1. Inclusion Activity

2. Give One to Get One On an index card, note the following: –Name –Role in your school –Hopes and expectations for today and secondary practices

3. Give One to Get One Find a partner you don’t know, introduce each other, and share information from your card. Trade cards. Locate a new partner and share the information from your 1 st partner. Trade cards. Find one more partner and share information from your 2 nd partner.

4. Outcomes Become familiar with secondary systems and practices Create Check In/Check Out for your school Learn basics of brief FBA

5. Agenda Opening Activities Secondary systems/practices overview Creation of CI/CO CI/CO Data Tool Brief FBA

6. Working Agreements

7. Parking Lot

8. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

9. 1-5%Tier 3/Tertiary Interventions ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success Positive Behavior Support Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

10. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out Individualized Check- In/Check-Out, Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway Social/Academic Instructional Groups Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

11. Check In/Check Out For teachers, staff Daily positive adult contact Daily report card - Increased attention to behavioral goals Home-School partnership For all school settings

12. Check In/Check Out (BEP): Who Qualifies More than a minimum number of referrals Across several different settings Not dangerous to self/others Adult attention is reinforcing

13. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out Individualized Check- In/Check-Out, Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway Social/Academic Instructional Groups Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

14. Social Skills/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills ** (Academic Content skills) These are often the skill groups facilitated by social workers and psychologists.

15. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out Individualized Check- In/Check-Out, Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway Social/Academic Instructional Groups Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

16. Functional Behavior Pathways Setting Events Problem Behavior Triggering Antecedent Maintaining Consequence Replacement Behavior Function

17. What is function-based support? Defines the maintaining consequences of the problem behavior Defines the triggers that set off problem behaviors Replaces problem behaviors with positive alternative behaviors

18. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Complex FBA/BIP Universal Support Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP Universal Team WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness

19. Teaming at Tier 2 Secondary Systems Planning ‘conversation’ –Monitors effectiveness of CICO, S/AIG, and Brief FBA/BIP supports –Review data in aggregate to make decisions on improvements to the interventions themselves –Students are NOT discussed Problem Solving Team (‘conversation’) –Develops & monitors plans for one student at a time –Every school has this type of meeting –Teachers and family are typically invited

20. Team Time Secondary Conversations When are secondary systems conversations going to occur at your building? Who will be included in those conversations? When are secondary problem-solving conversations happening at your school? Who is included in those conversations?

21. Referrals per Student

22. Using Your Data Looking at your behavioral data broken down by student. –What group of students qualify for secondary interventions? –What percentage of your population is this?

23. Establishing Check In/Check Out at Your School (CICO) Video BEP

24. Check in Central location Greet students Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Acknowledgement for completing requirements Prompt to have a good day

25. Check Out Move quickly Recognize student for choosing to come to check out Collect a copy of the DPR Acknowledge if daily goal has been met Prompt for a good day tomorrow Send DPR home for signature

26. Check In/Check Out Coordinator *”SOMEONE THE STUDENTS ENJOY AND TRUST”* Enthusiastic Lead check-in and check-out Enter data daily Create graphs for meetings Maintain records

27. Team Time Who will be your CI/CO coordinator? –More than one person needed? Where will CI/CO take place? –Central location? –Go to students? (esp. younger)

28. Teacher’s Role Greet/Prompt student(s) at beginning of each class/activity Reinforce/Prompt student during class Rate DPR at end of each class/activity Review DPR ratings with student at end of each class/activity

29. Role Play

30. Student Acknowledgement PRAISE, PRAISE, PRAISE Positive adult contact

31. Student acknowledgement – Tying into the School Wide System SW dollars, mini-store at checkpoint –Accelerated value/redemption? “Fast Pass” for School Market, lunch line Wall of stars – prominent placement Morning video (or booster training) guest star

32. Team Time Develop an acknowledgement system for students on CI/CO Will it be tied to SW system? What? When? Who?

33. Daily Progress Report ( DPR ) At least 2 copies Portable Group vs. Individualized goals – age appropriate, start with “rule” Reflect all areas of school Reflect all activities/time periods Clear, concise, understandable for students, families and staff

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

35. Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N 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:

36. Establishing goals 80% of total points possible –May be adjusted for some students Better to do this before CI/CO starts, rather than after the CI/CO has started and the student has experienced failure –During introductory meeting (or after any changes), let students know what their target point total should be Check for understanding

37. Graduating from the Program 80% or better for at least 4 weeks, on a daily basis Consult with teacher(s), team Meet with student to introduce graduation 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

39. Team Time Data Rules –Who enters CI/CO –What is daily percentage goal –When do students graduate Tracking Tool –Enter data rules on Tracking Tool

40. Data Tracking Tool

41. Team Time Creating CI/CO Daily Progress Report –Tie into SW expectations –How is the day broken up? –What is your point scale? –Who will complete the sheet if not completed today? And by when?

42. Getting the Word Out Avoid stigmatizing students Make participation appealing Allow for opting out

43. Staff Training Explain CI/CO mission, culture, process, forms –Candidates for program Program capacity, prioritizing, time to placement –Rating students’ behavior (Completing the DPR) Giving effective feedback during and after class Graduating from the program  Training for Coordinators  Training for full staff (ex: staff meeting)  Booster sessions –Opportunities to practice, review forms

44. Parent Introduction Positive Collaborative Brief

45. Student Introduction CI/CO as an opportunity Earn more acknowledgements Earn respect of peers Emphasize positive culture of CI/CO Publicize CI/CO achievements (with permission) Incorporate into school’s culture

46. Work Time Training for coordinator Training for staff Introduction/invitation to parents –Who? –When? –Where? –How?

47. Secondary Interventions Function based behavior support

48. Positive Behavior Interventions & Supports A Response to Intervention (RtI) Model Universal School-Wide Assessment School-Wide Prevention Systems Secondary Tertiary SWIS & other School-wide data BEP & group Intervention data SIMEO tools: HSC-T, RD-T Small Group Interventions Intervention Assessment Revised August, 2007 IL-PBIS Adapted from T. Scott, 2004 Functional assessment tools/ Observations/scatter plots etc. Group interventions with An individualized focus Simple FBA/BIP Multiple-domain FBA/BIP Wraparound

49. Guiding Principals Human Behavior is important, understandable, and predictable Human Behavior is malleable or changeable Human behavior occurs within an environmental context, not a vacuum Human behavior is learned, and can be taught/affected by manipulating aspect of the environmental context

50. Context for Positive Behavior Support A redesign of the environment, not the redesign of individuals Plan describes what we will do differently Plan is based on identification of the behavioral function of problem behaviors

51. What is function-based support? Defines the maintaining consequences of the problem behavior Defines the triggers that set off problem behaviors Replaces problem behaviors with positive alternative behaviors

52. Functional Behavior Pathways Setting Events Problem Behavior Triggering Antecedent Maintaining Consequence Replacement Behavior Function

53. Function of Behavior

54. Functional Behavior Pathways Russell Setting Issues at home Independ. work time Problem Disruptive noises Antecedent No teacher attention Consequence Teacher attention Replacement Behavior Raise Hand Function Access teacher attention

55. case example Choose one student familiar to all in the group

56. Problem behavior What is the behavior of concern –Describe in measurable, concrete,observable language – what you see, what you hear –How often, how long, how severe ( frequency, intensity, duration)

57. Triggering antecedents (fast triggers) What happens before the behavior occurs? Immediate precipitating variables… –People, places, environment (sensory stimulation: auditory, visual, kinesthetic, olfactory), expectations, communications, demands, requests

58. Setting events/slow triggers Conditions under which the problem behavior is more likely to occur –Environmental, factors that are internal to the child ( mental health, medication), basic needs (safety, food, sleep), psychological needs (belonging, emotional safety), trauma related –Does the behavior occur in a particular place, with particular peer groups/adults, structured vrs unstructured settings/activities

59. Maintaining consequences What happens immediately following the behavior? –Adult imposed consequences –Natural, non-intended

60. Replacement Behavior Must maintain the same function for the student with the same accuracy and efficiency as the problem behavior

61. Function What do they get? –Social attention –Objects/access to activities –Sensory stimulation What do they avoid? –Aversive task/activity –Aversive social contact –Aversive sensory stimulation

62. Setting Events Problem Behavior Triggering Antecedent Maintaining Consequence Replacement Behavior Function Setting events Triggering events Behavior teaching Consequence modification

63. Wrap Up Action Plan Completion Review action plan Additions?