1. ExCEL After School Behavior Matrix
Self-Guided Module and Quiz

2. What you need to know to complete this module...
REQUIRED MATERIAL LINKS:
ExCEL After School Behavior Matrix
Behavior Matrix Quiz
Detailed notes for each slide are written in the speaker notes below slide

3. Our Goals for Today Explain what a progressive response system is.
Explain why using a progressive response system is important.
Focus on some keys to success when using a progressive response system.
Review the ExCEL Reactive Responses and Interventions Protocol
Test your recall with a brief quiz.
Notes: Today we are going to talk a bit about a Progressive Response System. The term “progressive” in this context is referring to a system that progressively increases the level of support needed as youth demonstrate that they have an increased need.

4. What is a Progressive Response?
Tier 3:
Special interventions we use to support a small number of youth who show a need that may require collaboration with specialists.
A tiered system based on the idea that providing smaller supports early on leads to better outcomes than giving higher level supports after a program participant is not being successful.
Tier 2: The special interventions we use to support a smaller number of youth who show a need.
Tier 1: All of the proactive strategies we use every day to support youth in program by creating a safe and supportive environment.
Notes: Have different participants read each box in this order: Blue box, tier 1(green), tier 2(yellow), tier 3(red)
Ask: What are some Tier 1 Strategies you have or would use to create a safe and supportive environment? Who might be some specialists you could reach out to for support on site to discuss Tier 2 or Tier 3 interventions?

5. An Example of Progressive Responses in a Tiered Model
Open heart surgery
If a patient is having heart trouble, a doctor is likely to respond with interventions anyone could do such as improving diet and exercise
Take medication
Improve diet and exercise
Notes: If a patient is having heart trouble, a doctor is likely to respond with interventions anyone could do such as improving diet and exercise first. If the patient is not responding or things become worse, they may prescribe medication. As a last support, the doctor may prescribe surgery. In this example, allowing the patient to get to tier 3 (red) without interventions would:
Take a lot of costly resources in surgery expenses
Likely leave the patient in worse condition than if they had intervened sooner
This is also the case with waiting to intervene with students who need support. There are also times when immediate open heart surgery would be necessary, but that should not be the preferred or only method of support.

6. The Purpose of a Progressive Response System
Provide youth with the supports they need to be successful in the moment and in the future by…
Helping youth build new skills through practice and repetition
Focusing on restoring harm to the community instead of punishing challenging behavior
Giving staff the supports needed by …
Having a clear system
Providing a platform for teaching instead of a focus on punishment
Notes: We want to create a system where youth learn new behavior that will support them in program and in life. Many systems of responding to challenging behavior focus on punitive responses that only teach youth not to engage in the behavior when a staff person is present. Also, these systems are seem by youth as a staff person doing something “to” them. Progressive response systems teach youth that the response of staff is based on “their” behavior, especially when the responses are consistent across all staff.

7. How Does and Progressive Response System Help?
For Youth
For Staff
Opportunity to correct behavior
Maintain relationships
Youth get the support they need
Creates alignment
System of communication
Staff consistency
Notes:
Youth: 1. Gives youth an opportunity to correct behavior instead of immediately receiving a punitive consequence 2. A focus on restorative practices in the progressive response helps to mend severed relationships between youth and staff that can occur following corrective action 3. Youth get the support they need when they need it and an opportunity for less support as they show less need instead of being labelled at a particular level.
Staff: 1. Creates alignment across the team so that staff do not have to guess about how to respond when a situation occurs 2. There is an embedded system of communication and teaming so that staff know how to reach out for support and from whom when needed 3. Staff consistency with the progressive response plan means that no one has to be the “mean staff” because others are not holding the same standards

8. What If You Already Have a “Code of Conduct”?
Often times can focus on what happens TO the student if they violate the code of conduct
The focus is on what the STAFF will do WITH the student and family.
Whether you call it a “Code of Conduct” or a “Behavior Matrix” the key is having a progressive response to behavior that includes INTERVENTIONS to do WITH the student and staff.

9. A Progressive Response System Focuses on Two Major Components
Proactive Strategies
Before challenging behavior occurs
Reactive Responses
Ways of immediately responding and providing ongoing support following challenging behavior.

10. Aligning Progressive Response with a Tiered System
Reactive Responses:
Interventions as a response following First Time, Second Time, or Third/Repeated referrals or following a Suspension
Proactive Strategies:
Interventions to Try Before Making an Out of Class/Activity Referral

11. Let’s Take a Closer Look!- Proactive Strategies
Imbedded links to related resources
Notes: This first section of our reactive response protocol aligns with the proactive strategies in Tier 1 of our Progressive Response. These outline some ways to respond to lower level challenging behavior that does not require a referral and are strategies that would be used frequently with all youth in program.
Along the top you can see the three areas underlined in red, which are our areas of focus for intervention for our proactive and reactive strategies.
Teaming: We focus on teaming as an intervention strategy because many brains are always better than one and often reveals knowledge and strategies that one person might not think of alone. Also, we recognize the immense amount of work done in afterschool programs and want to find opportunities to share the load as much as possible with others who might have more specific knowledge or experience in behavioral interventions. It is also an opportunity to shed more light on the situation by gathering information from others, for example family members, who may have a different perspective.
Behavioral RTI and RP: This category of intervention focuses on all of the strategies you use that are behavioral and emotional supports for youth as a community and individually. This is important in our reactive response protocol as there is sometimes a tendency to move toward punitive responses, especially after multiple incidents. Continuing a focus on being restorative, especially following challenging behavior gives youth an opportunity to explain their actions, reflect, and repair harm. This process teaches youth to internalize this process over time, learning new ways to solve problems.
Environmental: Repeated referrals for one program participant or multiple referrals across youth can be a signal that our program environment is not one where youth feel supported or safe. Taking the opportunity to check our systems as a reactive response, is a reminder to not always focus on problem solving challenging behavior from youth with the lens that they have a deficit, but that it is possible we are not providing the supports they need.
Resources: Links to related documents are imbedded in the Matrix so they are easily accessed when needed.

12. Let’s Take a Closer Look! - Reactive Responses
Notes: For each referral, there are strategies in the Teaming, Behavioral RTI and RP, as well as the Environmental Intervention categories you may want try.
In addition, in the first column on the left, there are key notes about who should be looped into communication about current behavior and contribute to creating interventions.
Lastly, the underlined section of the document link to important forms or information you need to complete the task. If, for example, you were to want to use a restorative circle as an intervention, there is a link to information and tips on how to do a circle in program.

13. Let’s Take a Closer Look! - Suspension
Notes: We try to avoid suspension as much as possible as it can severely damage relationships with youth and their families. We understand that it is sometimes necessary, but our goals is to still focus on a restorative approach and recognize that suspension is the beginning of a process and not the end of challenging behavior. This section outlines must do strategies following suspension and also links to some alternatives to suspension that can still provide a safe space in program, but maintain a relationship with youth in program.

14. Time for Action!
Follow this ExCEL Behavior Matrix link to figure out best next steps for the following scenarios Using this tool.
Now that we have gotten some familiarity with the ExCEL Reactive Response Protocol, we are going to dig a bit deeper and take some time to think about how we can apply this protocol in real world scenarios.

15. Scenario 1
You have a program participant who just received their 3rd referral for leaving campus. What are the REQUIRED follow-up actions according to the ExCEL Behavior Matrix?
Answer:
Contact Program Manager
Consult with SAP/CARE/COST Team
Connect with an ExCEL Team Member
Schedule and in person Restorative Conference with Family
Follow-up on previous interventions

16. Scenario 2
A program participant is suspended from program after getting into a physical altercation. What are the required actions to connect with the family following the incident?
Answer:
Inform them of the incident as soon as possible
Schedule a re-entry meeting as soon as possible
Hold re-entry meeting to include parent/guardian and youth

17. To complete
this professional development module, please click the quiz link to the right
ExCEL Behavior Matrix Module Quiz

18. What to Do After My Quiz? Passing Criteria
Click link to view your score
Use this link to try again!

19. After receiving the with a passing score, Site Coordinators will forward this to Program Manager for confirmation.
Click “View Score” to see score

20. Thank you for taking time to complete this module!