1. Marguerite Tamer Christyn Denial Catherine Defayette Big Blue Bear Colorado Convention Center

2. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive Academic Systems Behavioral Systems Illinois PBIS Network, Revised Sept., 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

3.  Best Practices for Interventions: Dr. Horner  Quality – Using what works  Equity – Works for all  Efficiency – Save time and money  When presenting data always turn it into a story.  A strong universal system will always lesson the percentage of the upper two tiers.

4. Best Practices for Interventions: Dr. Horner Whenever trying an intervention ask yourself these questions:  What are the valued outcomes?  What are the specific procedures?  What is the science?  What are the systems for achieving implementation and sustainability?

5.  Verbal specific praise improves behavior 80% of the time but is used only 1.5%  Use a visual to remind you to praise a child specifically. Every time you see it praise a child. (Presentation J1)  Behavioral Instructional Stategies: High Opportunities to Respond OTRs (Presentation D12)

6.  Teacher intervention exchange  Universal Videos as a teaching tool http://vimeo.com/groups/pbisvideos/videos

7.  Bully Prevention  Scott Ross

8.  Making PBIS Cheap and Fun – Laura Riffle

9.  Evidenced Based Tier II Interventions  Classroom Management  Check-in and Check-out (CICO)  Social Skills Groups  Newcomer’s Club  Organizational Skills  Academic Support  Homework Support  Simple FBA’s  Mentoring  Meaningful Work

10.  Research indicates: If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. It can be managed but not cured.  Bait and Trap the Skill

11.  Self-Monitoring  Reality TV – Video Modeling  Positive Parenting  RENEW – secondary level  RENEW: The “Tier 3” Component of the APEX Approach  Rehabilitation, Empowerment, Natural supports, Education and Work (RENEW), an intensive individualized school-to-career service for the most at risk students  APEX II grant provides facilitator and training for mentors  Goal is to develop individualized, student-directed school-to-career plan for high risk students  Research Based (power point B-3)

12. APBS.orgBehaviordoctor.org http://iris.peabody.vanderbilt.edu/http://iris.peabody.vanderbilt.edu/ Modules for training paraprofessionals and faculty http://iris.peabody.vanderbilt.edu/ Infinitelearninglab.org (Garfield interactive social skill learning) http://vimeo.com/groups/pbisvideos/videosLEAPS Positive Parenting

13.  Catherine Defayette – School Psychologist at Morrisonville Elementary School 518-565-5980, cdefayette@saranac.org cdefayette@saranac.org  Christyn Denial – School Psychologist at Saranac Elementary School 518-565-5900, cdenial@saranac.org cdenial@saranac.org  Marguerite Tamer – Principal at Saranac Elementary School 518-565-5900, Mtamer@saranac.org Mtamer@saranac.org