1. MDE- R ESPONDING TO C HALLENGING B EHAVIORS T HROUGH R ESPONSE TO I NTERVENTION

2. M AIN M ESSAGES The social culture of a school affects academic outcomes Our caring school environment can help a number of our difficult students achieve, but some children need varying levels of behaviors/social/emotional support We have the resources in place, we just need to implement systematically and through continuous data collection.

3. S CHOOL - WIDE P OSITIVE B EHAVIOR S UPPORT School-wide PBS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of School Wide-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

4. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

5. ~80% of Students ~15% ~5% MDE- Levels of Support Tertiary Prevention Function-based support Family support through service links Social-Developmental History Cognitive Behavior Therapy Secondary Prevention Check in/out Daily report cards Mentoring Program Behavior Contracting Self-monitoring system Group Social-skill instruction Primary Prevention Unconditional positive regard shown for each student, by all, regardless of challenging behavior. 5 to 1 positive gestures and comments to corrective statements are given for each student. Human needs are fostered in each classroom through teacher designed interactions. Fun- Freedom-Empowerment-Belonging Counselor will assists with other basic needs; school supplies, backpacks, shoes, food. Individual and group reinforcement is available, with choices given within whole group design. On-going rule and procedure teaching and reinforcement occurs: Safe, Respectful, Responsible. Differentiated instruction and accommodations for student characteristics are given.

6. T IER 1: T IER I B ASICS - Tier I Basics- Available for all students in every classroom and throughout school campus. School-wide PBS Human needs fostered Classroom management system Rule and procedure teaching (ongoing) Differentiated Instruction

8. U NIVERSAL S CREENING FOR B EHAVIOR

9. T IER 2: T IER II B ASICS - I MPLEMENTED ON SYSTEMATIC PROCEDURES FOR STUDENTS NOT - RESPONSIVE TO TIER 1 Tier I Supports- Available for all students in every classroom and throughout school campus. Daily report cards with reinforcement for increasing behavioral success. Mentoring programs- (One on 0ne regularly occurring sessions with an identified staff person who befriends and supports.) Check -in/Check -out systems- (Students meet with a staff person to review target behavior and receive encouragement and self-monitoring data sheet in a.m., and reviews results in p.m.) Self-monitoring systems- (Student records success/failure in specific time intervals in classes.) Behavior contracting (Student, staff, family agree on specific outcomes for specific behaviors.) Social skills instruction or school counseling (Student participates in on-going school sessions.) LEAPS

10. C HECK - IN C HECK OUT F ORM : P URPOSE DATA COLLECTION AND ACCOUNTABILITY

11. T IER 3 B ASICS - T HESE INTERVENTIONS ARE HIGHLY INDIVIDUALIZED AND SELECTED AND IMPLEMENTED BASED ON DATA Function-based behavior planning process (Student receives a functional behavioral assessment (FBA), with a behavior plan developed based on that assessment. The plan addresses three pathways: 1. Supporting desired positive behaviors; 2. Reacting skillfully and safely to problem behavior; 3. Teaching and reinforcing functionally equivalent replacement behavior, and acceptable alternative.) Family Therapy (Needs-based referrals and communication systems are provided.) Multi-systemic wrap around services (Implemented when the severity warrants this service.) Social Developmental History- Interview parent to gather relevant info for educational planning Cognitive behavioral therapy (CBT is implemented by school staff or referrals, when student’s faulty reasoning and emotional response to neutral stimuli warrants addressing these underlying barriers to academic and behavioral success.)

14. W HY B EHAVIOR S UPPORT ? Both teaching behavior skills and academic skills are similar processes to achieve desired outcomes and both are necessary for academic success As disruptive student behavior decreases, teaching time increases, allowing all children to learn more. As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction.