1. Tier II – Secondary Interventions NW PBIS Network

2. Who is the NorthWest PBIS Network? Supporting educators, families and community members to implement and sustain positive, effective and culturally inclusive environments to achieve social and academic outcomes for All children and youth.

3. PBIS Events Oct 19 th – Fall PBIS Coaches Institute, Eugene, OR Nov 3 rd -4 th – Fall PBIS Conference, Seattle Nov 5 th – PBIS Classroom Workshop Jessica Sprick, Seattle Nov 5 th -7 th - SWIS Facilitator Training, Seattle Nov 5 th – ISIS-SWIS Facilitator Training, Seattle Jan 30 th – Winter PBIS Coaches Institute, Spokane Learn More at www.pbisnetwork.orgwww.pbisnetwork.org

4. Goal of this Training Overview/Review of School-wide Positive Behavior Support (SWPBS) Understand Core Features of PBIS Readiness for Implementation Action Planning for Roll Out

5. Tentative Agenda 8:15-8:30 Welcome and Introductions 8:30-9:45 What is PBIS and What are the Benefits? 9:45-12:00Preparing for Full Implementation 12:00-1:00 Lunch 1:00-1:15Q&A from the Morning 1:15-2:00Discipline System 2:00-3:00 Action Planning 3:00-3:15 Final Q & A and Next Steps 3:15 Adjourn

6. Check-in Tier I – Universal How are you doing with Tier I? Successes Challenges Concerns Data sources TIC, ODR, SET, BoQ, … For any concerns or challenges, add an item toyour action plan

7. OVERVIEW/REVIEW

8. Overview Emphasis will be placed on the processes, systems, & organizational structures that are needed to enable the accurate adoption, fluent use, & sustained application of these practices. Importance of data based decision making, evidence based practices, & on-going staff development & support will be emphasized.

9. Purpose To examine the features of a proactive systems approach to preventing and responding to school-wide discipline problems Big Ideas Examples

10. The State of Education Address the social behavior of students; Continually deliver high quality instruction; Implement new initiatives; Meet professional growth goals; Serve an increasingly diverse student body. Paradoxically, as resources for intervention and individually designed instruction are decreasing, the number of students demonstrating problem behavior is increasing (Hawken, Vincent, & Schumann, 2008).

11. School Safety: A Top Concern Providing a safe, positive school climate, which engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009). The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

12. Impact of Behavior on Schools More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004). Student problem behavior can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

13. Student Wellbeing One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011) It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007).

14. The Challenge Exclusion and punishment are the most common responses to conduct disorders in schools. Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002) Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999

15. Examples… In one school year, Jason received 87 office discipline referrals. In one school year, a teacher processed 273 behavior incident reports.

16. A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline. During 4 th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.

17. “ Positive Behavior Support ” PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. “EBS” = “PBS” = “PBIS” etc.

18. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior Collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation

20. Outcomes Systems: To sustain the implementation Data: For decision making Practices: Evidenced-based and doable SWPBS IMPLEMENTATION DRIVERS

22. Why implement SWPBS? Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

23. Implementation Features 1.Establish PBIS leadership team 2.Secure SW agreements & supports 3.Establish data-based action plan 4.Arrange for high fidelity implementation 5.Conduct formative data-based monitoring

24. Experimental Research on SWPBIS Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school- wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school- wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Improved organizational efficiency 6.Reduction in staff turnover 7.Increased perception of teacher efficacy

25. Activity Team Implementation Checklist Complete the TIC Identify your schools strengths and your topthree challenges/concerns Add items to your action plan Consider using the TIC quarterly during thisschool year to monitor progress

26. Working Example: Behavior Education Program (BEP) (March & Horner, 1998) Need 7% of students with chronic problem behavior Targeted, group based intervention needed Expected to work for most but not all students Interventions must be functional assessment based 24 students in Secondary Interventions

27. Referrals per Student

28. BEP Features Students identified with multiple office referrals Student-parent-school contract formed Connection to school-wide expectations Individualized, daily monitoring

29. BEP Set-up Teach students, teachers, & parents routines Establish school & home reinforcers Establish data collection system Conduct abbreviated FBAs

30. BEP Daily Cycle 1. Check in office at arrival to school Reminder binder Pre-corrections Turn in previous days signed Daily Progress Report (DPR) form Pick-up new DPR form Review daily goals

31. 2. At each class Student completes DPR card Teacher checks & initials 3. Check out at end of day Review the points & goals for the day Receive reinforcer if goal met Take successful day card home Pre-corrections

32. 4. Give successful day card to parent(s) receive reinforcer from parent have parent sign card 5. Return signed card next day

33. Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program

34. Daily Progress Report

35. Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16/03 85951008065 1/17/03 100 7577 1/18/03 7701008563 1/19/03 4575959285 1/20/03 8889778990 1/23/03 79010095 1/24/03 95678510078

36. Daily Data-based Decision-Making

38. Clackamas ESD Video https://www.youtube.com/playlist?list=PLyhnHjBLW5BSIZwyNVDYrEZvVsAITVpb9

39. Evidence-Base Summary 1.Typical schools are able to implement the BEP/CICO successfully. 2.Use of the BEP/CICO is related to reduced levels of problem behavior, and, for some students, increased levels of academic engagement 3.The BEP/CICO is likely to be effective with 60-75% of at risk students. 4.Students who do not find adult attention rewarding appear least likely to respond successfully to the BEP/CICO.

40. Is My School Ready to Implement? School-wide system of behavior support in place Staff buy-in for implementation Administrative support Time & money allocated No major changes in school climate e.g., teacher strikes, administrative turnover, major changes in funding Implementation a top priority

41. Activity Readiness Checklist Tier I systems in-place? Yes No Staff buy-I for implementation? Yes No Administrative support? Yes No No major changes in school? Yes No Implementation a top priority? Yes No Decision Proceed with Tier II Implementation Develop action plan to improve Tier I Reconsider Tier II at this time

42. GETTING STARTED

43. Purpose To examine the elements needed to begin Tier II Interventions and begin the planning process for implementing these interventions in your school

44. Review: Critical Features Intervention is continuously available Rapid access to intervention (less than a week) Very low effort by teachers Positive system of support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Function-based

45. What’s in a Name? Behavior Education Program (BEP) Kennedy Card Program Hello, Update, & Goodbye (HUG program) Check and Connect HAWK (Helping a Winning Kid) Keep positive Consider use school mascot for acronym Caution with Using Behavior Card or Behavior Plan

46. Resources: Time & Materials Adequate time scheduled for coach, coordinator and team meetings Forms Daily Progress Report (DPR) Request for Assistance (RFA) Brief FBA Parent permission Student contract Tracking sheets School supplies for participants Reinforcements for participants

47. Key Team Members Coordinator Check-In, Check-Out Coach(es) Based on number of students needing support Recorder Team members for decision making support

48. TaskTime Attend/Contribute to weekly meetings 45 minutes/Once per week Assist with In-services2 hours/As needed Assist with Parent/Student Orientation 45-60 minutes/As needed Team Time Commitments

49. Personnel: Coordinator Take care of requests for assistance Make placement decision based on program requirements if meeting is not in next 24 to 48 hours Organize and maintain records Gather supplemental information for meetings Prioritize students for team meetings Schedule parent/student orientation Update teachers on student’s identified goals and progress (initial, during, exiting) Collaborate with coach(es) outside of team meetings

50. Personnel: Coach(es) Flexibility within job responsibility (e.g., educational asst., counselor, behavior asst., …) Maintain check-in/out procedure Collect and record daily progress goal Create graphs that reflect students daily goal percentage weekly Collaborate with Coordinator outside of team meetings

51. Personnel: Recorder/Minutes Records information at team meetings Discussion of agenda items To do list and assignments on meeting minutes Ensures that meeting minutes are distributed to all members Makes sure that previous minutes are available during the meetings * Can be coach, coordinator, etc.

52. Personnel: Team Members Contribute to decision making for students Complete Orientation to System meetings Gather supplemental information Participate in staff development workshops Contribute to feedback sessions Complete any assigned tasks from meeting

53. Activity Establish a Team Identify Team members and Roles Coordinator Coach(es) Recorder Members Decide upon a name for the program Set a regular meeting time and place

54. STAFF ORIENTATION

55. Purpose Brief review of evidence-based recommendations for effective professional development Provide suggested outline for a staff orientation to present the Tier II process at the beginning of the year

56. Effective Training Basics Present the theory or evidence and rationale for the topic Demonstrate or illustrate the practice Provide opportunity to ask questions, clarify and/or practice Provide prompt feedback about fidelity and outcomes of their efforts

57. Staff Orientation (1-3 hours) Explain link to Tier I Provide rationale for Tier II interventions Appropriate students Request for assistance Brief assessment Provide examples of daily process DPR form Check-in, Check-out Teacher role

58. Monitoring and Decision-making Maintain Fade, graduate Move to Tier III supports Opportunities to practice, review forms Consider booster sessions during the year

59. Activity Staff Orientation Create a detail plan for you staff orientation Consider Who will be involved in the training What materials will you use Presentation Videos Hand-outs Determine when the orientation will be

60. STUDENT IDENTIFICATION

61. Purpose Examine the elements that need to be in place so effective decision making can occur regarding student identification and placement on Tier II interventions

62. Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program

63. At-Risk Students Characteristics Disorganized Sensitive to change, stress History of low levels of reinforcement History of poor relationships Low self-esteem Example Behaviors Out of seat Disruptive Talks out/back Unprepared Tardy No work completion Low level aggression/horseplay …

64. Students Appropriate for Tier II Appropriate Low-level problem behavior (not severe) Low rate behavior (2-5 major referrals) Behavior occurs across multiple locations Inappropriate Serious or violent behaviors/ infractions Chronic behavior (6+ major referrals) Require more individualized support

65. Not Intended for Students with Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of major referrals Students who find adult attention aversive (Tier II may work with modified support) Students for whom the team believes need comprehensive and intensive support

66. Beyond ODRs May miss students in special education settings with persistent or violent behavior who may not generate ODRs May not identify students with internalizing behaviors May not identify students with many minors but few majors May not reflect that some teachers refer students to the office and some do not

67. Internalizing Behaviors Behaviors displayed inwardly toward self Typically self-imposed, may not occur frequently, and appear to allow the student to avoid social events Examples: not interacting with other people overly shy or timid withdrawing or avoiding social situations fearful or submissive …

68. Externalizing Behaviors Behaviors displayed outwards towards others or environment Typically occur too often or too much Examples: aggression towards people, animals or things arguing, defiant or non-compliant calling out or disruptive Hyperactivity …

69. Who Can Refer a Student? Teacher Administrator Parent Student/Self Tier I Team ODRs Absences and tardies In school detentions (lunch time or after school) Time out/Think Time/Refocus

70. Request for Assistance is made Request is more than 24 hours prior to Meeting 1. Coordinator contacts parent for permission 2. Coordinator relays addition of student to coach and defines a behavior goal 3. Coach meets with student and explains the SI daily cycle and reinforcement system At Weekly Scheduled Meeting 1. Secondary Intervention’s Inventory is completed 2. Placement decision is made NO YES 1. Team discusses possible options/ suggestions that the referring person may utilize to help the student display expected behaviors. 2. Team decision as to how these suggestions are delivered 1. Behavior Goals and instructional plan are defined and recorded 2. Coordinator obtains permission (if not gotten already) and schedules orientation Parent/Student 1. Start positive 2. Provide Rational 3. Explain daily cycle and parent responsibility 4. Student and parent sign contract & permission PARENT STUDENT TEACHER/ADMIN PBIS TEAM

71. Request for Assistance Required Students Name Date of Referral Name of Referring Person Reason for Referral Description of problem behavior When the behavior occurs Hypothesized reason/function for the behavior Optional Goal for the student What have you tried prior to referral Teaching, environment/structural changes, consequences

72. Activity Request for Assistance As a team, review the RFA examples provided.Highlight the information that your team feelswould be useful for your school’ s RFA. Adopt/modify one of the provided examplesor design your own RFA form Determine the process for teachers to accessand turn-in the RFA form

73. Day 2 Welcome and Team Updates Assessment Working with Parents and Students Daily Cycle Monitoring & Decision Making Trouble Shooting Team Work Time

74. Check-in Team Updates How are you doing with Tier II? Success from yesterday When will you present to staff? Questions or Concerns from yesterday?

75. BRIEF ASSESSMENT

76. Purpose To provide a process for completing a Brief FBA once a request has been made Used to determine if one or more of the Tier II interventions is appropriate for the student or if another level of support is needed

77. Why Use a FBA? FBA data support effective and efficient behavior support planning, a major goal of BIP (e.g., Carr et al., 1999; Didden et al., 1997) FBA produces data on how system can: Prevent problem behavior Identify and teach alternative behaviors Encourage appropriate behaviors Discourage problem behavior

78. Levels of FBA Full FBAs: Record review, full interviews, observations Specify problem behavior and contingencies within routines for purpose of individualized intervention design Simple FBAs: Brief interview Specify problem behavior, routines surrounding problem behavior, and function of behavior for purpose of selecting type of Tier II intervention

79. Other Useful Information Analysis of minor write-ups Interview: teacher, parent student Medication/Medical Attendance Academic Standardized Test Scores 9 weeks grades

80. Brief FBA Examples – FACTS Brief FBAI Tier II Guess & Check Necessary components Strengths Problem behavior What is happening? Triggering antecedents When does it happen/set it off? Maintaining Consequences Why does it happen/need? Setting events What makes it worse/set it up?

81. Function Based Logic: Competing Behavior Pathway Setting event None Antecedent Preferred peer Problem Behavior Talking Maintaining Consequence Gain Peer attention Alternative Behavior Peer helper Existing Consequence Grades More work Desired Behavior Work quietly

82. Richland School District Video http://www.rsd.edu/teach-learn/response-to-intervention.html

83. Activity Brief FBA Using the Brief FBA examples, adopt ormodify one of these for your schoolsassessment Be sure to include: Strengths Problem behavior Triggering antecedents Maintaining Consequences Setting events

84. Adding Students to Tier II Based on the results of the Brief FBA identify students appropriate for Tier II interventions Discuss the chosen intervention with the parent/guardian and receive appropriate permission Teach the chosen intervention to the student and obtain their commitment to the program Keep these interactions brief, positive and collaborative Allow time for questions and concerns

85. Student Doesn’t Match Tier II Options need referral for more intensive intervention support teacher on implementing classroom modifications As a team, you need to decide how this information should be conveyed to the referring person documented meeting (with team, coordinator, administrator)

86. Parent Consent Form Student’s Name Date Purpose of secondary interventions Explanation of daily cycle Parent’s responsibilities Review DPR with child and sign daily Give positive praise Do not use as cause for punishment Contact Information Parents signature

87. Student Contract Student Name Date Parent and Student signature Indicate agree/not agree to participate Agreements: Check-in/out daily Give DPR to teachers/parents Return DPR daily

88. Activity Parent and Student Form As a team develop a parent permissionform In addition, develop a student contract Across both, be sure to include: what secondary interventions are the daily cycle progress responsibilities of all involved

89. DAILY CYCLE

90. Purpose To review the elements of the daily cycle and create required materials needed for the daily cycle process

91. Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program

92. Daily Progress Report (DPR) Portable Linked with school-wide expectations and student’s identified behavior goals Reflect all areas of campus Reflect all activities/time periods Clear, concise, understandable for students, families and staff

93. Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Name: Date: =Will try harder tomorrow: 1 point Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: CalendarReadingSpelling & Writing MathLunchCenters Hands to self (Be Respectful) Finish all work (Be Responsible) Keep chair legs on floor (Be Safe) Teacher comments: Parent Signature(s) and Comments: Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

95. Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N HR1 st 2 nd 3 rd 4 th L5 th 6 th BE RESPECTFUL BE RESPONSIBLE BE ON TIME Comments: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Adapted from Crone, Horner & Hawken (2004) Daily Progress Report Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS: Parent Signature(s) and Comments: _______________________________________________

96. SWIS Requirements Schools wanting to use the CICO feature on SWIS need to comply with readiness checklist: SWIS facilitator w/ CICO training Implementing SW-PBIS In-school process DPR Form that is SWIS compatible Up to 10 check-in periods Up to 5 expectations/goal Up to 3 point rating scale

97. Establishing Individualized Goal First few days of reporting is baseline score 80% of total points possible is general daily goal May be adjusted for some students During introductory meeting (or after any changes), let students know what their target point total should be Check for understanding

98. Student Recognition Small reward for successful check-in On time Returned signed DPR Has all materials Filled out new DPR Small reward from teacher (SW currency, early out, etc…) for perfect periods Small reward/snack for successful check-out Being there in time to make bus Having DPR Met daily goal Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)

99. Check-in Process Central location Greet students Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Record names, preparedness, yesterday’s DPR Reward for completing requirements Prompt to have a good day If student is upset, have them stay to debrief/discuss

100. Example Check-in Record Date: Check-in Leader: Check-in Check -out Student Name Paper PencilNotebookDPR Parent Copy DPR School Copy % Daily Points John A. Richard C. Donald R.

101. Check-in

102. Classroom Feedback Review and explain DPR ratings calmly and objectively Be specific Do not engage student in debates over ratings Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points. End conversation immediately Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”

103. Teacher Feedback

104. Check-out Process Move quickly Recognize student for choosing to come to check out Collect a copy of the DPR Reward if daily goal has been met Prompt for a good day tomorrow

105. Check-out

106. Parent Feedback Review Daily DPR Give praise for positive Sign Give support for a positive next day Do not use DPR to reprimand. Focus on tomorrow is a new day

107. Parent Feedback

108. Activity Daily Cycle – DPR and Tracking Use the examples provided to createDPR Form Portable Linked with SW expectations Reflect all areas of campus Reflect all activities/time periods Clear, concise, understandable Create a tracking sheet that coachescan collect and forward to thecoordinator

109. MONITORING AND DECISION-MAKING

110. Purpose To provide a process for monitoring student’s progress and using their data to determine next steps for the student

111. Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program

112. Implement Basic BEP/CICO Is the Basic SI BEP/CICO Working? Continue with Basic BEP/CICO Transition to self- management Yes No Conduct Brief Functional Assessment What is the problem behavior? Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

113. Coaches Record % of points earned for the day Create a coding system to track unique events A = Absence NC = No card 0 = No points

114. Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16/03 85951008065 1/17/03 100 75A 1/18/03 77NC100850 1/19/03 4575959285 1/20/03 8889778990 1/23/03 ANC10095 1/24/03 95678510078

115. Coordinator Reviews Students

116. Priority Student List for Meeting Look at individual student graphs Examine ODRs to explain, support graphs Determine if there is other subjective information that should be considered Set agenda for meeting

117. Recommended Agenda Identified students with concerns Decision for priority students (maintain, modify) Rotating review of all students (e.g, every 9 wks) Decision for rotation students (maintain, fade) New students Students to receive additional acknowledgements Other

118. Possible Decisions Student is ready to graduate Student is doing fine, however, should stay on the intervention Student is having some problems but think simple modifications may work Determine what needs to happen and assign responsibility to team member Student is having significant problems and should be referred for a Full FBA Make referral or plan for this step

119. Decision: Graduate 80% or better for at least 4 weeks, on a daily basis Consult with teacher(s), team Meet with student to introduce the process Show data Explain how to use rating card/how to judge own behavior CELEBRATE! Talk with parent about graduation, how they can continue to support their child

120. Shift to self-management Teacher ratings = Student ratings Rewards for honesty and accuracy Fade data collection e.g., number of teacher check-ins, morning check-in, afternoon check-out Celebrate continued success Some schools hold a monthly celebration for students who are maintaining success after Graduating from CICO ( Monthly “Alumni Club” Lunch)

121. Decision: Continue Student is making and maintaining progress but needs to stay on the intervention (4 to 6 weeks) to ensure continued success This decision will be based mostly on your clinical judgment Or the student or parent asks to continue the program

122. Matching to Student Needs Basic SI : goals related to cooperative, respectful behavior; reinforced through daily positive adult contact (attention-related) SI+ Academic Support : goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support Escape SI : goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact

123. Decision: Modify More frequent reinforcement/Check-ins More powerful reinforcement for daily goal either at school or home Other minor modifications based on function

124. Conduct Brief Functional Assessment Is the behavior maintained by escape from social interaction? Is the behavior related to lack of academic skills? Is the behavior severe, complex, intensive? Escape Motivated SI Reduce adult interaction Use escape as a reinforcer SI + Academic Support Increase Academic support Intensive, Individualized Behavior Support (e.g., Full FBA-BSP)

125. Decision: Tier III Support Make referral to behavior specialist who can complete a Full FBA Direct observation Interviews Record review Develop individualized, comprehensive BIP CICO/BEP may be used a component of the comprehensive BIP

126. Activity Preparing for Effective Meetings Use the template provided to createa meeting agenda that reflects high priority students rotating students new students other Create a tracking sheet that thecoordinator can use to monitorstudents

127. TROUBLESHOOTING

128. Purpose To give guidance to potential barriers of CICO/BEP based on obstacles other schools have encountered

129. Obstacles to Implementation Administrator not on the team that develops the plan and looks at data for decision making Plan used as punishment rather than prevention program Plan coordinator lacks skills to implement the program (e.g., behavior intervention, computer) Schools expecting plan to solve all behavior problems Fitting plan and data evaluation into existing teams

130. Troubleshooting: Not Checking In (Infrequent) Deliver DPR to student Find out if he/she wants to participate in program May need to increase motivation with reinforcers (selection, contracting) If student refuses to participate, probably need Full FBA (Tier III)

131. Troubleshooting: Not Checking Out (Infrequent) When student does not checkout nor bring card back next day, give 0 points for the day Coordinator asks what happened and reminds student to checkout Teachers can prompt student to checkout

132. Troubleshooting: Not Checking In or Out (Chronic) Make sure they understand routine Make sure teachers are cooperating Get teacher/friends to remind Escort student at beginning to learn routine Provide reinforcements/points for showing up Make sure intervention has a positive profile in school & coordinator is well-liked

133. Troubleshooting: Lost DPR Form Give a new DPR right away If chronic, find out how school can improve program Check for home response to poor DPRs

134. Troubleshooting: Staff Fidelity Issues Preventative: provide in-service prior to implementation Some teacher may need additional training on BEP/CICO Provide space on DPR for positive statements Provide staff feedback (at least quarterly) on effect of BEP/CICO on students

135. Troubleshooting: Parent/Guardian Fidelity Issues Parent should give permission for student to participate Students can still participate if parents do not follow through May need to use surrogate parent to provide feedback Have counselor or principal address punishment issue with parent

136. Moving Forward Materials/Forms RFA Brief FBA Parent Letter Student Contract DPR sheet Coordinator tracking sheets Meeting agenda Action Plan Resources www.pbis.org www.pbisnetwork.org www.swis.org

137. Check-in Team Updates Looking Ahead to Implementation 1 Strength 1 Anticipated Roadblock orChallenge Do you have a plan to addressthis concern? Questions or Comments?

138. Next Steps