1. Basic FBA to BSP: Building Local Capacity for Conducting Function-Based Assessment & Individualized Behavior Support Sheldon Loman, PhD sheldon.loman@pdx.edu www.basicfba2bsp.pbworks.com

2. Who’s here? o Administrators? o Teachers? o Behavior Specialists? o Higher Education Members? o Other related services? o Others?

4. Goals/Outcomes By the end of the day today you will be able to… Use Basic FBA to BSP Manual, Process, & Materials in order to conduct FBA and train others to conduct FBA and design Function-based behavior supports. Specifically define behavior, identify variables that trigger problem behavior, and determine the function/ pay-off of student problem behavior. Conduct a Functional Assessment Checklist for Teachers and Staff (FACTS) interview Observe using the Basic FBA to BSP ABC Recording Form Identify the critical features of a behavior support plan that will make student problem behavior irrelevant, inefficient, and ineffective.

5. I hope you will learn to… Identify the research-base for the use of a practical approach to training school personnel to conduct FBA/BSPs Identify the procedures and tools needed for school district behavior support specialists to use in training school personnel to conduct practical FBA/BSPs Identify a process for creating capacity in schools to support the development and implementation of function-based interventions

6. Today’s Agenda 9:00-10:30Introduction to Basic FBA to BSP Defining Behavior (Module 1) 10:30-10:45Break 10:45-12:00Investigating Behavior (Module 2) 12:00-1:25Lunch 1:15-2:30 Observing Behavior (Module 3) 2:30-2:45Break 2:45-4:00Critical Features of Behavior Support Planning (Module 4)

7. A primary goal of FBA is to…. guide the development of effective positive interventions based on the function of the behavior (e.g. tangible, escape, attention, automatic; Horner, 1994).

8. FBA is…. an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004.

9. Newcomer & Lewis, 2004

10. Challenges schools face today are not finding what works, but implementing what works. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 Since 1997 FBA has not been implemented widely in schools. Not due to lack of knowledge, but to practicality of use

11. “Scaling Down to Scale up” Scott, Alter, & McQuillan (2010) In order for FBA to be applied in classrooms we need to simplify the practices associated with effective FBA It is essential to use straightforward language, rationale, and examples of how FBA can be applied in the context of classroom 11

12. Concern Behavior specialists are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans. Basic Message: Any time you feel overwhelmed the answer is likely to include investing in the training of others.

13. Behavior Support Specialist Support Teams building behavior support plans from Assessment information Train 1-2 people per school to conduct “basic” FBA & BSP Train & coach teachers on classroom management

14. Current Issues and Needs in Your District… Do people already know how to do FBA in your schools? Are the basic FBA/BSPs developed by school personnel valid for improving student behavior? Do our school teams understand the CRITICAL FEATURES of function-based interventions ? Do we have materials that are practical and effective for use by district specialists?

15. A Proactive Approach to Behavior Support Planning Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Complex FBA: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified Basic FBA: Behaviors and Maintaining Functions are Easily Defined and Identified

16. “Work Smarter NOT Harder…” By using the 4 “P”s Proactively build capacity- Train 1-2 school personnel in each school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors Parsimonious tools- Use simple tools and terminology that are relatable to school personnel Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

17. Basic FBA/BSP Research in Schools

18. “Practical FBA” Training Series (Loman & Borgmeier, 2010) Four 1-hour trainings designed to train staff with flexible roles in schools (e.g., counselors, administrators) to conduct Basic FBA for students with mild to moderate behavior problems Sessions: Defining & Understanding Behavior Investigating Behavior: FBA Interviewing Observing & Summarizing Behavior Function-based Behavior Support Planning

19. Examination of Efficacy of Practical FBA (Loman & Horner, 2013) To determine the efficacy and acceptability of Practical FBA methods and tools with school personnel. Phase 1- Practical FBA training on FBA tools & methods provided to 12 school professionals Phase 2- 10 of the 12 Trained participants conducted Basic FBA for one student within their school Phase 3- Functional analyses conducted by researcher to test each participant’s hypothesis/summary statement

20. Methods: 3 Phases of the Study Phase 1- Practical FBA training on FBA tools & methods provided to 12 school professionals. -Pre- & Post-Tests of FBA knowledge Phase 2- 10 of the 12 Trained participants conducted an FBA according to procedures they were taught for one student within their school. -Using Practical FBA tools: interviewed, observed, and hypothesized summary of student behavior. Phase 3- Functional analyses conducted by researcher to test each participant’s hypothesis/summary statement -Experimental manipulations to determine the efficacy of the Practical FBA training.

21. Pre/Post Training FBA Knowledge N=12 Overall Pretest M= 39.50% (SD=18.82%) Overall Posttest M= 92.55% (SD=7.22%) Results: Phase 1 99% Inter-rater Total Agreement on 25% of tests. 39%

22. Acceptability Ratings Agree Results: Phase 2 N=10 Strongly disagree Strongly Agree

23. Comparison of Summary Statements Generated from Interviews 8 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis. The one FACTS summary statement that was not verified by FA actually resulted in further clarification from the direct observation. The school participant decided to use the results from the direct observation which resulted in a function that was verified by experimental functional analysis. Results: Phase 3

24. Participant 2 Hypothesis: Access Adult Attention All 10 of the FAs confirmed the Hypothesis Statements

25. Basic FBA to BSP Training Series (Strickland-Cohen, Loman, & Borgmeier, 2012) Four 1-hour trainings developed to teach behavior support professionals to lead a team in using FBA data to build efficient BSPs for students with mild to moderate problem behaviors Sessions Identifying Replacement Behaviors Selecting Function-based Strategies Implementation & Evaluation Planning Leading a BSP team

26. From “Practical FBA” to BSP (Strickland- Cohen & Horner, 2013) Phase 1: From “Practical FBA” to BSP training series – 13 BSP Team Leaders Assess change in knowledge (descriptive) Phase 2: Six team leaders guided behavior support teams in development of BSP for 1 student BSPs assessed for technical adequacy and contextual fit (descriptive) Phase 3: Student BSPs implemented Direct observation data to assess: Impact on student behavior Fidelity of Implementation (experimental)

27. Pre/Post-Test Results: Assessment of BSP Knowledge Participant Pre Test Post Test Percent Change 163% (A) 96% (B)+33% 267% (A) 84% (B)+17% 369% (A) 94% (B)+25% 465% (A) 86% (B)+21% 560% (A) 88% (B)+28% 663% (A) 90% (B)+27% 743% (A) 82% (B)+39% 861% (B) 92% (A)+31% 963% (B) 82% (A)+19% 1045% (B) 80% (A)+35% 1167% (B) 90% (A)+23% 1261% (B) 86% (A)+25% 1380% (B) 94% (A)+14% Mean 62% 88%+26%

28. % 10 sec intervals Sessions Baseline Intervention Problem Behavior

29. % 10 sec intervals Sessions Baseline Intervention Academic Engagement

30. Basic FBA to BSP Training Modules (Loman, Strickland-Cohen, Borgmeier, & Horner, 2013)

31. To see most recent manuals/materials go to:www.basicfba2bsp.pbworks.com www.basicfba2bsp.pbworks.com

32. Format of Basic FBA to BSP Training Sessions Objectives Review Activities Checks for Understanding Comments/ Questions Tasks Key Points

33. Basic FBA to BSP Training Series Module 1- Defining & Understanding Behavior Module 2- FBA: Practice Interviewing Module 3- FBA: Practice Observing Module 4- Critical Features of BSP Module 5- Building BSP from FBA Module 6- Implementation & Evaluation Module 7- Leading a BSP Team

34. 34 BasicComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) Basic vs. Complex FBA/BSP Focus of this training series

35. Basic FBS/BSP Methods are designed to be used with students who: Exhibit problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work, social withdrawal) Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess) Have received interventions that did not improve problem behavior Basic FBA/BSP Methods are NOT sufficient for use with students who: Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction) Exhibit problem behaviors during 3 or more school routines

36. Module 1 Objectives *For All School Staff to Attend By the end of this module you should be able to: 1.Define observable behavior (What). 2.Identify events that predict When & Where the specific behavior occurs. 3.Identify Why a student engages in the specific behavior. 4.Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior 36

37. Always Start by Defining the Problem Behavior 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function..and as a result ______

38. Once you have defined the problem behavior… THEN: Where & When does the behavior occur? – Routines – Triggering Antecedents 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__

39. Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF? 2 Routines/Antecedents/Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome..and as a result ______

40. Consequence/Outcome: and as a result... Sent to his desk to complete the assignment Therefore, the function of the behavior is to: get/avoid Bobby’s Summary Statement 40 Antecedent/Trigger: When.. Asked to work with a partner Behavior: Student.. Tears assignment & stomps feet Avoiding working with a partner is the pay- off for the behavior!! Routine: During ________________Science Working with a partner

41. After we defined the behavior (the What) & know Where & When & Why the behavior occurs… Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? 2 Antecedents/ Triggers 1 Behavior 3 Consequence/ Outcome 4 Setting Events

42. Check #1 (page 1.12) Define the ABC’s of understanding the function of behavior: A____________________ B____________________ C____________________ What should you always do first? 42

43. Task Over the next week… 1.Select a student in your school who has persistent problem behavior that is not dangerous. Identify: 1 appropriate behavior (a behavior you would like to see increase) 1 inappropriate behavior (that you would like to decrease) 2. Define both behaviors in observable and measurable terms, and identify the antecedents that happen before and consequences that follow each behavior. 43

44. Module 2 Objectives Using the FACTS interviews with staff and students to specify: 1. The problem behaviors 2. Routines in which problem behaviors occur 3. Triggers or predictors of the problem behavior 4. Pay-off (Function) the behaviors have for student 5. Possible setting events 6.Summary of behavior

46. Follow-up ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2)Follow Up Questions – Get as Specific as possible 1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2 _X k. independent work 3 _X f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________ _________________________________________________ If l – what peers? Make sure to ask follow-up questions in the right column of Antecedents & Consequences section

47. Select #1 Ranked Answers to Insert into Summary Have Teacher Rate the Statement

48. Task This week, conduct a FACTS interview with a staff member that is very familiar with a student that requires individual behavioral support. Give yourself 30-45 minutes to complete the interview PLEASE BRING TO NEXT SESSION

49. Module 3 Objectives Utilize information obtained from FACTS interview(s) to plan for observations. Observe students within routines identified by the FACTS interview(s) Observe to test the Summary of Behavior obtained from the FACTS interview Practice using ABC Recording Form. 49

52. Videos used in training available from Sopris West: Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.

53. Task This week, conduct an ABC Observation for the same student that you completed the FACTS interview for last week. Give yourself 20-30 minutes to conduct the observation. Remember, you need to be convinced. PLEASE BRING TO NEXT SESSION 53

54. Module 4 Objectives *For All School Staff to Attend online version with pre & post-test at: www.functionbasedthinking.comwww.functionbasedthinking.com Use a Competing Behavior Pathway to Identify Function-based behavior supports that: – Teach positive behaviors to replace problem behavior – Use strategies to prevent problem behavior & prompt positive behaviors – Reinforce replacement & desired behaviors – Effectively respond to problem behaviors by redirecting & minimizing their pay-off

55. Competing Behavior Pathway Completed from FBA

56. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Function should guide selection of consequences: (+) and (-)

57. Critical Features of BSP Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior Reinforce replacement & desired behaviors based on function/pay off for the student Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

58. Activity 1: Identify the Replacement Behavior Yes or No? Why? 1. Serve same Function? 2. Is it Easier? 3. Is it Socially Acceptable?

59. Task School Team Participants….. Over the next week… 1.Complete the Competing Behavior Pathway & BSP Form (see Appendix Form E) to identify function-based interventions for the student for whom you conducted the FBA interviews and observations. Bring 2 copies to the next training 59

60. Results Overall Mean Increase by 30%

62. Be one of the first to complete our online version of Module 4 at: www.functionbasedthinking.com 62

63. Module 5 Selecting Function-Based Interventions

64. Module 5 Objectives By the end of this Module Team Leaders will be able to: 1. Explain the differences between the Alternative/Replacement Behavior and the Desired Behavior 2. Describe the different types of behavior support strategies/ interventions that must be included as part of the BSP 3. Discriminate between function-based and non-function-based teaching and antecedent strategies 4. Identify function-based strategies for rewarding replacement/desired behavior AND minimizing the payoff for problem behavior 5. Label missing and incorrect components, when provided with sample behavior support plans

65. C onsequence/Function Access Peer Attention Peers laugh and talk with him, and talk about it after class A ntecedent Asked to finish homework or write in his journal independently Setting Event Parent brings to school (does not interact with peers on bus) Replacement Behavior Ask to work with a peer Problem B ehavior Out of seat (walking around room), making noises, and talking to peers Consequence Good grades, teacher acknowledgement Routine 1 st Period Writing Setting EventsManipulate AntecedentTeach BehaviorAlter Consequences Arrange time for positive adult attention before writing on days when student is brought by parent Remind student before independent-work time that he may choose to work quietly with a peer Allow student to sit with preferred peer in 1 st period writing Teach student to appropriately ask to work with a peer Explicitly teach what “on-task” behavior looks like (and does not look like) in writing class Rewards Student can work with peer when asks appropriately Student can earn 5 minutes of free time with a peer, if stays on task for 90% of period for 5 consecutive days Response to Problem When student starts to get out of seat/engage in problem behavior, remind him to ask appropriately to work with a peer Desired Behavior Complete writing assignment and turn in work Example A.

66. Module 6 Implementation & Evaluation Planning

67. Objectives By the end of this module you will be able to: 1.Explain the meaning and importance of “Contextual Fit” 2.Describe the essential components of implementation plans 3.Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals 4.Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP 67

68. Considering Contextual Fit How can we revise the strategies while still preventing problem behavior? Consequence Strategies Reinforce Desired Behavior When on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min. Minimize Reward for Problem Behavior Student will stay after school until math assignments are completed Consequence Strategies Reinforce Desired Behavior When student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min Minimize Reward for Problem Behavior Student will stay in from recess to complete work Staff Concern: Staff feel that this reward will be too disruptive to the rest of the class Staff Concern: Staff agree that this is function-based but is not feasible

69. Implementation Planning 69 What Who When

70. EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal) What is the short-term behavioral goal? _________ Expected date What is the long-term behavioral goal? _________ Expected date E valuation Procedures Data to be Collected Procedures for Data CollectionPerson Responsible Timeline Is Plan Being Implemented? Is Plan Making a Difference? Plan date for review meeting (suggested within 2 weeks) ________________ The team identifies: - Short-term goal - Long-term goal - Specific evaluation procedures - Date to meet and evaluate the effectiveness of the plan Evaluation Planning: How Will We Measure Progress??

71. In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess: #1. Is the plan being implemented as designed? #2. Is the plan making an impact on student behavior? Evaluation Planning: How Will We MEASURE Progress?

72. Questions Yes ( every day this week) Kind of ( 2-3 days this week) No ( 0 days This week) Notables * 1. Was the tape outline on the carpet marking Sheldon’s spot? 2. Was Sheldon given a weighted vest at the beginning of circle time? 3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time? 4. Did I provide stickers for hand raising, and staying in seat? 5. Did I minimize attention to problem behavior? 6. Did I provide frequent attention for appropriate behavior? 7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes? TOTALS Example: Implementer Checklist

73. Module 7 Leading a BSP Team

74. Objectives By the end of this module you will be able to: 1.Explain the role of BSP Team Leader and team members in support plan development 2.Identify the specific activities that the team leader will engage in before, during, and after the team- based BSP development process 3.Describe the process for conducting and products that should result from a Plan Review Meeting 4.Lead a “team” of professionals through the process of developing a sample BSP 74

75. Basic BSP Team Members Meeting Facilitator Ensure Technical Adequacy, Monitor Progress Implementer(s) w/ Knowledge of Student & Context ***For more challenging cases, make sure to involve Behavior Specialist Behavioral Expertise/ Case Manager & Facilitator Rate Contextual Fit

76. Completing the Competing Behavior Pathway C onsequence/Function Reprimand and sent to hall AVOIDS DIFFICULT TASK A ntecedent Asked complete long division problems Setting Event None Identified Replacement Behavior Ask to work with a peer Problem B ehavior Verbally refuses, tears up worksheet Consequence Good grades, teacher acknowledgement Routine Math Class Desired Behavior Complete writing assignment and turn in work Long-Term Goal 1. Serves same Function? 2. Is it Easier? 3. Is it Socially Acceptable?

77. Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies Eliminate or Neutralize Setting Events Prevent/Modify “Triggers”/ Prompts for Alt/Des Teach Alternate / Desired Behavior Reinforce Alt/Des Behavior Response to Problem Behavior Identifying Strategies: Questions for the Team How can we arrange the environment to Prevent problem behavior? How will we teach a replacement behavior? What skills can we teach to move toward the desired behavior? How will we: -Reward the Alt behavior? -Maximize payoff for approximations of desired behavior? How will we Minimize the Payoff for the problem behavior? How will we prompt the Replacemen t behavior?

78. Example: Revising Strategies How can we revise the strategies while still preventing problem behavior? Manipulate Antecedent Prevent problem behavior Modified assignments: Intersperse easy problems with long division problems Prompt Alternate/Desired Behavior Put visual reminder on desk to prompt H to ask for a break or easier task Manipulate Antecedent Prevent problem behavior Teach student to cross off difficult problems and move on Prompt Alternate/Desired Behavior Give verbal/gestural reminders to take a break Teacher Concern: Teacher doesn’t think it’s necessary, instead teach student they can cross off difficult problems Teacher Concern: “Not age appropriate, would verbal or gesture reminders work?”

79. Training Staff How to Implement the BSP The plan will not be implemented if: Staff don’t understand how to do it The plan will not work if: The intervention is being used incorrectly Plan times for Modeling/Roleplay and Feedback Think 20-30 min Roleplay with teacher/staff outside of problem context What actions will be taken, what words will be used, what materials are needed and how will they be used? Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed Ex. E-mail “check-in”, along with periodic visits/observations

80. 80 During large-group instruction in Math, when students are asked to attend to the materials being projected on the screen at the front of the class. Garrett often turns around in his chair, gets out of his seat and walks around the room, and makes comments to or faces at peers. FBA data show that his behavior is mostly likely maintained by peer attention. Garrett is currently off-task approximately 85% of the time during large-group and he is turning in less than 50% of his math assignments. Example #2: Garret

81. Basic Behavior Support at the District Level

82. Bethel School District Demographics Bethel is a school district Eugene, Oregon that is home to approximately 5,700 students. 60% of students qualify for free & reduced lunches. 17% of students identified as having a special education eligibility. Five Elementary Schools Two K-8 Schools Two traditional middle schools One alternative high school (grades 10-12) One traditional high school

83. Basic FBA to BSP at the District Level Bethel School District, Eugene OR Trainers: Lisa Bateman & Kathleen Strickland-Cohen 3 two-hour sessions Session 1: Basic Behavioral Principles and FBA Interviewing Session 2: Observing & Summarizing Behavior and Selecting Replacement Behaviors Session 3: Selecting Function-based Interventions and Implementation & Evaluation Planning Participants (n = 42) All participants K-8 Special and General Education Teachers Counselors School Psychologists Administrators

84. Pre/Post Measure: BSP Knowledge Assessment 50 item pretest Assessed ability to: List the critical features of behavior support plans Identify missing or incorrect items on sample plan Discriminate between Function-Based, Neutral, and Contraindicated strategies

85. 85 C FB C C N

86. 86 Pretest Range = 31 to 84% Posttest Range = 64 to 96% AVG 58% 83% 25%

87. Follow-up Staff Survey 3 months after Basic FBA to BSP trainings 58% of participants had completed at least 1 Basic FBA/BSP Average of 3 plans (range: 1 to 5) Reasons given for not completing a plan 47% “No student need during the past 3 months” 33% “No time in schedule dedicated to FBA/BSP” 6% “Current job responsibilities do not include FBA/BSP” 87

88. District Level Implementation: What do we need to be effective? Investment and Commitment to School-Wide Prevention District Training for Personnel in Each School Follow up and on-site capacity building Data Systems Identifying students early Tracking student progress Team-Based Decision Making Model Regular meetings Representative teams Data for decision making 88