1. Julie Boyle & Sarah Kluge, Berrien RESA julie.boyle@berrienresa.org sarah.kluge@berrienresa.org

2. 1.The purpose of a positive behavior intervention team. 2.The advantages of having a PBI team/ principles of collaboration. 3.How to set up a PBI team. 4.How a PBI team functions.

3. To provide resources and assistance to staff for challenging behaviors. School wide Behavior incident forms Data collection Classroom management STOIC checklist Hall passes Individual student needs Meeting Mechanics Functional Behavior Assessment Behavior Intervention Plan

5. No one person has every answer. Different perspectives increase the teams ability of getting a comprehensive view of the student. The more diverse the team, the more diverse the ideas shared. The teams success depends on the level of involvement of each individual member. A chain is only as strong as its weakest link.

6. Openness Balance Consensus Documentation and Accountability

7. There are no bad ideas, mutual respect is key. Time is prioritized. An agenda is developed and used.

8. Balance means that no one person dominates the process or has more “say” in what happens. Ground rules are established What is important to us?

9. For any collaboration effort to succeed, participants must arrive at consensus and must be able to see that consensus was measurably achieved. It is important that any minority voice, regardless of how loud or how important, not be allowed to make a decision for or impose their will on their fellow participants. The squeaky wheel doesn’t get the grease. Similarly no minority objection should be ignored.

10. A teaming infrastructure is established that supports problem solving Developed plans are implemented until the team decides otherwise. Action plan items are followed up.

11. Diverse Members Set Roles Time Materials

12. Teachers Para-professionals Ancillary Staff: School Nurse, Social Worker, Therapists, etc. Administration* Be on the same page as the team Be available to provide administrative support If the plan is not being followed If more parent contact is needed The administrator is a member of the team, not the leader.

13. Meeting Scheduler Meeting Reminders Meeting set up and break down Information Book Keeper Meeting Mechanics Team Person responsible for writing the FBA and BIP

14. Schedule all of the initial meetings Schedule all follow-up meetings This includes reviewing initial requests, staffings, and action plans

15. Give written reminders to all team and classroom staff about up-coming meetings.

16. Organize chairs, tables, paper, and other needed items Return all items after meeting in complete

17. Is responsible for record keeping. The information book should include: Functional Behavior Analysis Behavior Incident Reports Data collection forms Action Plans

18. Facilitator Recorder Time keeper Data specialist Implementation coordinator Meeting Mechanics is: An efficient, effective process of addressing the behavioral needs of intensive students.

19. This person takes the information, including data, from the Meeting Mechanics meeting and writes the Functional Behavior Analysis and the Behavior Intervention Plan. Usually the social worker.

20. Behavior Team meetings Maintain records Plan individual student meetings Assign duties Clerical Staffing/Meeting Mechanics Administrative support

21. Data collection sheets Meeting Mechanics

23. Level 1 School-wide and Classroom Problem-Solving

24. A student with a behavior of concern may be identified through classroom teacher or through behavior incident reports. A member of the behavior committee will be available to the classroom teacher to provide data collection forms, any pertinent information from previous teachers to help track the behaviors of concern, and to let classroom staff know what they can expect from the PBI team. A Classroom Management STOIC Checklist is completed. Data collection options discussed and initiated. Follow up as needed. If behavior change occurs, no further action is needed except for periodic follow up to make sure progress continues. If a problem still exists, go on to Level 2

29. Level 2 Collaborative Problem-Solving

30. If behavior continues to be a concern, there will be a staffing that involves the entire behavior committee and classroom staff. The person assigned to the student will let the behavior committee know that more action is needed. The person in charge of scheduling will schedule a meeting. A meeting reminder will be sent out 1 day before the meeting. The meeting set up person will insure that the room is ready for the meeting in advance. Before the meeting has begun, the team needs to decide if Meeting Mechanics needs to be done. Data is brought to the meeting. Action plan is developed. If behavior change occurs, no further action is needed except for periodic follow up to make sure progress continues. If a problem still exists, go on to Level 3

32. Level 3 Intensive Problem-Solving

33. Participants: Behavior Committee, all staff involved with student, and parents are now invited. If the behavior of concern continues a Functional Behavior Assessment will be completed. A meeting will be held and everyone involved with the student will collaborate to create a Behavior Plan. Data is brought to the meeting. Action plan is developed.

35. The purpose of this meeting is to follow up on effectiveness of behavior plan. Data is brought to the meeting. Action plan is reviewed. Make necessary changes to the plan. Follow-up meeting is scheduled.

36. Level 1: School-wide and classroom problem-solving Bigger picture Classroom management Token economies Level 2: Collaborative problem solving Smaller picture Concentrated on individual student needs Staffing Level 3: Intensive problem solving Smallest picture Outside agencies/parental involvement FBAs and BIPs

37. DUCT TAPE