and documentation to effectively initiate a referral. Remember that good teachers often will not ask for help; therefore, support must be established for them.

Referral Process What happens next? Data collection Case manager
Parent/family participation Team meeting Once a referral is made How will families be included in a way that helps them feel invited to collaborate, not forced or coerced

Referral Process Plan Plan written? Good fit for context?
Executed by whom? How do you know? Evaluated? Next Steps Once a referral is made the PBIS team needs to respond to teachers’ requests for support within 48 hours. While a formal meeting might not be able to take place within 48 hours, someone from the team should attempt to contact the teacher and offer some type of immediate assistance, until the plan can be developed and implemented. This will make a significant difference in how teachers will feel about requesting assistance, if they see that the process is timely and supportive of their needs. A plan for addressing the students’ needs will need to be contextually and developmentally appropriate. Always consider how will families be included in a way that helps them feel invited to collaborate, not forced or coerced

Individual Student Referral Process
Supplemental Resources Page 20 Individual Student Referral Process Training & Support for Teachers Teacher Data Collection, Intervention, & Evaluation Teacher Continues Successful Interventions Request for Assistance Grade Level or Team collects data, recommends intervention, evaluates outcomes Process for Assistance Our goal is to design a system that allows this process to take place. Following this model the teacher is never left on his/her own. The team meets within 48 hours of initial request for assistance. The team provides strategies for the teacher to implement immediately. The team checks in with the teacher the next day to see how things are going. If strategies are not successful, the team assesses to get the needed information to develop an individual plan for the student. The critical component is that all pieces are connected. This sends the message that this is “our student, our responsibility” and the teacher doesn’t feel he/she is alone. It is a team process with everyone supporting each other.

Activity: Tertiary Referral Process
Discuss the referral process for tertiary supports section in your workbook Workbook Page 11

An evaluation of Systems for the Tertiary Level:
Checklist for Individual Student Systems (CISS) Resources Pages 21-24 Part I: Foundations 2-Fully in place partially in place 0-not yet started Score within the past 18 months on the SET (80%/80%), BOQ (70%), or TIC (80%) indicates that SWPBS is being implemented with fidelity A person within the school building is identified to coordinate function-based support planning and implementation. At least three people within the school are trained to conduct basic functional behavior assessment interviews and do simple, confirmatory direct observations based on the results of the functional behavior assessment interview. At least one person within the school, or regularly available to the school, is trained to conduct direct observation methods of functional behavior assessment and lead development of a behavior support plan. This instrument is an optional tool that can be used by your team to specifically evaluate the Systems at the Tertiary Level of Supports for your school. This can provide additional data about components of tertiary systems that your team might want to consider for action planning, especially following continuously high scores or continuously low scores in the systems section of the Implementation Inventory . Please review the copy in your Supplemental Resources.

Positive Behavior Intervention & Support Social Competence &
OUTCOMES Social Competence & Academic Achievement DATA Supporting Decision Making Supporting Staff Behavior SYSTEMS Positive Behavior Support Graphic This graphic describes the interplay between the 4 key elements of PBIS. Each element supports the other. Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators Practices: interventions and strategies that are evidence-based Data: information that is used to indentify status, need for change, and effects of interventions Systems: support that are needed to enable the accurate and durable implementation of the practices of PBIS Systems consider multiple points of support: individual, classroom, school-wide, district, community, state -From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at Supporting staff behavior addresses changing adult behavior to change student behavior Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness we must implement all three. PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

Functional Assessment & Intervention
Resources Page 25 INFORMAL EASIER SIMPLE RESPONSIVE NOT RESPONSIVE COMPLICATED HARDER FORMAL Level of Functional Support Tools Person(s) involved Teacher Led Behavior Contract Teacher Student Parent Additional resource Problem Solving Worksheet Competing Behavior Pathway ERASE Team Directed Team Brief Intervention Planning Full FBA & BIP with Child/Family Team Community Partners Functional Analysis & Behavior Intervention Plan *Additional resource could be counselor, additional teacher, social worker, psychologist; basically an additional school staff member with knowledge/expertise about the student and/or the problem behavior **”Community Partners = agency support, behavior support consultant, etc Based on: Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford. US Department of Education, Office of Special Education Programs. Is school-wide positive behavior support an evidence-based practice? (2009). National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), Retrieved from

Team-Directed FBA/BIP
Teacher-Led Support Developed by teacher & parent Assess instructional practices Individualize existing classroom plans Assess classroom environment & social skills instruction Could result in matching student to existing intervention Team-Directed FBA/BIP Teacher has already attempted More complex problem behavior Requires the use of more assessment, observation, data collection Child & Family Team Safety concern Team-directed FBAs are completed when there is a question as to function, when the behavior occurs across settings, when the behavior is more complex Team directed may require the use of more assessment, observation, data collection School teams strongly encouraged to include agencies and other community partners involved with the family (Systems of Care, Child & Family Team) with Team Directed process

Both Identify: Problem behavior
Setting events that increase the likelihood of the occurrence of the targeted behavior Antecedents that reliably predict the target behavior Consequences that maintain the behavior Plans to teach replacement behavior Both apply behavioral science principles Define target behavior. Identify setting events that increase the likelihood of the occurrence of the targeted behavior. Identify the events/antecedent triggers that reliably predict the occurrence or nonoccurrence of the target behavior. Identify the consequences that maintain the behavior. Identify and plan to teach replacement behavior Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/31/08 gsbriefba.ppt 73

Behavior What is the challenging behavior? What can you observe?
What does it look or sound like? Choose one Prioritize Sometimes it can be difficult to focus on one behavior, as many students present a variety of challenging behaviors. It is important to prioritize which behavior is having the most significant impact on the student and select that particular behavior to begin the intervention process.

Behavior This is an example of a student’s behavior, in which the student demonstrates several challenging behaviors. After some data collection, it is evident that the behavior the student demonstrates most often is leaving his assigned area. Considering the frequency is just one way to prioritize student behaviors. Remember to always address behaviors that are safety issues immediately with a crisis plan if necessary.

Setting Events What environmental, personal, situational or daily events impact the behavior? Eating/Sleeping routines Medical/Physical problems Familial and staff interactions Do not immediately precede problem behavior Setting events are environmental, personal, situations, or daily events that impact student behavior. They may or may not immediately precede the behavior, but are none-the-less a factor associated with the particular behaviors the student demonstrates.

Setting Events This is an example of Setting Event data. We can see from this particular graph that having missed the bus or not having breakfast, which may be related issues, are common setting events associated with the behavioral challenges we observe.

Antecedent What happens immediately before the behavior?
Predicts problem behavior When, Where, With whom, Activity Time of day Physical Setting People present Types of interactions (demands, directives, etc.) Predictors of the occurrence or non-occurrence of the problem behavior Typically occur immediately before the problem behavior When, Where, With whom, Activity Time of day Physical Setting People present Types of interactions (demands, directives, etc.)

Antecedent This is not an exhaustive list of antecedents, rather it is an example of data that can be collected. Often teachers will say “There is no pattern. The behavior happens all the time. It’s unpredictable.” It is important to know that it is extremely rare to see a behavior happen exclusively during one time period or one class or one activity. Rather, we tend to see the teacher is correct, the behavior does happen “all of the time,” however, when we collect the data we can see patterns emerge. Very often we can see one antecedent is more frequently associated with the behavior. While it is not 100% of the time, even accounting for only 20-30% of the time can help us know where to intervene. In this example, which antecedent is most often associated with the problem behavior we observe?

Consequence What happens immediately after the behavior?
Gives student a reason to repeat the problem behavior Not related to punishment When we are talking about functional based approaches to behavior, consequences do not refer to punishments that follow behaviors. Rather, they are any particular outcome that happens immediately after the behavior. They are responses that allow the student to access something or avoid something. Even things we might not immediately recognize as a consequence can be enough to encourage a student to continue demonstrating a particular behavior.

This is an example of a graph containing the consequences a student experienced after demonstrating problem behavior. While calling a students name might not immediately seem like attention, it might be sufficient attention for that particular student. In this example, when the student demonstrated the behavior the teacher responded by calling the students name, which suggests the student is motivated by attention. Further, we can see the time-out response is relatively low, which suggests that the student is not trying to escape the classroom activities. So when ever you are collecting data about consequences be mindful of what each of the responses is either giving access to or helping a student escape.

Function … People behave for a reason - we call this “function”
Does he/she get something? Tangibles, attention, stimulation, people, etc. Does he/she avoid or escape something? People, activities, embarrassment, tasks, etc. Behavior communicates need Need is determined by observing what happens prior to and immediately after behavior Kids engage in behavior for two reasons: to get what they want or avoid what they don’t want. Their behavior is based on their learning history. The behavior has worked in the past. Remember, there is no universal reinforcing or aversive stimulus. What we may find aversive, many find reinforcing, thereby inadvertently reinforcing inappropriate behavior. This is why we MUST observe what happens prior to and immediately after the inappropriate behavior.

Only Two Basic Functions
For example- Many students use off topic comments/inappropriate language to obtain attention from peers through their reactions and to escape the task at hand. In this example, social reinforcement is obtained from the peers and the adult. Remember reinforcement is positive and negative. NOTE: When control is offered as a possible function- think about what is underlying that perception. Control can be a way: To hide skill deficits; therefore escaping/avoiding a task To hide fears around social acceptance; therefore escaping/avoiding a situation For an individual to assert themselves; therefore gaining/obtaining the attention of peers/adults Sugai, H. (2011). Addressing individual challenging behavior through function-based support (FBA Overview). Retrieved from Sugai, 2011

Hypothesis Statements
Information about the problem behavior is used to write a hypothesis statement that helps us predict when the problem behavior is likely to occur and the function of that behavior Now that we have worked through the components of determining the function of the behavior, we need to write a statement that helps us make sense of the data. A hypothesis statement will help us to predict when the problem behavior is likely to occur and will guide our intervention and support efforts.

Hypothesis Statements
When Estes is ___________ and __________ (happens), he where/setting context/antecedent typically responds by _________ to gain/avoid ____________ . behavior function A hypothesis statement has four parts: where, context/antecedent, behavior, and the proposed function. Hypothesis: When Estes is in language arts and the teacher is providing direct instruction he typically responds by making verbal noises (ex. Burping) to access peer and teacher attention.

Activity Write a hypothesis statement about Bruno’s behavior Bruno
People engage in behaviors for a reason. When we understand functions we can try to guess what a person is trying to get or avoid. What is Bruno trying to get or avoid? (Peer attention) Activity Write a hypothesis statement about Bruno’s behavior

Identifying the function helps:
Choose an appropriate intervention Will this intervention meet the functional need? Choose an appropriate replacement behavior Alternative behavior taught to the student What you want the student to do instead Must meet functional need It is not possible to determine function of a student’s challenging behavior simply by describing the behavior Choose an appropriate intervention Connect the FUNCTION with the intervention Ask: Will this intervention meet the functional need? Ex. If the function of the behavior is to access adult attention: Intervention should prevent access to adult attention for inappropriate behaviors Intervention should provide access to adult attention for appropriate behaviors Choose an appropriate replacement behavior New or alternative behavior taught to the student as a replacement option for the problem behavior. Key points: It is probably more efficient for the student to engage in the problem behavior Replacement behavior must allow student access to same functional need but more efficiently

Based on this data about consequences, if you were selecting an reinforcement component for a behavior plan, which reinforcement would be most effective? Lunch with a teacher

Teacher-Led Behavior Support

Teacher – Led Support Any individualized behavior support should always begin with a hypothesis based on data about the student When looking at individual student behavioral challenges we must always start with what the data is telling us about the student behavior right now. We do not have to be right, we must have a guess. After we have implemented the plan we will be able to determine if our hypothesis or guess is correct. All teachers in your school need to at a minimum, understand the basics of behavior and how to think about hypothesizing the function of a students behavior.

Level of Functional Support
Teacher – Led Support Level of Functional Support Tools Person(s) involved Teacher Led Behavior Contract Teacher Student Parent Additional resource Problem Solving Worksheet Competing Behavior Pathway ERASE These are the Teacher-led supports that we will discuss as the practices your will establish to your tertiary continuum of supports. *Additional resource could be counselor, additional teacher, social worker, psychologist; basically an additional school staff member with knowledge/expertise about the student and/or the problem behavior **”Community Partners = agency support, behavior support consultant, etc Based on: Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford. US Department of Education, Office of Special Education Programs. Is school-wide positive behavior support an evidence-based practice? (2009). National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), Retrieved from

Behavior Contract Individualized class or school behavior plan
Adjust goals Prerequisite skills Shorter time periods More frequent reinforcement Contract to address performance deficit Contracts should be based on data that teacher already has collected. Could be data from grade-book (participation, attendance, tardies, homework completion, etc), office referrals, checklists, etc.

Behavioral Contracts Positive reinforcement intervention
Clarify behavioral expectations for students and staff to carry out the intervention plan Include the student in designing the contract to increase motivation Include parents in planning and reinforcement

Steps for Designing Behavior Contracts
List student behaviors Can be reduced or increased Behavioral goals should usually be stated in positive, goal-oriented terms Clearly defined, observable Jenson, W., Rhode, G., & Reavis, H. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West. Wright, J. (2011). Behavior Contracts. Intervention Central. Retrieved 2/17/2011 from: (Wright, 2011; Jenson, Rhode, Reavis, 1994)

Steps for Designing Behavior Contracts
Contract Reinforcers A statement or section that explains the minimum conditions under which the student will earn a point, sticker, or other token for showing appropriate behaviors Amount of behavior Amount of reinforcement Jenson, W., Rhode, G., & Reavis, H. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West. Wright, J. (2011). Behavior Contracts. Intervention Central. Retrieved 2/17/2011 from: (Wright, 2011; Jenson, Rhode, Reavis, 1994)

Steps for Designing Behavior Contracts (continued)
Collection Describe when the student will be able to redeem points earned for reward/recognition (Wright, 2011; Jenson, Rhode, Reavis, 1994)

Bonus clauses (optional) can provide extra incentives for the student to follow the contract offers the student some type of additional 'pay-off' for consistently reaching behavioral targets (Wright, 2011; Jenson, Rhode, Reavis, 1994)

Negotiate and Document Terms Discuss the plan and responsibilities of the student and staff Areas for signature. both teacher and student signatures Other staff, parents, administrators Negotiate & Document Terms: Possible questions from the audience: What happens when the student demonstrates a problem behavior that violates school or local school board policies or state law? -Local school Board policy and general statutes supersede behavior contracts. (Wright, 2011; Jenson, Rhode, Reavis, 1994)

My Contract: Race to 20! Sample Contracts These are my goals:
These are my consequences if I don’t meet my goals: My Contract: Resources Pages 26-29 These are my goals: Race to 20! These are my rewards if I meet my goals:

How are Tertiary Practices related to the Problem Solving Process? Let’s examine that together. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data We talked earlier about the problem solving process and now we are going to talk about several tertiary practices. How are these practices related to the problem solving steps? Let’s take a look on the next slide. Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations

Teacher Led Support- How they connect to the problem solving process
TIPs Problem Solving Worksheet Competing Behavior Pathways ERASE Identify the problem Primary Problem Statement Problem Behavior Explain the problem Develop hypothesis Precision Problem Statement Evaluate Setting events, antecedents, behavior and consequences Reason for engaging in the behavior Discuss and select solutions Solution Options Desired alternative and strategies to address each pathway component Appropriate behavior- what he/she should do instead Develop and implement action plan Action Planning Who/When listed in Strategies Support- plan for helping student engage in appropriate behavior Evaluate and revise action plan Evaluation Planning Plan review. Evaluate- to determine if plan is effective Teacher Led Support can include a variety of strategies that assists teachers with applying the problem solving process at different levels of intensity. This chart lists the particular components of each of the 3 problem solving strategies that you will learn about in PBIS Module 3 training (TIPs Problem Solving Worksheet, Competing Behavior Pathways, and ERASE). What you can see is that each of these processes has all 5 components of the problem solving process. The TIPs problem solving worksheet can be used to assist with problem solve data related to the entire level of tertiary supports in the school or at the individual student level, depending upon the data that is available. The key concept is that you have data that allows you to address each of the 5 steps regardless of the practice that you select. The data should also be used to determine when and if more intensive individualized practices should be utilized.

TIPS Problem Solving Worksheet
Resources Page 30 Use during Activities Date: ___________ School: ________________ 1. Primary Problem Statement Problem Statement elements Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________ 2. Precision Problem Statement The TIPS Problem Solving Worksheet follows the problem solving steps exactly. It can be particularly helpful to use when examining whole school or tertiary systems level data to determine the effectiveness of your practices. However, it could also be easily adapted to assist with problem solving for individual students, as it has all of the essential components of other function based assessments, providing you have the appropriate data.

3. Solutions Prevent Teach Acknowledge Correct Extinction Safety
reduce probability of future or continued problem behavior Teach increase probability of positive behavior change Acknowledge Provide positive feedback when expected behavior occurs Correct Specific feedback to increase probability of improved behavior after error Extinction reduce reward for problem behavior Safety remove occurrence or possibility of injury or harm) This is step 3 in the problem solving process. This is where you brainstorm and identify which solutions would be most appropriate to address the problem you identified. Be sure that the solutions are connected to the problem statement. Think about why a particular solution is more or less appropriate, given the precision problem statement that you wrote.

4. Action Planning 5. Evaluation Planning
For solutions to be implemented, who will do what by when? 5. Evaluation Planning Goal Setting (what will it look like when you can say there is no longer a problem?) Data Collection (gather additional information) To measure outcomes To measure fidelity of implementation Steps 4 and 5 are to document the implementation of the plan, identify a goal so you can determine success, and then reconvene to evaluate the plan after implementation for a specified amount of time.

Teacher-Led Functional Support: Competing Pathways
Competing Behavior Pathways is another approach to teacher-led functional support.

Competing Pathways: Chart Behavior & Hypothesize
Setting Events Antecedents Problem Behavior Maintaining Consequences For more complicated behaviors we can determine the function by using this competing pathways diagramming process

Competing Pathways: Identify Replacement Behavior(s)
Setting Events Antecedents Problem Behavior Maintaining Consequences Define Alternative or Competing Behavior The next step in the process is defining acceptable alternative behavior. This is highlighted in the yellow box on the slide. What is the difference between the “desired alternative” and the “acceptable Alternative?” The desired alternative is the behavior that is your ultimate goal. It is the behavior you would see if a miracle happened overnight and when the student came back to school the problem no longer existed. The acceptable alternative(s) are the behaviors that you are teaching as successive approximations of the desired behavior. It is the behavior you are willing to live with until the student masters the new behavior he or she is learning. It may take multiple acceptable alternatives for a student to finally reach the desired alternative. AN EXAMPLE: Jody follows you around your classroom and pokes you, saying your name loudly anytime she needs assistance. If a miracle happened, tomorrow Jody would come in, sit in her seat, raise her hand, and wait for you to recognize her. However, you know that to get Jody to that desired behavior, first you will have to teach her pieces of that behavior: (1) not to poke you as she follows, (2) stay in a masking tape box you tape around her desk while raising her hand and calling your name, (3)sitting in her seat while raising her hand and calling your name, (4) sitting in her seat and raising her hand only….REMEMBER behavior changes in small increments with teaching, practice and coaching. Acceptable Alternative Acceptable Alternative Acceptable Alternative Acceptable Alternative Maintaining Consequences Desired Alternative

Competing Pathways: Identify Interventions
Resources Page 32 Competing Pathways: Identify Interventions Desired Alternative Acceptable Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Designing Functional Interventions This form was designed to help with the problem solving process of developing a PBIS plan. The functional assessment and hypothesis tell us the setting events, predictors or triggering antecedents, the problem behavior and the maintaining consequences. To complete the plan, the desired alternative behaviors and maintaining consequences need to be designed. The plan will consist of manipulating the events, the antecedents, teaching the desired behavior and manipulating the consequences. Refer participants to Handout #8, Designing Functional Interventions. Setting Event Strategies Antecedent Behavior Teaching Consequence

Case Study: Eddie Youtube video: Eddie Classroom Behavior

Case Study: Eddie Do we have a problem? What data do you have?
What might you still need to collect?

Designing Functional Interventions
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Use the information and data you have gathered to respond to each component of the competing behavior pathways form. Verbal disagreements with peers before class Asked to turn in homework Verbal Disagreement With teacher Avoids handing in homework

Hypothesis What is your hypothesis about the problem behavior?
When Eddie is ___________ and __________ (happens), he where/setting context/antecedent typically responds by _________ to gain/avoid ____________ . behavior function Write a hypothesis statement about Eddie’s behavior.

Replacement Behavior What do you want the student to do instead of the problem behavior? Will the behavior require shaping with a series of successive approximations of the desired behavior? When selecting solutions, consider teaching, re-teaching, reinforcement for demonstrating the replacement or desired alternative behavior.

Eddie will complete assigned homework
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Verbal Disagreement with peers before class Asked to turn in homework Verbal Disagreement with teacher Avoids handing in homework Acceptable Alternative Request help/ Write down assignments Maintaining Consequences Adjusted work Completion goals Desired Behavior Eddie will complete assigned homework

Utilizing the Competing Behavior Pathways Strategies Sheet
How can you impact each area involved with the challenging behavior? Consider: Instruction Interventions Environmental modification Consider all of the ways you can intervene regarding setting events, trigger/antecedents, at the problem behavior level, and regarding consequences.

Intervention & Support Strategies: Eddie’s Plan
Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Teach Eddie how to request help and write down assignments. Re-teach and reinforce the homework submission routine. Teacher and students will utilize Peer Mediation Strategies. the threat of the death penalty does not stop people from murdering; why do teachers think threatening to take away recess will stop target behaviors?” Dr. Laura Riffel Intervention & Support Strategies Discuss this slide with participants. It provides an example based Eddie. Note how many of these strategies require changes in adult behavior.

Implement the Strategies
Who is responsible? Resources? When to review? Goal? Collect data during implementation

Eddie’s Plan Example Event Strategies Antecedent Strategies
Behavior Teaching Strategies Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Teach Eddie how to request help and write down assignments. Re-teach and reinforce the homework submission routine. Teacher and students will utilize Peer Mediation Strategies. the threat of the death penalty does not stop people from murdering; why do teachers think threatening to take away recess will stop target behaviors?” Dr. Laura Riffel Intervention & Support Strategies Discuss this slide with participants. It provides an example based Eddie. Note how many of these strategies require changes in adult behavior. Plan review date: 11/19/2011 We agree to the conditions of this plan. Eddie Smith _________________ Student Parent _____________ _____________ Teacher Team member

Evaluate Was the plan implemented consistently and with fidelity?
Did it work? What changes need to be made?

Eddie’s Plan Review Event Strategies Antecedent Strategies
Behavior Teaching Strategies Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Update 11/19/11- Increased number of assignments completed by 60%. Eddie is earning free homework passes. Teacher and students will utilize Peer Mediation Strategies. Update 11/19/11- 3 peers attended PM trng. 1 peer was observed using strategies with Eddie. Re-teach and reinforce the homework submission routine. Update 11/19/11- re-taught on 9/30/11; reinforced with Free homework passes, 6 earned to date. Teach Eddie how to request help and write down assignments. Update 11/19/11- Taught 9/30/11. Increased from 1 completed assignment/wk to 8 completed assignments/ wk. the threat of the death penalty does not stop people from murdering; why do teachers think threatening to take away recess will stop target behaviors?” Dr. Laura Riffel Intervention & Support Strategies Discuss this slide with participants. It provides an example based Eddie. Note how many of these strategies require changes in adult behavior.

Case Study Practice: Shane
Watch this video clip of Shane’s behavior in math class and identify problems. Workbook Page 12 Please watch the video of Shane and work together with your team to complete the competing behavior pathways behavior forms in your workbook. While you might not have all of the information you need, because we only have data from one observation, make up any additional data that you need to complete the process. Practice with your team.

Teacher led Functional Assessment of Behavior: ERASE
Resources Page 33-37 The third teacher led functional assessment approach that we will cover is ERASE.

Evaluate Support Appropriate
Supplemental Resources Page 34 ERASE problem behavior Explain What is the problem? Evaluate Reason How will you know if it works? What is he/she getting out of it or getting away from? As we previously outlined, you can see from this slide how ERASE follows each of the 5 problem solving steps. Scott, T. (n.d.). “ERASE” functional assessment and behavior intervention planning prompts. Retrieved from Support Appropriate How can you help this happen more often? What would you like him/her to do instead? (Scott, n.d.)

ERASE: Explain What is the problem?
Create an operational definition of behavior Describe why the behavior is a problem Determine if student can engage in appropriate behavior. List what has already been tried. An operational definition of behavior begins with a description of its topography – what exactly does the behavior look like? Dimensions such as frequency, duration, and intensity will also be necessary. For example, the behavior “talks out” may not, by itself, be seen as a major issue for many teachers. However, if it were known that the behavior occurred times per hour, for durations of over 3 hours per episode, or loud enough to be clearly heard from a distance of 200 feet, it is much more likely that the behavior would be treated as a priority issue. This also would help to define why the behavior is considered a problem. Teachers also should be prepared to present evidence of the types of past intervention strategies used, how those strategies were applied, and the outcomes of those strategies. PBIS Newsletter, Volume 2, Issue 3

ERASE: Reason What is student getting or avoiding?
Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior This information may be compiled by considering past interactions with the student. The more times a person has interacted with the student, the better information they will be able to provide. When memories alone aren’t sufficient, any available school or classroom data (e.g., office referrals, incident reports, etc.) may be helpful in answering the questions. PBIS Newsletter, Volume 2, Issue 3

ERASE: Reason Determine what types of events tend to follow behavior?
peers, instruction, consequences, etc. after problem behavior after appropriate behavior Remember when considering the antecedents and consequences that the environment consists of all actions, items, and events. The teacher, peers, tasks, instruction, and other subtle conditions are part of the environment and must be considered.

ERASE: Reason Make a guess at the function – why do you think he/she is doing this? access to (persons, objects, attention, etc.) escape or avoid (persons, activities, attention, etc.) Based on the information you’ve gathered, make a guess about what the student is getting or avoiding.

ERASE: Appropriate What would you like student to do instead?
Determine what times, locations, contexts, conditions, etc. tend to predict or precede: fair pair – incompatible with problem (can’t do at same time) functional – meets the same function as problem behavior Replacement behaviors are best determined by persons familiar with the environment. The first step in determining an appropriate replacement is to ask, “what do successful students do under these conditions?” This provides an example of a relevant behavior in that environment. When we select behaviors that suit us but are not relevant to the student it is unlikely that the student will use that behavior as a replacement. Similarly, the replacement we choose must be acceptable to us but also must work for the student in terms of meeting his/her needs (i.e., function). Selecting effective replacement behaviors requires consideration of each of these issues. PBIS Newsletter, Volume 2, Issue 3

ERASE: Support How can you help this happen more often?
Determine how the replacement behavior and intervention plan will be taught Rules (what it is and -- when, where, how, and why to use behavior) Examples (modeling and use of naturally occurring examples) Practice (opportunities to practice with teacher feedback) Replacement behaviors must be taught to the student and then teachers must arrange environments to create success opportunities for students – following that up with reinforcement to maintain the behavior. Negative consequences for negative behavior also need to be considered. All strategies considered here must involve thought of what is realistic for school personnel to implement in a consistent manner. PBIS Newsletter, Volume 2, Issue 3

ERASE: Support Consider realistic routines and physical arrangements that could be implemented to facilitate student success (avoid predictable failure and create success opportunities) prompts and reminders supervise avoid triggers Consider all of the ways we can support the appropriate student behavior by reminding, providing supervision, and preventing triggers for the inappropriate behavior.

ERASE: Support Determine appropriate consequences for replacement and problem behaviors – and consider what is realistic for you to do reinforcement (matches function) correction (how might this happen?) negative consequences (matches function) natural (try to keep it as realistic as possible)

ERASE: Evaluate How will you know if it works?
Consider realistic strategies for measuring behavior keep it simple consider times and conditions where measurement would be particularly meaningful and realistic The definition of insanity is doing the same thing over and over again and expecting different results. Albert Einstein Specific and measurable statements about expected or desired behaviors and levels of performance at the end of an instructional time period During a 20 minute recess period, plato will verbally respond to peers in a positive or neutral manner in 80% of opportunities for three consecutive days by the end of the first term PBIS Newsletter, Volume 2, Issue 3

ERASE: Evaluate Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen? CONSIDERATIONS FOR DEVELOPING A MEASUREMENT PLAN Determine what questions you want to answer by asking what information is logically important in our efforts to create students success. Determine what data are necessary (i.e., what needs to be collected) to answer questions. Determine the simplest way to get data by considering what is realistic in terms of time and effort for the persons being asked to implement. Put the system in place so that all use in a consistent manner to collect information. Analyze information gathered to answer questions, evaluate strategies, and drive policy and practice

Activity: ERASE Process
Review the data for Elvin Write the corresponding letter from the ERASE process that best describes where the information would be entered on the ERASE form Workbook Pages 13-14

Activity: Paper Kids Do you have students like this? How do you help?
Take a paper cutout of a student. Have the audience name setting events, triggers, antecendents that they frequently see. For each one named, rip off a piece of the paper student. Option: When you rip off the final pieces ask if schools know how to put the pieces back together. Demonstrate positives: showing patience, teaching the student new skills, etc and tape the student back together This is what the behavior charting – especially the manipulation of setting events, triggers, & consequences is all about

General Recommendations For Tertiary Practices
Keep doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well When analyzing data recognize that it will never show 100% -- Sometimes you may hear teachers say “it happens all the time” or “it happens everywhere”. That may be accurate but where is the behavior occurring most frequently. Likewise we need to look for the most frequently occurring maintaining consequence also. For example, if a behavior occurs 33% of the time following a teacher direction that is high level of predictability even though there may be other antecedents identified.

General Recommendations For Tertiary Practices
Do not add something new without also defining what you will stop doing to make the addition possible When it comes to problem behavior nothing is 100% When analyzing data recognize that it will never show 100% -- Sometimes you may hear teachers say “it happens all the time” or “it happens everywhere”. That may be accurate but the key is to ask what is happening most frequently. For example, if a behavior occurs 33% of the time following a teacher direction that is high level of predictability even though there may be other antecedents identified.

Activity: Tertiary Practices
Evaluate and plan for Tertiary Practices Workbook Page 15

Additional training available for the team in your school that will be providing support and practicing the FBA/BIP processes Schools should contact a behavior support consultant or their regional PBIS coordinator to access this training.

3/27/2017 Let’s Practice! Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Let’s practice problem solving at the individual student level. Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Let’s review data for Brandon.
3/27/2017 Using the Referrals by Student report as a Universal Screening Tool- Who? Let’s review data for Brandon. BH Use the data to identify individual students in need of tertiary supports. Student with 2-5 are candidates for more support in behavior, academic, or both areas. Students with 6 or more referrals are good candidates for tertiary supports. How many referrals does Brandon have? Let’s continue to review Brandon’s ODR data. Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

When? When is Brandon receiving referrals? What questions would you want to ask about time of day? (what is happening during that time, where, what subject, who is the teacher, who is he with, etc.)

What? P agg is physical aggression. M- is for minor referrals.

Where?

Why? Obtain Peer attention, obtain adult attendtion, avoid a task, avoid work, avoid peer, avoid adult, don’t know, other, unknown.

Do we have a problem?

3/27/2017 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Time to define hypothesis. Why are the behaviors occurring? This leads to more solvable solutions. Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Problem Statements Write a “problem statement” that specifies the precise nature of the problem The more Ws (what, when, where, who, why) you incorporate into the problem statement, the more precise the problem statement will be The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem (Newton, et al, 2009)

Problem-Solving Action Plan
Write your Precise Problem Statement here. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10 BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR (Newton, et al, 2009)

3/27/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for hypothesis and solution building Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Solutions – Generic Strategies
3/27/2017 Solutions – Generic Strategies Prevent – Remove or alter “trigger” for problem behavior Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”) Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) The TIPS model provides a framework for developing solutions. There are five main areas for intervention, not including safety. (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Establish behavior contract and reward earning 80% of points per day.
Problem statement: BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention. 3/27/2017 Prevent “Trigger” Define & Teach Reteach Respect lessons emphasizing alternatives to cursing . Teach 5 alternative phrases to express frustration. Reward/Reinforce Establish behavior contract and reward earning 80% of points per day. Withhold Reward Teach peers to withhold attention. Corrective consequence Ask for alternative way of expressing his thoughts/feelings. Suggest alternatives when necessary. Other Safety Same problem, changing reinforcer to match hypothesis is good. (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Write Solutions here. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Re-teach Respect lessons. Teach 5 alternative expressions. Behavior Contract and Reinforce 80% use of appropriate language. (Newton, et al, 2009)

3/27/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for hypothesis and solution building Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Document Implementation here. Document Goal here. Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 BH will earn 80% of his daily points on his behavior contract per day for 4/5 days per week by 12/18/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR (Newton, et al, 2009)

3/27/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for action planning Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations (Newton, et al, 2009) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Evaluate here. Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. 11/1 BM has shown some initial progress with his behavior contract and he earned 80% of his points for the past 8 days. Update: continue with the plan. Consider next- Add a self-monitoring component and check back in 2 weeks. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Newton,, et. al., 2009

Problem Solving Practice
Use your disciplinary data and the results of the team activities to practice the problem solving process If you do not have your own data, practice data is provided in the Resources pages 38-40 Use the TIPS problem solving worksheet to assist you with the process Workbook Page 16 Speakers note for the practice data: teams will use Katie’s data to practice problem solving. Some teams seem to struggle because she demonstrates Physical aggression, disruption, and tardies but the setting is listed most often as the Hallway. Be sure to have teams talk about the idea that you can’t always just look at the area with the highest number because you might be missing another factor. In this case, classroom is also very high. Help teams to discuss that it is possible that the tardies and some of the other behaviors are happening in the hall and others are happening in the classroom. Also, help them to consider the need to question, what is the location for tardies? Resources Page 38-40

Planning for Implementation

Tertiary Action Planning
Workbook Page 17 Review your individual student discipline data Apply the problem solving steps Develop your Module 3 Action Plan What is the plan for individual students with intensive needs? What is the plan for data & support systems to address students with intensive needs?

Action Planning Use your Implementation Inventory Data
Workbook Page 18 Action Planning Use your Implementation Inventory Data Consider Universal, Secondary and Tertiary Implementation Review the action steps your team has developed during training, prioritize items, and finalize your action plan (Action Plan document) You got to be careful if you don’t know where you’re going, because you might get there. Yogi Berra Long Range Planning Resources To assess where the school is now and what needs to be accomplished next year, have the participants complete the PBIS Survey during team time. Teams can also take a look at the Implementation Checklist during team time to determine where the school is and what needs to be addressed next. Look at office referral data and compare to previous data to determine what has been accomplished this year. Take time to observe and collect year-end data for comparison to beginning of year data.

Additional Tools and Support
All references are cited in the reference section of your workbook Technical Assistance—Your Regional or LEA Coordinator Help is On the Way This is a list of resources that will assist you as your team does your work. PBIS.org is a wonderful website that has a lot of information and examples. Technical assistance—contact your Regional or LEA Coordinator Resources Pages 42-45

Conclusion of Module 3 Questions?
Please complete and return your training evaluation form Thank you!

Module 3: Tertiary Implementation

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