1. By: Brevard Public School’s “Most Awesome” Certified Behavior Analysts

3.  Behavioral Supports begin with School Wide Expectations and classroom management.  Tier 1 supports are readily available to all students and provided across all settings.  Class Rules aligned with School Wide expectations.  When students have behavioral difficulty in the classroom it is important to check classroom management procedures to see if any modifications may make an improvement.  Classroom management should always be checked when 20% or more of the class is experiencing challenging behaviors.

4. Problem Identification Process of Core Supports:  Tier 1 data is discussed with Grade Level/Teacher Data Teams  Data includes: Office Discipline Referrals, ISS, OSS, Classroom behavioral data, anecdotal records  If 20% or more of the students in a class are exhibiting challenging behavior: Complete a Classroom Management Checklist.  Interventions: re-teach classroom expectations, create action plan based on outcome of Classroom Management checklist.  Progress Monitoring tools: multiple teacher nomination, teacher notes and follow up with Grade Level/Teacher Data Team meeting  Timeline: 4-6 weeks

5.  The following are examples of Core/Universal Tier 1 Supports: ◦ Positively stated rules/expectations based on observable and enforceable behaviors are publicly posted. ◦ Rules/Expectations are taught frequently ◦ Established routines and procedures for the classroom ◦ High Level of student engagement /active responding ◦ Classroom is organized ◦ Clear Communication ◦ High teacher expectations ◦ Modeling of positive behaviors ◦ Frequent Assessment ◦ Peer Tutoring opportunities

6.  Positive Response: ◦ More than 80% of the students are following the School Wide expectations/Classroom Rules. Continue with current behavioral instruction  Questionable Response: ◦ Less than 80% of the students are following the School Wide expectations/Classroom rules. Then:  Modify the School Wide or Classroom behavioral Instruction and reinforcement strategies.  Complete an additional Classroom Management Checklist to evaluate for further needs.

7.  Poor Response: ◦ Little to no improvement is made or behavior of 20% or more of the classroom worsens. Then:  Utilize Classroom Observation: consult with colleagues, supplement behavior curriculum, differentiate and intensify instruction, evaluate the environment.  Areas to evaluate: Teacher-Student relationships, classroom structure & routines, instructional engagement and classroom behavior discipline plan (positive reinforcement strategies for rule following and logical consequences for rule violations).

9.  So, the rest of the class has calmed down BUT Little Johnny is continuing his disruptive behavior during most of his classes and has not responded to modifications in the classroom plans and the teachers have been discussing in Teacher Data Team meetings. (Johnny had a poor response to Tier 1 interventions)  What’s Next?

11.  What is Supplemental Supports for Behavior?  It is Behavioral instruction that some students receive in addition to the School Wide/Classroom Behavior Management plan. These supports do not replace Tier 1; rather it is an additional behavior support. ◦ Consists of either small group instruction, small groups of students with similar behaviors receiving the same or similar intervention, individual intervention with the focus on re-teaching expectations/rules.  Anger problems Anger Management group  Social Skills Deficits Social Skills Group  Disruption/Compliance Mentoring, Check In/Check Out

12.  Do: ◦ Begin communication with parent. Inform them of student behavior, interview for history or any setting events that may be contributing to problem, REMAIN POSITIVE with parent ◦ Identify the specific School Wide/Class rule that is repeatedly violated. ◦ Identify the specific school Wide/Class rule that will be taught with additional instruction ◦ Continue to review relevant data at Teacher Data Team meetings

13.  Design Intervention Plan: ◦ Design intervention with goals to target additional teaching of expectations/rules  Documentation: ◦ Utilize the Initial Supplemental Behavior: PMP  Identify the expectation/rule that is repeatedly violated  Identify the specific School Wide expectation/Classroom rule that will be taught  Describe specifically how you will teach the expectation/rule (i.e. When, Where, by whom, How and How Often)  Develop a measureable goal  Identify Progress Monitoring Plan and set a follow up meeting date to review progress.  Progress Monitoring Plan: ◦ Select Data Measures: Daily classroom conduct grades, Behavior Report Cards, Daily Reports, Office Discipline Referrals, ISS, OSS, Attendance  Timeline: 4-6 weeks.

14.  Positive Response: ◦ There is a reduction in ODRs, ISS, OSS, Referrals ◦ There is an increase in daily conduct grades, attendance and general rule following.  Questionable Response: ◦ Minimal to no change or variability in data, slow response to intervention. Then:  Change/modify intervention (increase reinforcement magnitude/strategies, Increase teaching time, etc.), continue intervention for longer period of time.

15.  Poor Response: ◦ Data indicates an increase in problem behavior  Increase in ODRs, OSS, ISS, worsening daily conduct grades Then:  Utilize Follow up Supplemental Behavior: PMP (Tier 2B)  Identify the specific Problem Behavior and Possible Function (to get/obtain, to avoid/escape)  Identify Specific Replacement Behavior that is aligned with class rule  Design Intervention: When, Where, by Whom, How and How often will you teach the replacement behavior  Develop measureable Goal  Develop Monitoring Plan: set up data collection system  Progress Monitoring: set up follow up meeting date 4-6 weeks and review same decision points.  It is strongly recommended to invite your CBA to participate in discussions or consider a Request for CBA Consultation if Questionable or Poor Response is documented.

16.  Get in groups of 4-6  Discuss Hypothetical student  Complete the Tier 2 Supplemental Behavior: PMP ◦ Student should have either a Questionable or Poor Response to Initial Supplemental Supports.  Please Raise your hand if you would like assistance from a Behavior Analyst

17.  OMG!!! Little Johnny is a Hot Mess and nothing is working for him. He can’t sit still, talks throughout the entire class period, is now verbally threatening others, has made threatening gestures towards his peers and teachers report that he is extremely disrespectful and uses profanity on a regular basis. Data shows he is now a problem in all of his core classes and the Principal, AP and Guidance Counselor have had run ins with him in the cafeteria, hallways and Common Areas!!!!  HELP! What’s Next?

19.  Consists of an intensive, individualized behavioral intervention provided in addition to and in alignment with effective Core instruction.  IPST: Parent, Guidance Counselor, School Psychologist, Staffing Specialist. Consider additional supports: Behavior Analyst, Social Worker, School/District Resource Teachers, Therapists  At the Meeting: ◦ Develop School-Based FBA/BIP ◦ Select Specific Data Measures for target behavior (Percent occurrence, frequency, rate, duration) ◦ Track all Target Behaviors on the Self Graphing Chart or Chart in Excel ◦ Progress Monitoring: Recommended to increase progress monitoring through IPST at least every 2 weeks. Review Decision points ◦ Timeline: implement 4-6 weeks

20.  Positive Response: ◦ Data indicates a reduction in target behavior and increase in replacement behavior ◦ Continue current intervention and develop a Fading plan to return to Tier 2 Supplemental Support.  Questionable Response: ◦ Data indicates little to no change or variability in the target behavior Then:  Change intensity of the intervention, problem solve to identify alternate area of focus, continue intervention

21.  Poor Response: ◦ Data indicates no change or an increase in target behavior. Then: ◦ IPST Meeting: Parent, Staffing Specialist, School Psychologist, Guidance Counselor, Support Personnel.  Collect screening data and review  Change intensity of intervention  Complete IPST problem solving documentation and review  Consider for 504 accommodations, ESE eligibility, additional testing, Referral for Formal Behavioral Assessment, etc.

22.  A student may make progress at any point within the process. It is important to continue with interventions that assist the student in making progress. Fading plans should be developed to return a student to Supplemental and/or Core Behavioral Supports over time.  Once a Behavior Intervention Plan is written it may be modified with limited IPST involvement however, it CANNOT be discontinued.  Students transitioning between classroom/schools: Teachers should review student records. If a BIP exists, it should be reviewed and modified as needed to fit the student’s new educational environment.

23.  To discontinue a Behavior Intervention Plan: ◦ Schedule a meeting with the MTSS/IPST Team and the Parent.  All members must be in agreement that the intervention strategies are no longer needed.  Date of Discontinuation must be written on the front page of the FBA/BIP.  Documentation of agreement must be written in a conference note with the parent signature.  Consider utilizing the Supplemental Behavior: PMP when fading interventions from Tier 3.

25.  http://flpbs.fmhi.usf.edu/resources_classroo m_foldersmod.cfm http://flpbs.fmhi.usf.edu/resources_classroo m_foldersmod.cfm