1. S400 Behavior Intervention Planning

2. Training Objectives for Today
Recognize the purpose of the behavior intervention plan (BIP) and how it links to tier 1 and tier 2 supports.
Understand how to use FBA and other student data to identify student skill and performance deficits,
Know how to assess the fidelity of the BIP implementation
Recognize how to progress monitor the interventions outlined in the behavior intervention plan.
Know how to complete a BIP on a student previously identified in the brief FBA.

3. Functional Behavior Assessment Review

4. School-Wide Assessment School-Wide Prevention Systems
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Check-in/check-out CICO
Tier 2/ Selected
Tier 3/
Intensive
Social/Academic Instructional Groups SAIG
Assessment
Intervention
Individualized Check-In/ Check-Out, Groups, Mentoring
Brief Functional Behavioral
Assessment/Behavior Intervention Planning Brief FBA/BIP
Purpose: To illustrate layered supports and layered assessment, That no one leaves tier I to go straight into tier III.
Have participants explain this slide
Main points to listen for:
Think of T1 as a sieve that filters the data that helps us identify students who will need a T2 intervention and T2 continues as a finer sieve/filter to identify students who need T3 interventions. The progression also pertains to the amt of time and energy required i.e. Mentoring is one-on-one, which is more resource intense. However, this may be the intervention that fits best with a particular student.
Don't need to go to SAIG first. Differentiation dictates the intervention. Almost all will start with CICO then differentiation occurs, though there may be some exceptions.
Complex FBA/BIP
Wraparound or RENEW
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004

5. School-Wide Assessment School-Wide Prevention Systems
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance, “Tardies,” Grades, DIBELS, etc.
Tier 2/ Selected
Tier 3/
Intensive
Assessment
Intervention
Daily Progress Report
Purpose: To illustrate layered supports and layered assessment, That no one leaves tier I to go straight into tier III.
Have participants explain this slide
Main points to listen for:
Think of T1 as a sieve that filters the data that helps us identify students who will need a T2 intervention and T2 continues as a finer sieve/filter to identify students who need T3 interventions. The progression also pertains to the amt of time and energy required i.e. Mentoring is one-on-one, which is more resource intense. However, this may be the intervention that fits best with a particular student.
Don't need to go to SAIG first. Differentiation dictates the intervention. Almost all will start with CICO then differentiation occurs, though there may be some exceptions.
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
SIMEO Tools: HSC-T, RD-T, EI-T
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004
Wraparound or RENEW

6. Wisconsin Conversion Chart
Purpose: Review and remind the concepts and key in on the role of the problem solving team in the BIP development.
Main idea:
Note that the Problem Solving Team is developing the Brief FBA and BIP.
The systems team track the overall intervention effectiveness(data).

7. Data-Based Decision Making Numbers to Keep in Mind
7-15%: Percent of total population expected to need and be supported by tier II interventions
1-5%: Percent of total population expected to need and be supported by tier III interventions
70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
Data-based decision rules for “determining response” must be defined
Data sources defining response are efficient
e.g., Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4-6 weeks
Purpose: To reinforce the necessity of functional systems to prevent high numbers needing tier III supports.
Main ideas:
This is essential to reveiew.
In order to be able to deliver high quality, efficient and effective Tier II and III supports, the numbers of students accessing them must be reduced by efficient practices at the layers below.
In other words, as you move into the higher tier II range, the numbers of students requiring them should be decreasing because the majority of the students (70%) in the lower intervention are responding to it.
The percent of students accessing each tier are over the course of a YEAR, the percent responding to an intervention are at any given time.

8. POP QUIZ
What is the difference between a behavioral (or maintaining) consequence and a disciplinary consequence?
(HINT: it has to do with likelihood)
Purpose: To check whether they keyed in on the notion of behavior being reinforced by the setting.
Main idea:
Maintaining consequence has a high likelihood of changing behavior because it is matched to the function. A disciplinary consequence often has a low likelihood of changing behavior because it may not be matched to function.

9. Brief FBA Identify a behavior of concern
Define in a way that is observable
Identify predictors in the environment
Things that happen before and after
Identify a function
Why does that happen?
Teach a replacement behavior
What is an appropriate way to get same function?
Change the environment to prevent
What could make the problem not happen?
What consequences are functional?
Purpose: Review the things that an FBA “does”
Main ideas: Items 1-3 are the FBA and items 4-5 are the Behavior Intervention Plan

10. Maintaining Consequence
FBA/BIP Competing Behavior Pathway
Student Strengths
Generally expected behavior
Grades, teacher praise 5 6
Desired Behavior
Current Consequence
Infrequent events that affect value of maintaining consequence
Preceding events or occasion that trigger
Following event that maintains behaviors
Behavior of concern
Get/Avoid 4 2 1 3 8
Setting Event
Trigger/Antecedent
Problem Behavior(s)
Maintaining Consequence
Function
Set of related behaviors that are more desirable but not yet ideal
Example 7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

11. REVIEW Brief FBA Choose one FBA for team use, developing the BIP
Do antecedents occur immediately prior to the behavior?
Are consequences addressing behavioral consequences, not just offering a discipline response?
Is behavior specific and measurable?
Does function make sense, based on information provided?
Choose one FBA for team use, developing the BIP
– 15 minutes
At the end of day 3 you walked through a brief FBA or conducted one prior to coming to the training today.
Briefly review your FBA and review the key bullet points.

12. Functional Behavior Pathways
Routines
Functional
Consequence
Curriculum
Engagement
Disruptive noises
Time
Academic work setting
No direct teacher attention
Teacher provides attention
Prompts
Raise hand and wait quietly
Expectations
Examples
Physical
Arrangement
Purpose: Focus the teams on the fact that the BIP is about redesigning the environment and NOT the student.
Main idea: All the pop ups as you cycle through the slide are things that can be done within the classroom setting in this case to impact the behaviors; to make them un-necessary, ineffective or inefficient.
Functional
Consequence

13. Behavior Intervention Plan

14. A Context for Positive Behavior Support
A redesign of environments, not the redesign of individuals
Plan describes what we will do differently
Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual
Purpose: Focus the training on the BIP to be about the setting and not waiving a magic wand to “fix” the student.
Main point: If the student is not demonstrating the desired behavior it is the responsibility of the SYSTEM to do things differently. Students have been taught to fluency and learned that behavior WORKS over the years. The school must change how it interacts with the student to change the student behavior.

15. Purpose: This shaded area will be your main work sheet for today
Purpose: This shaded area will be your main work sheet for today. All of your work flows from the Behavior Pathway you already completed on a student either at the last training day or after training when you went back to your schools. The form appears on two pages of the workbook.
Main point:
The point of a BIP is to create a plan that can be put into place that makes the old behavior UN-NECESSARY, INEFFECTIVE AND INEFFICIENT

16. Using FBA to Design Effective Support of the Simple BIP
How can we prevent problem situations?
What should we teach as a replacement behavior?
How do we increase acknowledgement of appropriate behavior?
How do we minimize acknowledgement/payoff of problem behavior?
Do we need consequences for problem behavior?
Do we need safety routines?
What data should we collect?
Purpose: Lay out the things that the BIP will address.
Main ideas:
The BIP will address all these things
Notice they are all about what the SYSTEM will own and not putting it on the student.

17. Throughout Process Remember Strengths-Based Planning
What does the student like to do?
What is the student interested in?
What do they enjoy?
Identify the student’s successes:
Where are they successful?
When are they successful?
With whom are they successful?
Purpose: The BIP will use natural “hooks” to help motivate the student.
Main points:
When doesn’t the behavior happen?
The strengths based planning gives us natural hooks to engage the student around.
These are things that the student already likes/values so they will WORK.

18. Replacement Behaviors Must Be
Do-able
Efficient
Serve the same function
Socially appropriate
Remember to consider “I can live with for now” behavior
These skills have to be directly taught
Purpose: Outline the replacement skills the BIP and TEAM will teach the student.
Main ideas:
This is where most plans fall apart.
Staff want the student FIXED as opposed to understanding that we are teaching new behaviors to replace the old behaviors that were taught to fluency and that WORK.
Teaching and making a fluent behavior will take TIME

19. Replacement Behavior Needs
Teach student how to communicate need for:
Help
A break
Interaction
Attention
Time alone
Reduced demands
Alternative assignment
More time to finish
Movement
Purpose: Outline the replacement skills the BIP and TEAM will teach the student.
Main ideas:
Most of the replacement skills will be one of these.
If you have behavior lessons or social skills curriculum you can use, consider accessing those to teach these skills.

20. Replacement Behavior Skills
Specific
Observable, Acknowledgeable, Teachable (O-A-T)
Taught individually, in small groups, with whole class, or whole school
Can use SAIG lessons to teach skills identified in BIP
Academic behavior skills (organization, raising hand)
Problem solving skills (deep breathing, get help)
Pro-social skills (ask to play a game, say “hi”)
Purpose: identify key elements of the replacement skills.
Main ideas:
Main thing to remember here is that if there is a skill deficit, then the goal of this part of the BIP is that the missing skill MUST be taught and taught to fluency.
It can be taught as part of individual instruction, through existing SAIG lessons, etc.

21. Brainstorm Possible Replacement Behaviors for:
Yelling out during teacher instruction
Purpose: To check for understanding of the link between replacement behaviors matching function.
3 minutes
Main ideas:
This is a gotcha moment. If no one asks what the function of the behavior is, then replacement behaviors don’t matter. The kid could want adult attention by yelling; replacing yelling with tearing up paper wont make a difference and wont work.
Revisit that key point.

22. Break
About 10:30
15 MIN

23. Behavior Intervention Planning
Address the behavior of concern by teaching a new way to meet the function
Address the triggers and setting events by “situation manipulation/environmental adaptations”
Address the consequences by modification
Purpose: The point of the BIP
Main idea:
The plan teaches a new behavior that honors the same function as the old behavior
Desired behavior is guided by changing how behavior is reinforced

24. OUR FORMAT
Those ideas you brainstormed are the kind of strategies that will be used to build the BIP. We have given you this bottom section as a separate handout to make it easy for you to write in.

25. Layering Interventions for Efficiency
What interventions do you already have in place at your school that could be used as part of BIPs to address Setting Events – Consequence modifications?
e.g., CICO, after-school re-teaching of expectations, classroom Cool Tools
Purpose: To guide thinking to what is currently in place that can be used. This goes back to tier I thinking of working smarter and not reinventing the wheel.
3 min.
Brainstorming: Keep these ideas you come up with in mind as you build Behavior Plans so you utilize interventions you already have in existence

26. Function-Based Support
Setting Event
(Slow Trigger)
Antecedent
(Fast Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Purpose: This is where the BIP starts. Identifying what the replacement behavior needs to be.
Main idea:
This is where the SAIG can be linked if there is a skill deficit.
This is also where other materials beyond Basic SAIG/Cool Tools may be considered such as Skill streaming, Walker Social Skills, etc.
BUT REMEMBER BEHAVIOR MUST BE TAUGHT TO FLUENCY
These are the less “icky” behaviors that the teacher has to live with for now as we teach new skill set. These hve to be identified by the person that will have to live with it for now.
Goal: Teach a new way to get needs met

27. Why Teach Social/Academic Skills?
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Why Teach Social/Academic Skills?
Behavior management problems are social skills problems.
The adults need to make adjustments – what does the child need?
Academic and social competence are interrelated.
The more active in learning process, the lower the discipline concerns.
Next to family, school has the most influence in the development of self.
School is a social system.
Purpose: Explain why we teach replacement skills.
Main idea:
Does the problem rest in the child? – they may not know how to perform what they are being asked to do

28. Using Cool Tools (Direct Instruction) as Prevention Support
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Using Cool Tools (Direct Instruction) as Prevention Support
Teach new routines and physical arrangements to support student
Teaching all students how to transition to class when arriving to school late
Cool Tools that target thinking process, beliefs, etc.
Teaching all students that we all work at different speeds and that’s OK
Main idea:
May be taught more intensively and acknowledged more frequently.

29. Example Daily Progress Report
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
Example Daily Progress Report
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement.
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Keep hands and feet to self
Be Respectful
Keep arm’s distance from others
Be Responsible
Ask for breaks
Total Points
Teacher Initials
Purpose: Explain how the skill in BIP or more specifically if the intervention, is working.
Main idea:
What we teach, we track! Otherwise we don’t know if they learned it and internalized the learning
Just like with SAIG, the skill being taught as part of the BIP is what the DPR is based on.
Adapted from Grant Middle School STAR CLUB

30. Competing Behavior Pathways Model
Conscious choice to ignore, regulation skill, appropriate comment
Desired Behavior
Ideal
Outcome
Completes all work in class
Lack of Sleep; family discord
Antecedent
Peer Comment
Work output is reduced
Current
Outcome
Behavior Interferes w/ Learning
Setting Event(s)
Refusal,
loud voice
Purpose: This slide shows how behavior is faded by focusing on new targets as the student masters replacement behaviors.
As the target behavior is identified and mastered, the alternative behavior or less icky behavior moves up to be the target until the student is demonstrating expected behavior.
This slide is animated through many clicks. Designed by Terry DPI
Allowed to leave to get a drink of water
in the hallway (return when asked)
Taught to use regulation skill when in hallway for drink (return on own)
Goes to independent reading area and writes in journal
Replacement (Taught) Behavior

31. TEAM EXERCISE 1 Referencing the FBA chosen by team to work on today:
Begin brainstorming interventions for replacement behaviors and HOW to teach
List at least 2 options for teaching and building fluency of the student with the new behavior
Fill these in under teaching strategies
Each Team only focus on their ONE FBA today. Will share out several times so teams hear ideas from each other. At end of this work time do brief share out
– 15 minutes
TEAM EXERCISE 1

32. Function-Based Support
Problem
Behavior
Setting Event
Trigger
Maintaining
Consequence
Setting Event
(Slow Trigger)
Antecedent
(Fast Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent Intervention
Purpose: Focus next part of training on making the old behavior irrelevant.
Main idea:
These are things that are done by the adults/setting. Refer to the slide that points out all the classroom things that can be done to impact behavior.
Goal: Make problem behavior irrelevant

33. Antecedent/Setting Event Interventions
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Antecedent/Setting Event Interventions
How can the antecedent or setting events be changed so that problem behaviors can be prevented?
What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?
Purpose: Explain why we want to deal with antecedent interventions
Main idea:
if you can predict it you can prevent it.
How can you build in things to help guarantee successes?

34. Examples of Preventive Strategies
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Examples of Preventive Strategies
• Modify the curriculum (interest preferences, choice, sequence)
• Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks)
• Cool Tools for entire class/grade/school focusing on prevention
• Reorganize the physical and interactional setting (have supplies available, pair seats, independent seats)
Purpose: If you can embed prevention strategies in universal or other practices they will be stronger.
Main Point for this… if you can use a cool tool for school wide AND link to BIP, will strengthen BIP Lesson

35. CICO as Prevention Support
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
CICO as Prevention Support
CICO involves helping student transition to school day
Increased adult support & monitoring, instructional prompts in the natural environment
Promotes all staff using similar language
Purpose: Link CICO to BIP as part of Setting Events. Also makes it so that CICO is in place when weaning off of interventions.
Main ideas: So if we know that a student acts out more if they come to school hungry, CICO can be used to help focus student behavior, but the greeter can be used to help provide a soft lading to guide student morning, give student a snack, etc.

36. TEAM EXERCISE 2 Referencing the same FBA:
Begin brainstorming interventions for setting events and triggers.
List at least 2 in each box (setting event and triggers/antecedent).
Supports must be linked to triggers in the Competing Pathway.
Supports need to work for BOTH staff and student.
share out: everyone stand, start sharing, sit as your interventions are mentioned by others until all are shared
Your Turn – 15 minutes
TEAM EXERCISE 2

37. Function-Based Support
Setting Event
(Slow Trigger)
Antecedent
(Fast Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Consequence Intervention
Purpose: Focus on last part of the BIP, dealing with the Payoff.
Main idea: Addressing consequence This means making the “payoff” for the right behavior more powerful than the old behavior.
Goal: Make problem behavior ineffective

38. Consequence Strategies
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Consequence Strategies
Must match maintaining consequence of problem behavior (function)
Reinforce and reward replacement behaviors and response to prevention strategies
Minimize reinforcement of problem behaviors
Include strategies that reinforce entire class/grade (larger population) for using skills taught through cool tools. This contributes to the more supportive environment.
THIS IS NOT REWARDING BAD BEHAVIOR!
Purpose: Goal is to make old behavior undesirable because it is no longer efficient and effective and makes preferred behavior more desirable with payoffs
Main idea:
Functions of old behavior must match pay off for new behavior.
HOWEVER difference is that within a BIP the function is “controlled” by the adults as a part of a teaching process and is contingent on demonstration of the desired behavior.

39. Testing or Escalating Behavior?
Setting Event
(Slow Trigger)
Problem
Behavior
Maintaining
Consequences and Function
Antecedent
(Fast Trigger)
Testing or Escalating Behavior?
Students may test the system/adult response, wanting to return to the “old” way of doing business
Plan needs to include teaching strategies not only for expected behavior, but also adult response to inappropriate behavior.
Some student behavior may escalate to crisis level
Follow district crisis plan, begin complex FBA/BIP process to fine-tune plan
Purpose: Prep teams for the extinction burst
Main idea: Behaviors may get worse before they get better as a way to see if the changes in the system are “serious”

40. TEAM EXERCISE 3 Referencing the same FBA:
Begin brainstorming interventions for maintaining consequences (how do you honor the function but on YOUR terms)
List Strategies (at least 2 for each in the box) for:
Positive acknowledgment for replacement and desired behaviors
SPECIFIC corrective consequences for problem behavior
Keep FUNCTION in mind both for reducing problem behavior and for increasing pro-social behavior
1Your Turn – 5 minutes
TEAM EXERCISE 3

41. 45min-1 hr.

42. Plan for Implementation of the BIP
Transform ideas for BIP elements into a formal plan for implementation
Who will do what?
When will it happen?
How will we know?
Logistical arrangements
Who needs to know?
What materials are needed?
Who will tell the student?
Plan for substitutes?
Will we need a crisis plan?
Purpose: Once the BIP is developed, the implementation of the plan must be tracked to make sure student gets the support they need.
Main idea: Multi-tiered action plan can be located on wisconsinpbisnetwork.org in resources section.
Use BIP Action Planning tool

43. Data-Based Decision-Making
Student outcome data is used:
To identify youth in need of support and to identify appropriate intervention
For on-going progress monitoring of response to intervention
To exit or transition youth off of interventions
Intervention integrity or process data is used:
To monitor the effectiveness of the intervention itself
To make decisions regarding the continuum/menu of interventions/supports
Purpose: review the system and student conversation.

44. Data Used for Ongoing Progress Monitoring
DPR points
ODRs, suspensions
Attendance
Grades
Same data used to monitor lower level
selected interventions
Main idea: using DPR, Tier I AND BIP data to determine of intervention is working, and what next steps need to be.

45. Replacement Behaviors Reflected in Daily Progress Report
Prompting of replacement behaviors
Facilitating transference and generalization of new skills being taught
Monitoring progress
Reinforcing connected to use of new skills
Main idea: Use of DPR to measure skill acquisition in BIP and decide what next; layer, monitor or fade.

46. Data-Based Decision Rules for “Response”
Typically the same decision rules that apply to responding to lower levels of intervention
For example, goal for all kids in selected interventions is to earn >80% DPR points for 4-6 weeks and no further ODRs
Makes data management more efficient
Main idea: data rules and precision statements will identify if the BIP is working

47. Recommended Time Frames for Data Review
CICO, SAIG, CnC, & Brief FBA/BIP
Student data should be reviewed to ensure plan is being implemented and for possible plan modifications at least once a week by Intervention Facilitator/s.
Brief FBA/BIP (only)
Student data should also be reviewed to ensure plan is being implemented and for possible plan modifications at least once a month by Problem- Solving Team (and/or Brief FBA/BIP team).
Main ideas:
In all these cases, FLUENCY of skill instruction is essential.
Student should start self monitoring as you fade the interventions

48. Review the competing pathway developed and consider who, what, by when
Review BIP using the FBA/BIP Checklist in workbook.
Begin filling in BIP Action Planning Tool in your workbook
Use attached action plan—who, what, by when, etc
TEAM TIME minutes
TEAM EXERCISE 4

49. Environmental adaptations
If student response is weak based on your data, consider:
Environmental adaptations
AND
Does the student need
Purpose: to identify one last layer before moving into tier III
Main idea: if the needs are deeper than skill acquisition and there are bigger skill or performance deficits, then social skill instruction or intense mentoring can be used.
More intensive social skill instruction (skill deficit) OR
Increased attention, relationship, and incentive through mentoring (performance deficit)

50. Intensive Social Skills Instruction

51. Why Teach Social Skills?
Behavior management problems are social skills problems
Academic and social competence are interrelated
Social skills curriculum must match the specific need
Purpose: Tie early tier II logic to higher tier II supports
Main idea: still teach social skills as expected but at this level, it will be targeted to specific need, not basic expectations alone.

52. Intensive SAIG (linked to FBA) BASIC SAIG
Intensive Social Skills (linked to FBA)
Re-teaching of school-wide expectations; Smaller group
In natural location
Increased acknowledgement
More frequent pre-corrects
Specific skills identified in FBA
May be intensive SAIG or social skill lessons
Higher frequency of instruction & acknowledgement included in the plan (nearing 15:1)
May include more intrapersonal skills (self esteem, anger management, response to trauma, recognizing emotions)
Modified Cool Tool format
More concrete examples and role playing
Differentiated modality of presentation
Lesson format
May be written a la Cool Tool
Curriculum based
Intensive SAIG (linked to FBA)
BASIC SAIG
Purpose: Differentiate SAIG and social skills
Main idea:
Basic SAIG is linked solely to basic expectations and use cool tool format to teach it.
Intense social skills are more intensive, linked to expectations but are about deeper skills
Can be tied to curriculum

53. Teaching Guidelines Teach social behaviors as academics
Make sure to communicate cueing and prompting opportunities to ALL STAFF
Reinforce desired and/or expected behaviors
Our positive reinforcement rate should be approaching 15+:1
Systematically address infrequent and frequent errors (problem behaviors)
Complete on-going assessment to determine effectiveness
Main ideas:
Make sure to stress that systemic response to behavior errors must be consistent.
A consistent response to problem behavior AND replacement behavior across all staff.

54. Strategies for Generalization
Involve other staff members
Use examples from universal instruction/universal expectations
Teach general case and skill variations
Feeling angry – strategies for different environments (classroom, playground, cafeteria)
Teach self-management strategies
Teach and practice within, and across, settings
Purpose: address critical elements
Main idea:
Anyone working with student should know how this is done and how to support desired behaviors
Still linked to universal expectation
Breaks expectation down to component skills
Increased feedback and opportunity to respond.

55. Social Skill Instruction Considerations
Skill sets and purpose of group are more intensive and more of an affective focus than basic SAIG
These are FBA-identified skills that need to be taught
Culturally appropriate behavior lesson plans/curriculum that addresses skill set (may include teaching cultural capital)
Purpose: More details about the social skills
Main idea: This is about the needed skills being taught and from a CR standpoint there will be an emphasis on code switching.

56. How to Teach it Frequency will be dictated by data
May be high frequency at first then fade to less frequent
Direct instruction, followed by prompting and high frequency feedback in the setting
Multiple people involved in the teaching and high rate of acknowledgement/feedback ( :1)
Person teaching the skill, greeter, classroom teacher, parent
Main points:
The same points from SAIG but the skills are deeper and scaffold.

57. Steps of a Behavioral Lesson Plan
1. Explain expectations and why they’re necessary
Check for student understanding/buy-in
2. Model examples
3. Model non-examples
4. Model examples
5. Students practice
6. Acknowledge the student behavior
Main ideas:
Same format as that of Cool Tools. Researched based format!

58. Successful Social Skill Instruction
Make sure intensity of material/instruction matches intensity of identified need
Ensure that the material used for intensive skill instruction is linked back to universal expectations
Stand-alone curriculum vs. curriculum made to scaffold skills; stand alone curriculum can be used
Skills Streaming
Tough Kids Social Skills; scaffolding curriculum
Anger management
Trauma
Main idea: This is for layering more intensive teaching group on top of your basic SAIG group
Build social skill instruction on top of strong universal curriculum and practices

59. Sub-goals are what have been taught as part of BIP
Example Daily Progress Report
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS
1st block
2nd block
3rd block
4th block
Be Safe
Use your words
Use deep breathing
Be Respectful
Be Responsible
Total Points
Teacher Initials
Sub-goals are what have been taught as part of BIP
Score on DPR should reflect universal expectation while verbal acknowledgement reflects subgoals.
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

60. Points to Remember
For social skills instruction to have a powerful impact:
Reinforcement/acknowledgement rate should approach 15-20:1 for students who demonstrate the new skill/expected behavior, then fade
Consequences should be on a continuum of less to more significant while being PAIRED with high reinforcement.
This sets stage for old behavior to be less powerful than new behavior

61. TEAM EXERCISE 5 How does a more intensive SAIG fit into your system?
Who will teach? When will it occur? How will you monitor progress? Will you use a formal curriculum?
What do you already have in place that you can use?
Add to your multi-level action plan
Talk Time 15 min
TEAM EXERCISE 5

62. Break
15 min about 2- 2:15

63. Mentoring

64. Activities of Mentoring
Relationships & Tasks
(Developmental) (Instrumental)
Want to consider a blend of the two. Without the relationship task focused is less likely to work. If going to work on a task, it needs to be a joint decision. High School boys are most likely to feel like task oriented mentoring feels like punishment.
(Karcher et al. 2006)

65. What about the student may suggest the need for a school-based mentor?
Rewards and consequences appear ineffective
The student:
seeks attention through behavior
lacks motivation
appears to lack self-esteem or self-confidence
lacks positive adult role models
appears to dislike school
Data rule for inclusion often a bit “softer” – teacher referral, dis-connected from school/learning/others

66. Clarifying…Mentoring
Basic Mentoring
Intensive Mentoring (linked to FBA)
Focus on connections
Once per week, 20 minutes
Positive activity
Focus on engagement with school and goal-setting with a trusted adult
Not mentoring work, behavior, etc.
Specific skills identified in FBA
May identify skills, deficits to set goals on and to monitor
May identify skills to be taught, practiced, and reinforced
May include more intra-personal skills (self-esteem, response to trauma, recognizing emotions)
INTENSIVE Mentoring (linked to FBA)
BASIC Mentoring
1. Focus on “Connections”
Once per week, 20 minutes
Positive activity
2. Not monitoring work, behavior, etc.
Focus on Engagement with school AND Goal-setting with a trusted adult..
2. Specific skills identified in FBA, the FBA
May identify skills, deficits to set goals on and to monitor
May identify skills to be taught, practiced, and reinforced
May include more ”intra- personal” skills – self esteem, response to trauma, recognizing emotions

67. Intensive Mentor’s Role
To provide guidance, support, and encouragement for the student while modeling target skills such as:
effective communication
empathy and concern for others
openness and honesty
Check in with student around student personal goal (academics, behavior, attendance)
Mentor usually has commitment for entire academic year at high tier II (increased frequency, increased duration, and longer chronicity)

68. Mentoring as a Tier II Individualized Intervention
Any staff person can be a mentor
Should be voluntary
Match one student per staff person
Mentors agree to spend at least 30 minutes per week with the student – could be spread out over the week (differentiate basic versus BIP – intensity, duration, chronicity)
Mentoring is not the same as Check-In/Check-Out
Intro - still researching what makes a good mentoring program. Time frame – this is difficult as mentoring is relationship based hard to time limit, but you want to look at the intensity of the mentoring. More intense mentoring moves close to Tier 3, if use definition that Tier 2 interventions are applied to a group of students, applied the same way. Mentoring is on border, because, while the intervention is applied to more than one student, what is done in the mentoring relationship may vary among students (making it individualized, thus Tier 3).
Simple mentoring – reverse referral of group of kids seeking adult attention – connect with adult – simply to form relationship – progress monitoring – ODR? DPR? Used to track both intervention fidelity (systems) and individual student outcomes
Student show up? Adult show up?

69. What Mentoring Fosters Livonia Public Schools Information on Mentoring
Student may have negative role model
The relationship fosters a new way of relating to people
Student may hide feelings and set up barriers
The relationship fosters how to express emotions appropriately
Student may distrust adults
The relationship fosters trust of caring adults

70. Determine Program Goals and Objectives
Based on needs of students
Determined by team using data and FBA
Focus on basic needs
Academic
Achievement
Behavior
Communication
Attendance
Social skills

71. Orient Mentors, Students, and Parents
Before formal process begins
Stakeholders should understand roles and hold positive expectations
Mentors must be aware of student needs and characteristics
Determine individual student goals and outcomes

72. Monitor Mentoring Process
Continuous monitoring to determine success using DPR and target skills
Provide ongoing support for the mentor
Formal/informal
Where
When
How often

73. Completed homework as expected
Example Daily Progress Report
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS
1st block
2nd block
3rd block
4th block
Be Safe
Be Respectful
Be Responsible
Completed homework as expected
Total Points
Teacher Initials
In the case of measuring the effect of the mentoring, the goal on the DPR will coencide with the behavior identified in the BRIEF FBA suggesting the student is disengaged. Progress monitoring would occur as previously noted with a decrease in tier 1 behavior errors and an increase in the desired skill taught as part of the BIP and the mentoring support.
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

74. Develop the system for intensive Mentoring or Social Skills for your building
Who? (intensive mentors; teach intensive SAIG?)
How will the students be supported throughout?
What is the time commitment?
How will students be selected and progress monitored?
Is there an additional layer of acknowledgement?
Add to multi-leveled action plan
Team Time 20 minutes
TEAM EXERCISE 6

75. Fidelity Measurement

76. Tier II and III Tools Monitoring Advanced Tiers Tool (MATT)
Progress monitoring for tier II and III
Like TIC, should be done 2/year until fidelity at tier
Benchmarks for Advanced Tiers (BAT)
Annual fidelity tool for tier II/III
Done in the spring in addition to BoQ at tier I

77. Our Own Evaluation
We would like to address evaluation for a moment before we return you to your final team time

78. Objectives
Recognize the purpose of the behavior intervention plan (BIP) and how it links to tier 1 and tier 2 supports.
Understand how to use functional behavior assessment (FBA) and other student data to identify student skill and performance deficits.
Know how to assess the fidelity of the behavior intervention plan (BIP) implementation.
Recognize how to progress monitor the interventions outlined in the behavior intervention plan (BIP).
Know how to complete a behavior implementation plan (BIP) on a student previously identified in the brief functional behavior assessment (FBA).
PURPOSE: Outline the objectives for the day
MAIN IDEA: Objectives follow critical elements of MATT & BATT – Tier 2/3 progress monitoring tools that will be used to guide all 4 days of tier 2 training, and teams will have the opportunities to self assess each section of the training.
It also needs to be stressed that we are looking for a deeper understanding to tier I systems as we move into tier II. Tier I is trained technically (things to put into place) but teams need to make sure that the staff understand that PBIS is about changing systems to support students and not just about a matrix, ODRs and acknowledgments in isolation.
The more that can be stressed about the WHY we are doing certain things, the better the teams will understand and be able to apply.

79. Evaluation Completion
What makes this evaluation unique & special?
Used as both formative and summative data
Two types of questions for you to consider:
Questions related to this trainings content and…
Questions related to your schools current knowledge and beliefs around implementing a culturally responsive multi-level system of support
This slides it be put at the end when the trainer intentionally stops and explicitly announces the evaluation completion.
We request your time in completing this training evaluation!
Used as both formative and summative data we will review this information immediately to make changes for the next time we meet based on your input
You will notice that most of the eval focuses on todays’ experience and content. However, there is a brief section where we want your insight into the larger systems work; your schools current understanding and beliefs about a culturally responsive multi level system of support.

80. Objectives
Recognize the purpose of the behavior intervention plan (BIP) and how it links to tier 1 and tier 2 supports.
Understand how to use functional behavior assessment (FBA) and other student data to identify student skill and performance deficits.
Know how to assess the fidelity of the behavior intervention plan (BIP) implementation.
Recognize how to progress monitor the interventions outlined in the behavior intervention plan (BIP).
Know how to complete a behavior implementation plan (BIP) on a student previously identified in the brief functional behavior assessment (FBA).
PURPOSE: Outline the objectives for the day
MAIN IDEA: Objectives follow critical elements of MATT & BATT – Tier 2/3 progress monitoring tools that will be used to guide all 4 days of tier 2 training, and teams will have the opportunities to self assess each section of the training.
It also needs to be stressed that we are looking for a deeper understanding to tier I systems as we move into tier II. Tier I is trained technically (things to put into place) but teams need to make sure that the staff understand that PBIS is about changing systems to support students and not just about a matrix, ODRs and acknowledgments in isolation.
The more that can be stressed about the WHY we are doing certain things, the better the teams will understand and be able to apply.

81. Evaluation Link and QR Code
Or, to use the QR Code:
Open the QR Code reader on your phone (i.e. RedLaser or QR code)
Hold your device over the QR Code so that it’s visible within your screen.
The app will either automatically scan the code or you’ll need to push a button to start the scan
Your smartphone reads the code and navigates to the intended destination, which may take a few seconds.

82. TEAM TIME Benchmarks for Advanced Tiers
Complete the BAT online to “capture” all your work to date.
Plan when next assessment of BAT will be done (1x/yr). Plan when next assessment of MATT will be done (2x/yr).
BAT window opened by local coordinator
Teams access using school code
Make sure window is open and Schools have their school code.
TEAM TIME

83. Conclusion
Questions, comments?

84. Resources—SAIG Bully Proofing your School
Cool Tools: An Active Approach to Social Responsibility
First Steps to Success
Good Talking Words
Second Step Violence-Prevention Curricula
Stop and Think
Skillstreaming
The Social Skills Curriculum
The Tough Kid Social Skills
The Walker Social Skills Curriculum: The Accepts Program

85. Resources—Mentoring www.mentoringminds.com/ResponsetoIntervention.php
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