Positive Behavioral

Interventions &Supports

Secondary Intervention

Training

Secondary Prevention:

Specialized Group;

Systems for Students with

At-Risk Behavior

Updated December 2010

Louisiana...Dfartment ofEOlle TluN

Louisiana Positive Behavioral Interventions &

Supports Resources & Contacts

Louisiana's PBIS Project Website

www.lapositivebehavior.com

Robert Schaff, State PBIS Coordinator

Louisiana Department of Education

1201 North 3rd St. 4th Floor

Baton Rouge, LA 70804

robert.schaff@la.gov

mailto:robert.schaff@la.govhttp:www.lapositivebehavior.com

Acknowledgements

The Positive Behavioral Interventions & Supports Project at Louisiana State University would like to acknowledge and thank all the educators that have contributed to the growth of PBIS in Louisiana.

The LA-PBIS Project appreciates and acknowledges the contributions of the Positive Behavioral Interventions and Supports Network and Teri-Lewis Palmer for providing ongoing support and collaboration for stakeholders in the universal, targeted, and individual interventions of Positive Behavioral Interventions & Supports.

Louisiana is indebted to the contributions from the OSEP Center on Positive Behavioral Interventions and Supports. We would like to specifically acknowledge the leadership and support of George Sugai and Rob Horner. The Louisiana Department of Education has written permission from the OSEP Center on Positive Behavioral Interventions and Supports and Dr. Teri Lewis-Palmer to distribute certain materials included in this manual.

The Louisiana Department of Education (LDE) is recognized for demonstrating leadership in advancing Positive Behavioral Interventions & Supports and sponsoring this initiative. LDE has designated behavior as a priority for all students in the state and has continued to provide resources and support to build the behavioral capacity of educators and educational systems across Louisiana.

The Louisiana Positive Behavioral Interventions & Supports Project was a contract awarded to Louisiana State University and A & M College. The information contained in this document does not necessarily represent the opinions and policies of the Louisiana Department ofEducation and/or Louisiana State University and A & M College.

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SECONDARY INTERVENTION TRAINING for

'Dosf,tf' Ie lSeVillv~ot'lll h".teweli\.tL.oIi\.$ SlA:P'Ports

Loaisiana ~_to!

EDUCATION

Secondary Training

Agenda Materials/Resources

Manual

Action Pia n

Secondary BenchmarkS

Expectations & Reinforcement Explanation

Other Considerations

Please silence/turn off cell phones Take care of your needs Computer Etiquette during Training

PLEASE BE AWARE THAT THERE ARE ACTMTlES DISPERSED THROUGHOUT THE MODULES THAT ARE INTENDED FOR YOU TO START A CONVERSATIONYOU ARE NOT EXPECTED TO FINISHI

ON DAY 2, YOU WILL BE GIVEN TIME TO WORK IN STRUCTURED LARGE GROUPS OF TIME TO FINISH

Electronic Information

Training Resourres Cost-Benefit Analysis (Miscellaneous Folder on

Flash Drive) - calculates time & ODR's

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The Challenge

SWdents come to school without skills to respond to instructional and behavioral expectations (Spraeue. Sugal & Walker. 1998).

Teachers report that 'uncMI" behavioris increasing and is a threatto effective learning (Sklbaond Peter$Ol1, 20(0).

SWdents who display severe problem behavior are at-risk for segregated placement (Reichle, 1990).

The Challenge

Punishing problem behaviors, without a proactive support system, increases in: Aggression Vandalism Truancy Droppingout

The Response Need a prevention focus:

'Schools that are safe, effective, and controlledare not accidents .

(Supi. Sptague. Horner & Walker. 2000)

Need to build school capacity to supporta" students

Need a continuum of behavior support Level and Intensityof intervention matches severity of problem

The Challenge

Exclusion and punishment are the mostcommon responses to severe problem behavior In schools {lane & Murakami. 1981; Patterson. Reid & Dishon. 1992).

Exclusion and punishment are Ineffective at producing long-term reduction in problem behavior (COsterlbader& Mork$Ol1, 1998;Wolkeretal.,1996).

Juvenile Justice Reform Act Passed in 2003 (Louisiana)

SubpartC-l The Education/Juvenile Justice Partnership Act legislated that:

BESE would formulate. develop and recommend a Model Master Plan for improving behavior and discipline within schools that Includes the utilization ofpositive behavioral supports and other effective disciplinary tools

Each city. parish, and other local public school board should be responsible for the develop of school master plans for supporting student behaviorand discipline based upon the model master plan developed and approved by BESE

"Positive Behavioral Interventions & Supports"

PBIS is a broad range of systemiC & individualized strategies for achieving

important social & learning outcomes while preventing problem behavior with all

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Supporting Staff Behavior

Social Competence &Positive AcademicAchievement

Behavioral

Supporting

Student Behavior

Supporting Decision Making

Training Objectives

ReviewfundamentBls of PSIS

Understand & identify elements ofSecondary Intervention

Develop action plan as to how Secondary Intervention will be implemented in your school

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l Module I:

I {;ontinuum of

Support

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MootuLe 1.: COII\,t!.II\,UUVIA. of SU'P'Port

Universal Intervention School-wide discipline system for ali students, staff, &

settings that is effective for "80%" of students.

Clear1y & posibvelystated expectations.

Procedures for teaching expectations.

Continuum of procedures for teachingexpectations.

Continuum of procedures for encouragingexpectations.

Continuum Of procedures for discouraging rule violations.

Procedures for monitDring& modifying procedures.

Designing School-Wide Systems for Student Success

FIcIridII's SWPBS ProJeCt

How Universal Intervention lays the

Foundation for Secondary Intervention

Schools have been and will continue utilizing specific data sets to make decisions to determine appropriate intervention.

Students identified for Secondary Intervention have been exposed and trained with their school's Universal process (incentive system, expectationS/rules by setting).

A school's process for minor/major referrals has acted as a filter to identify students who may be appropriate for Secondary Intervention.

In Secondary Intervention, the school's expectations are an integral element ofthe student's daily behavior monitoring.

In Secondary Intervention, the school's established incentive system is used more frequently to reinforce appropriate behavior.

Overview of Secondary Intervention

Intervention used for students who are not ~ responding to Universal Intervention. These students are commonly identified as having 3 to 5 referrals in one school year.

-80% of Students

Purpose

Develop specialized, group system for addressing needs of students with atrisk or significant problem behaviors

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Prerequisite to Implementing a

Secondary Intervention (TM p. 7)

Does your school have an effective Be proactive schoolwide system in place?

Activity A: Planning Tool As a team, answerthe Status ofSchool-Wide PSIS Implementation questions. The team memberwho is part of the Universal team will be able to assist with questions 2 and 4.

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Status ofSchool-wide PBIS Implementation

To what extent is school-wide PBIS established in your school? Use the Secondary Interventions I t hi' . . 2team member that also sits on the Universa team 0 e p m answenng questIOns and 5.

Check one ,

! In Place Partially Not In IComponent In Place Place

1. Expectations defmed and taught in each setting within the school (Understood and used by all staff in school setting)

2. Team is (Review sessions are already scheduled throughout the year and performed regularly)

3. Appropriate behavior is being acknowledged (Rewards are provided enthusiastically and immediately for specific behavior and are linked to matrix) 4. Inappropriate behavior and consequences for that

behavior are defined(Flowchart created and followed)

5. Behavior team is meeting at least monthly, reviewing data, providing feedback to staff, and making the necessary system adjustments (e.g. pre-corrections, professional development)

H any items are checked as partially in place or not in place, please report these findings to your Universal team so they can be addressed.

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Other Strategies for Secondary Interventions

Behavioral contracts

Adult mentor/monitor

Targeted social skills instruction

, Problem solving

, Conflict management

Self-mall8gement programming

Academic restructuring

How Universal & Secondary Interventions

Lay a Foundation for Tertiary Intervention

Schools have been and will continue utilizingspecific data sets to make decisions to determine appropriate intervention.

Just as in Secondary. the referral process is quick and Simple.

The school's intervention teams have been trained how to conduct functional assessments and create behavior plans that reflect their school's PBIS process.

Students identified for intervention have been exposed and trained with their school's Universal process (incentive system, expectationS/rules by setting)

In some cases, students have had additional reinforcementof SWPBIS process throulll1 Secondary Intervention (every intervention is not right for every student)

What is Tertiary Intervention?

Tertiary Intervention focuses on the needs of individuals who exhibit behaviors that are dangerous, highly disruptive and/or impede learningand result in social or educational exclusion.

**It is not just for Special Education studentsl!

Activity B: Triangle Activity (1M p. 9)compl.te as a t~): on the left lide, fecord intervenhns;ladivitifM that YOI.K school i. atready doing 10 ~ stuct.nh: in ~h lev" of the triangle. On the right .Ide. indicot. how your .chool O$Mu..the adMty', .fIediv.......

How do you know lilt I. Intervenftonsl Acllvlltes wOfldng?

...---_ ...- llerlfl'tftiIry Interwntk!n.

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http:stuct.nhhttp:9)compl.te

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Module 2:

Getting Started

Explanation of Terms and Acronyms

Universal Intervention =green, school-wide, SWPBIS, tier 1

Refers to first level of PBIS Intervention which is done school

wide.

Secondary Intervention = yellow, group, targeted, tier 2

Refers to the second level of PBIS Intervention which targets

students who have not responded to green level

intervention (10 to 15 % of student population)

Tertiary Intervention =red, individual, tier 3 Refers to the third level of PBIS Intervention which targets

students displaying intense problem behavior (50/0 of student

population)

CICO =Check-In/Check-Out BEP = Behavior Education Plan FBA =Functional Behavior Assessment

BIP = Behavior Intervention Plan

DPR =Daily Progress Report RFA =Request for Assistance

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--ModuLe 2: C(etH~ st~rted wLtVi tVie -s.eVi~vLor- 6due~tLo"" Pr-ogr-~~ (-s.6P)

BEP: Based in Scientific Research

louisiana Secondary Intervention Model (BEP) is based on three Mbig ideas' from behaVior research: (Crowne, HorneT. Hawken, March)

At risk students benefit from clearly defined expectations. frequent feedback. conSistency. and positive reinforcement that is contingent on meeting goals.

Problem behavior and academic success are often linked.

Behavior support begins with the development of effective adult-student relationShips.

vLdeo: The "B.e~ IvLo 6ducfAtwv\' 'PyogYfAVVt ("B.6'P)

Guilford Press, 2005

List of Common Acronyms (TM p. 11)

~l~"'.-'.~~.U.rl

.~tllfln!!;IIM::

Big Ideas Schools need differentsystems to deal with

different levels of problem behavior in schools.

BEP is an !ll:Illllimt system for supportingstudents atrisk for more severe forms of problem behavior.

Up to 30 students (dependingon school size/resources) can be served using Secondary Intervention.

SOme students are goingto need more intensive support than the plan can provide.

Resources: Time and Money

Adequate time scheduled for coach, coordinator and team

meetings

Forms Daily Progress Report (CPR)

ReQuest for AsSistance (RFA)

Functional Assessment

Parent permission

Student contract

School supplies for participants

ReinfOrcements fOr participants

Secondary Intervention Team Members

Coordinator Check-In, Check-Out Coach(es)

Recorder Team members for decision making

support

What's in a Name?

Behavior Education Program (BEP) Caily Progress Report

KennedyC8rd Program Kennedy Card

Hello, Update. & GOOdbye (HUG program) HugCard

Check and Connect HAWK (Helping a Winning Kid)

*C8utlon with Using "Behavior Card" or "BehaviOr Plan"

Should the Universal Team be the same as the Secondary Team?

It is the school's decision SOme schools use the same team but have 2

separate meeting times notto confuse the agendas

Others have 2 separate teams and have 1 liaison thatserveson bothteams

Team Time Commitments

iTask [Time

iAttend/Contribute to 145 minutes/once per week

:::~:::~~ i2 """"'as "..oed I L-___. _~___ _

i Assist with :45-60 minutes!a5~needed-1

'I' Pa~ent/~tudent I . Orientation .

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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

" Prioritlze students for team meetings

" Schedule parent/student orientation

" Update teachers on student's identified goals and progress (initial. during. exiting)

" Collaborete with coach outside of team meetings

*AdministratDr should not serve as Coordinator

Personnel: Recorder

Records information at team meetings

Modified Functional Behavior Assessment

Discussion of agenda items

Personnel: Coach(es) " Flexibil~within job responsibil~ (e .g.. educational assistant,

counselor, beh .... or/health aide)

" Maintain check-in/out procedure

Collectand record daily progress goal

" Create graphs that reflect students daily goal percentage weekly

CollabOrate with Coordinator outside of team meetings

*Thecheck in coach can be dlfferentthanthe checkout coach! *Oon't only look for people with the time to do this,look for a

positive attitude and student relationship as weill

Team Members for Decision-Making suppon

Contribute to decision makingfor students

Help conduct Orientation to System" meetings

Gather supplemental information

Contribute to student/staffdevelopment workshops

Contribute to feedback sessions

Complete anyassigned tasks from meeting

Activity 1 - Establishing a Team (TM p. 15) 15 Minutes

~: Detenmine team member roles. answer logistical

questions key to a well functioning team. and assess

other secondary interventions thatmay be in place,

Activity 1: 1 a, -PBIS Secondary Intervention Team Infonmation

.. Record contact information for school and team members

, Establish meeting times

Determine team member roles

, Establish a team goal/purpose

Create your program name

TM p.16-17

os-Hive Belmvj(;Jr Supp.or"t: Secnlldary lnt.ervcn1U:>tlsActictt'\ ('lanning (]uide

~ .......... ""' ....'-" 'dttN'tt "OM' Qu'" .............

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Activity 1- Establishing Team

Purpose: Determine team member roles, answer logistical questions key to a well

functioning team, and assess other secondary interventions that may be in place.

la-PBIS Secondary Interventions Team Information

Record contact information for school and team members

Establish meeting times

Determine team member roles

Establish a team goal/purpose

lb-PBIS Secondary Intervention Team Logistics

Guiding questions to aid in organizing needs of Secondary

Intervention process

Ie-Determining other Secondary Interventions in place

Use your triangle activity where you described other secondary

interventions in place and identify the purpose, outcome,

target group, and staff involved. Can they be merged with the

Secondary Intervention team?

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Activity la Example

SAMPLE Positive Behavioral Interventions & Supports: Secondary Interventions Action Planning Guide Date: 06-04-2004 District: Swamp City District Contact: Joan Smith School: 5.5. Enterprise Elementa~ Address: 1201 N. Third st. Phone: 225-219-7364 Fax: 225-342-0938 Team Leader: Kara Hill Principal: H. Houdini E-mail: hhoudini@la.gov Asst. Principal: B. Bird E-mail: bbirc@la.gov Facilitator working with team: Fred Rogers

Our Team Meetings are Regularly Scheduled on:

day of Week: Tuesday Time of Day: 2:30pm Location: Media Center Length of Meeting: one hour

Establish a Team Goal or Puroose: To facilitate positive behavior change in our students and staft'. To increase instructional

time through the development ofeffective, proactive, education-oriented interventions that result in reductions in the number ofinappropriate behaviors by students and staft'.

PBIS Secondary IntelVention Team Members

Names Role Phone Email Coordinator

Kara Hill 578-2298 karahill@1.su.edu Check-

Michelle Botos In/Out 578-2298 Mbotosl@1su.edu Coach

Check-Catherine Landry In/Out 578-8444 landryceolsu.edu

Coach 2

Susan Smith Team 342-3640 smith@Isu.edu Member

Team Wendy Allen Member 578-8444 wallen(Q)Jsu.edu

Team

Joe S mit h l"1ember 342-3640 jsmith@lsu.edu

I~condary Intervention Program Name: __~16~______________

mailto:bbirc@la.govmailto:hhoudini@la.gov

Positive Behavioral Interventions & Supports:

Secondary InterventionsAction Planning Guide

Date: District: District Contact: School: Address: Phone: Fax: Team Leader: Principal: E-mail: Asst. Principal: E-mail: Facilitator working with team:

Our Team Meetings are Regularly Scheduled on:

Da~ of Week: Time of Da~: Location: Length of Meeting:

Establish a Team Goal or Purpose:

PBIS Secondary Intervention Team Members

Names Role Phone Email

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ISecondary Intervention Program Name:___________________

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Action Plan Purpose

Identifies critical elements of Secondary Intervention implementation

Acts as a "to-do" listof what elements need to be completed, a timeline ror completion, and when it will be evaluated

It is a "living document" - action plan will be utilized and updated consistently as a team evaluates and modifIes their Secondary Intervention process

PB~ ",",condary Intervention: lSpecific ACl10n Plan TM P. 19

~---'-------I---H= f-'--+------l---+---t=t-=I----= .......~+_--------_ll--- I .

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...... Mus.IlOlISS8SII W. M!..dvnrlt. ~torSec:cndety~ ',!i,-c-t., ........,I!\OdIity~~ItId .....CQnItad:_ .....~qo:ttand-8.-ea.-.~modWy.!.'J\'RIW~ .3poin1t111ing..:aMwiItlvpfb tOetw;k~-,-1.-er..n. ew.1uIiIiit, f'Ift1dIty.tIlGm~1hIt ~'~b~""b --"'r'I\IJItIII'IO~

Action Plan!

2 Minutes, TM p. 19

1.a - Identified members' roles, contact information, team goal/purpose, meeting time/day of week/location, name of program

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#

#

#

#

#

#

#

Include the development, implementation, and management activities of your plan. All critical elements should be addressed within action

PBIS Secondary Interventions: Specific Action Plan

Critical Elements la-Identified members' roles, meeting time, name ofprogram

1 b-Logistical issues of Secondary Intervention implementation

lc- Assess other secondary interventions that may be in place

2.- Organize faculty/staff in-service on Secondary Interventions

3. - Create, evaluate, modify RF A that is 19 functional and fits the needs of your school

4. Create, evaluate, modify a behavior inventory that will be used to assess if a student is appropriate for Secondary Interventions

5. Create, evaluate, modify parental consent and student contract that explains daily cycle and roles/responsibilities

6. - Create, evaluate, modify a DPR that includes a 3 point rating scale with up to 10 check periods and 5 goals/expectations

7. Create, evaluate, modify a team agenda that reflects a framework for prioritizing students for decision makinQ' numoses

Activity 1b - Establishing a Team 15 Minutes

Purpose:

Answer logistical questions related to the team.

Activity:

1b PBIS Secondary Intervention Team Logistics

Guiding questions to aid in organizing needs of

Secondary Intervention process

Action Plan! 2 Minutes, TM p. 19

1b - Logistical issues of Secondary Intervention Implementation

I I Activity 1 b

Team Implementation Logistics

I How will faculty/staff get Request for Assistance Form? I I Where will teachers deliver Request for Assistance Form?

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How will students get to the check/in, check/out room?

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What room will be used for check/in, check/out to take place?

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I Does the coordinator have computer access to log daily progress reports? If no, what will have

to be done to get computer access?

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How will classroom supplies be obtained?

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I How will teachers of students on the targeted system be updated on their progress? I I How will student data/documents be organized? Where will they be kept? I

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Activity Ie Establishing a Team

10 minutes Purpose:

Assess other secondary interventions that may be in place.

ActiYitY;.

1c- Determiningother Secondary Interventions in place

Use your triangle activity (Activity B) where you described other secondary interventions in place and identify the purpose, outcome, target group, and staff involved. can they be merged with the Secondary Intervention team?

TMp.23

EXAMPLE: Working Smarter, Not Harder: Analyzing other Secondary Interventions

Responding to Problem Behavior in Schools, 2004: Crone, Homer, Hawken -COmmittee, Purpose Outcome I Ta'l"t Group

project or

initiative Ta __ I\""",-ooo'..rd:J __

w_~ .'M__[~_70~" 'ItUdents who time ontull .............. ,1:

I ReId..Buddies TO~-~~'" : ~who.N- ,--~ levets below below IRde I...., --- -'-Ta __ 0InIc

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.,..."",...... ..... PriM...' Istudents who aN -,.............

recelvina .....nak

Stafflnvolved

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TM p. 24

Working Smarter, Not Harder: Analyzing other

Secondary Interventions

Responding to Problem BehavIor in Schools, 2004: Crone, Homer, Hawken

Committee, I Purpose Outcome Ta'l"t Group Staff Involved :

I projector initiative i

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Action Plan! 2 Minutes, TM p, 19

1c - Assess to see what other secondary interventions may be in place and how they can be aligned

------------------Activity Ie Example Working Smarter, Not Harder: Analyzing other Secondary

Committee, project

or initiative

Need a Hand

Reading BuddiesIV W

Behavior Clinic

Purpose Outcome Target Group Staff Involved I

To provide Reduce ODR's Students with Guidance support to group and increase more than 7 Counselor of students who academic time on ODR's display at-risk task

behavior To increase Increase reading Students who are Power Reading i

reading levels of level reading 2 grade Teacher I

students who are levels below below grade level

To discourage Reduce ODR's Determined by Asst. Principal students who are

consistently

receiving referrals

Interventions

administrator

Responding to Problem Behavior in Schools, 2004: Crone, Horner, Hawken

Activity Ic

Working Smarter, Not Harder: Analyzing other Secondary

Interventions

,--~ ,- ~----------r

OutcomePurpose Target Group Staff InvolvedI Committee, project I or initiative

~

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Responding to Problem Behavior in Schools, 2004: Crone, Horner, Hawken

Staff Training Short in-service; explain teacher's role in process Explain mission, culture, process, forms

candidates for program program capacity, prioritizing, time to placement

Rating students' behavior (Completing the DailyProgress Report) giving effective feedback during and afterclass graduating from the program

Opportunitiesto practice, raviewforms

Boostersessions

Activity 2 - Training Staffto Use the

System

10 minutes, TM p. 26

Purpose:

Creating a detailed plan as to how, when, why and what will be presented to your staffas to educate them in Secondary Intervention purposeand practice.

Activi1;y:

2 . Planningyour in-service on Secondary Intervention - Guiding questions to help the planning of your in-service

Remember

Staffneed to know that the team will make the decision as to whether or not to allowthe student to participate in CICO

Staff need to knowthe possible decision options when they refer a student to the team

You maystart to see that one staff member refers mostof the students; mey need a teacher intervention as well

Action Plan! 2 Minutes, TM p. 19

2 - Organizing Faculty/Staff In-.service on Secondary Intervention

./ when/where in-service will take place

./ in-service format (what and who)

./ organization of in-service materials

./ in-service planning meeting

./ assess understandingof in-service participants

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Activity 2 Training Staff to Use the System

Purpose: Creating a detailed plan as to how, when, why and

what will be presented to your staff as to educate them in

Secondary Interventions.

Activity:

Guiding Questions to help the planning of your in-service

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Activity 2- Training Staff to Use the System

When will stafftraining take place?

Where will training take place? (large enough for all faculty/staffwith room for materials)

What will be presented?

Who will present?

Who wiH create & organize in-service materials?

Projected in-service planning date, time and location:

How will you assess participants' understanding ofthe secondary process?

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At-Risk Student Characteristics

Disorganized Sensitive to change, stress

History of low levels of reinforcement

History of poor relationships

Low self-esteem

Purpose

To examine the elements that need to be in place so effective decision makingcan occur

regarding student identification and placement on Secondary Intervention.

Example Behaviors

Disruptive Difficultytakingturns Talks out Refuses to share Unprepared Outofseat Talks backto teacher Low level aggression Uses Inappropriate (e.g.. horseplay. rough

language housing) Tardy Difficulty fOllowing DefIant directions

Refuses to do work Frequent peer conflict

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Who is Appropriate for

Secondary Intervention?

APPROPRIATE INAPPROPRIATE - Low-I....,I pt'ObIem Serious or violent behaviors!

behavior (not severe) Inf",,:tfons

25 major referrals - Extreme chronic behavior (6

Who can Identify Students? Teacher referral

Self-Identlflclltion

Parent referral

Adm inisttation

UniVersal Team Absences and tardies In-school detentions

(lunch time or after school)

Activity 3: RFA 10 Minutes, TM p. 33

Purpose:

To design a Request for Assistence form that is funCtional and FIts the needs of your school.

~ctjvitv:

As a team, review the RFA examples provided. There are also electroniC versions provided for you. Highlight the information thatyour team feels would be useful for your school's RFA.

TMp.36

What a Request for Assistance (RFA)

Form Should Have

Student's Name

Date

Nameof Referring Person

Reason for Referral Description of problem be havior

Hypothesized reason for the behavior (what does the student gain bY misbehaving)

Behavior strategies already tried

_",.... _.........._,_u........ _-r*-_"""----_..-.."' ......""

TMp.37

TM34-35

...._....._-,

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Action Plan! 2 Minutes, TM p. 19

3. - Create, evaluate, modify RFA that is functional and fits the needs of your school

(Referto pg. 32 for minimum requirements of an RFA)

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Activity 3 - Request for Assistance I

Purpose:

I To design a Request for Assistance form that is functional and fits the needs of your schoolI

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Activity:I As a team, review the RFA examples provided. There are also

I electronic versions provided for you. Highlight the information that your team feels would be useful for your school's RFA.I Once you have identified all the required information, design

I your own RFA form. I I I I I I I I

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Activity 3, Example 1

Request for Assistance Form

Date: Teacherffeam: -------

IEP: Yes ~--~~~--------No (Circle) Student Name: Grade: -----------------------

Problem Behaviors Most Common ResultSituation

What have you tried/used? How has it worked? Why do you think the behavior keeps happening?

What is your behavioral goal/expectation for this student? _____________________________

What have you tried to date to change the situations in which the problem behavior(s) occur?

_ Modified assignments __ Changed seating __ Changed schedule Other? to match the assignments of activities student's skills

_ Arranged tutoring to __ Changed curriculum - Provide extra improve the student's assistance academic skills

What have your tried to date to teach expected behaviors?

- Reminders about expected behavior when problem behavior is likely

Clarified rules and -expected behavior for the whole class

- Practiced the expected behaviors in class

Other?

_ Reward program for __ Oral agreement with _ Self-management expected behaviors the student program

__ Systematic feedback about behavior

Individual written -contract with the student

- Contract with student/parents

What consequences have you tried to date for the problem behavior?

. ,---~

_ Loss ofprivileges __ Note or phone call to - Office referral Other? the student's parents

Time-out -Detention _Reprimand

- Referral to school __ Meeting with the _ Individual meeting counselor student's parents with the student

When addressing this problem, please consider the following questions:

From Todd, Homer, Sugai, and Colvin (l9~.4Copyright 1999 by Lawrence Erlbaum Associates. Reprinted by permission.

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I. When is the problem behavior(s) most and least likely to occur?

I On particular days of the week (e.g., Monday) or times ofday (e.g., right after recess)? During or after interactions with certain people (e.g., during small, cooperative group projects)?

I During certain types of activity or tasks (e.g., during apparently difficult or boring work)? In connection with particular features of the physical environment (e.g., noisy, crowed)?

I Features of routine (e.g., when there are unexpected changes or when a preferred activity is canceled)? Medical or physical factors (e.g., apparent hunger or lack of sleep)?

I Other influences?

I 2. What do you think the student(s) may gain from the problem behaviors? Attention? What kind ofattention? From whom? A void an apparently difficult or boring activity?

I A void teacher interaction? Get control ofa situation/activity?

I Avoid embarrassment in from ofpeers?

I Summary of Behavior Setting Events & Predictors Behavior of Concern Maintaining Consequences

I I I I 3. Are there appropriate behaviors that the student could use that would make the problem behavior

unnecessary?

I 4. Teacher support team decision:

I 1:1 Some suggestions regarding interventions to try.

1:1 Referral to a different team for assessment (speech hearing, academic):

I 1:1 Fonnation of an action team to conduct a functional assessment and develop a plan ofsupport

I 5. Date for follow-up: __1__1__

I From Todd, Homer, Sugai, and Colvin (1 99!lf.5 Copyright 1999 by Lawrence Erlbaum Associates. Reprinted by permission.

Activity 3, Example 2 Matthew Henson Middle School

HUSKIES REPORT Program Referral

Date:____ TeacherlTeam:___________

Student Name_______________ Grade:____ IEP: Yes No (Circle)

1. Check the area(s) of concern:

I

Problem Behavior Academic What is your primary concern?

aggressive _reading _ non-compliant math _ disruptive _spelling

- withdrawn _ writing tardy _ study skills lack of social skills _ organization

_ Other (specify)

I

2. Check the strategies you have tried so far:

General review Modify Environment or .

.. Teach. Expect8ci Bellavlo",

Consequences Tried

I

-

_

_

-

review cum file talk with parents talk with previous teacher seek peer help classroom assessment

_

_

Teaching changed seating arrangement provided quiet space encouraged work breaks changed schedule of activities

_ gave reminders about expected behavior when problem behavior was likely

_ self-management program _ clarified rules &expected

behavior for whole class

_ increased rewards for expected behavior

_ phone call to parents office referral

- time-out _ reprimand _lunch detention

!

Other (specify)

_

modified assignments arranged tutoring to improve student's academic skills Other (specify)

_ practiced expected behaviors in class

- Contract with students1_Other (specify)

_ loss of privileges _ meeting with parents

_ Other (specify)

i .....-.

Comments:

36~____________________

! I Activity 3, Example 3

I Request for Assistance

I Student's name ______________ Referred by: _______-:Date:

I I I

Student 10 # ____ OOB: __ Grade: -- IEP: Y N

I 2. Check the strategies tried so far & circle those that were effective:

I 1. Check the areas of concem(s): .. .... ....... .. .."'. '\.'

. AeademicProblemBehaviors

I

I [; reading

math

[j spelling

I [j writing [~ study skills ;] other ___

C curriculum o trauma o personal loss o anxiety o peers [j family o other

reinforcer o other

37

aggressive non compliant

o poor attention [] work completion [] withdrawn :J disruptive ;] poor attendance [] other

o dressingo language o hygiene[] fluency o organization[] articulation C glasseso voice C otherCELL

C other

i j

'M~d~fy MOdifyI

Adding Students to Secondary

Intervention

Team uses information on referral and abbreviated Functional Behavior Assessment to determine if Secondary Intervention is appropriate for the student

What are Minimum Elements of an

Abbreviated FBA for Secondary

Intervention?

Clear definitions of problem behavior

Behavior summary statement

#ofODR's

Behavior intervention plan based on behavior summary statement

Activity 4 - Designing an

Abbreviated FBA

~5 Minutes, TM p. 4~

~ To construct an abbreviated functional behavior assessment that meets the requirements needed to assess if a student is appropriate for Sacondary Intervention

~ Usingthe abbreviated functional behavior assessment examples. highlight whatyour team agrees would best suityour FBA.

Traditional FBA versus Secondary Intervention FBA

Traditional FBA:

Extensive observation/interviews before assessment process

begins

Forms are lengthy and time consuming

Often goes in a drawer

Process falls on one person

Secondary Interventions FBA: Simple observation/interviews not required

What When. Were. - Why

Team input/decision making

Useofthe DailyCycleand DPR

Other Elements Useful for Completing

Abbreviated FBA

AnalySis of minorwrit&-ups

Interview: teacher, parent student

Medication/Medical

Attendance

Academic Standar(lized test scores 9 weeks grades

A.o.iM.,~,b..... t TM p. 42-43 ~-,....,.....".....( .....

___1_ I

__

l~.t~! TM p. 44-45

,....w......"'-'-.~.......

....... t______~__~__ ~

TMp.46-47

0 ........... .........,

....,......,....... f"I'**J.)TIm........ "'" "lWo"_*IIIIIiII-raa.d..,...-,n......w :1!II1III~fI:...._~...IIII~I'toI ...... . 1It4__ ........,..... fI:.....llnJIb~

jIIiIHi:.".J6-111q1B ~.~

1'I1.~~ .. iUlDlldI~,.....~..... ..,..,. .....,;or....r_s_ 1'I1 ...'lIJIIIII:tdlr.,~ .... .u_q"I'DII"1LIHw.

__..__....o..r.tJ..t._Wbl.. ....,.... _ .....n ............. t..,."....,.~.. _.,__.. -,~........----,.... -..-.

__ .._-.......!'"' ..... _.""'__ r TMp.51~ ~.- ....- ....- ...--....---,_ ... _ .. 10 ........ _ .. --"'-...~ ...---"".......... .. ,._.._ .._,._fI'O .._..-"'...__ - .....--~-~-..-.. ::..-::..~-~,.:.=~:-.:.=-:.=>.. _.....,........-._- ........

"""*..':.t:::,=,..::r"y,::C=-,-=.-rs:'*Z' =-=-:~"";:':=';'==::'::.=:-'"--... _ .................. - ...,-_.-.o

Who completes this FBA?

School choice -At some schools, teachers will complete one partand

then the team or a member oftheteam completes the rest

-At other schools, the team completes all of it together, but there is a small assessment of the teachers who teach thatstudent prior to the team completing the FBA. If no one on the team teaches the student, it would be more difflcultto determine antecedents and functions; this is why schools have opted to do a small interview/assessment with the student's teachers

Action Plan! 2 Minutes, TM p. 19

4. - Create, evaluate. modify an abbreviated FBA that will be used to assess if a student is appropriate for Secondary Intervention

(Referto minimum elements of an abbreviated FBA)

40

Activity 4 - Designing an Abbreviated FBA

Purpose:

To construct an abbreviated functional behavior assessment

that meets the requirements needed to assess if a student is

appropriate for Secondary Intervention

Activity:

Using the abbreviated functional behavior assessment

examples, highlight what your team agrees would best suit

your FBA. These examples are also provided electronically.

Once you have identified the elements, construct your own.

41

'

--------------

Activity 4, Example 1

Secondary Interventions Support Plan

Name: ___________ Date of Support Request: _____ Grade:

Parent's Name: Parent's Phone No:

Requested by: _____________________________

Reason for Request: _______-----------________

Functional Behavioral Assessment Activities

Step 1: Gather Information (Give dates of completion)

Parent Contact Staffing Observation (optional) _______

FBA Interview Student Interview (optional) _______

IEP: Yes No No. of office referrals: __ No. ofabsences: __

Step 2: Propose a Summary Statement of the Problem

What sets off the problem? What are the problems? Why are they happening?

I

I

I

I

I

I I I I I I I I I I IStep 3: Propose Appropriate BEP Options

o Basic BEP D Modified BEP 0 Individualized Support DOther I

I42

From Deanne A. Crone, Robert H. Homer, and Teanne S. Hawken (2004).

I

Design Support Plan

Step 4: Conduct Secondary Interventions Team Meeting to Determine Student Goal and Design Plan Student Goru: __________________________________________________

Additional Snpports Who ResponsibleWhen Where

i

Step 5: Conduct Review Meetings and Use Student Monitoring Form to Monitor Progress

Secondary Interventions Student Monitoring Form

Student Name: Facilitator Name: Student Goru: -------------- -------------

I To do next Continue I ModifyAdditional Supports Monitor Student's Prowess CompletedDate

! '1

43

From Deanne A. Crone, Robert H. Homer, and Leanne S. Hawken (2004).

IActivity 4, Example 2

Processing Student Requests for Assistance and Developing Behavior Support Plans I Protocol and Outcomes I

PART ONE and TWO I Purpose

Infonnation gathered from part one will provide the SST leader with infonnation on which to base the initial summary statement of the problem. strategies that have worked I (not). and provides the students areas of strengths and preferences. This infonnation is used to make initial summary statements and to jump start the brainstonning process for possible support plan strategies I

Who completes Part one is completed by concerned staff or family member requesting student support IRequesting support based on early concerns is encouraged Part two is completed by a designated person who has access to student records

IPART THREE Purpose IPart three is fonnatted to be used by the SST leader for the first team meeting concerning

the student. The outcome of the meeting is to (a) summarize the statement ofthe problem. the predictor situations that set off the problems and the consequence that is Imaintaining the problem behavior. (b) establish a team accuracy rating of the problem statement. and (c) to detennine next steps for behavior support planning.

Who completes IPart three gets completed by the meeting recorder. Part three also serves as an action plan for next steps and a record of the process and decisions.

I I I I

I

I44

Adapted by A.Todd, 2004 from Todd, Homer, Sugai, &. Colvin, 1999 I

Request for Assistance PART ONE

Referred by: ________Date: ____Student's name _________----

Student ID # ____ DOB: __ Grade: ___ IEP: Y N

1. Check the areas of concern(s):

Academic Problem Behaviors Coml)tllllution 'tmmalca~ llealtb ContributiD2 factors

reading L math C spelling

writing study skills other

=J aggressive :] non compliant ,] poor attention :J work completion

withdrawn disruptive

C poor attendance IJ other

o language o fluency o articulation o voice DELL [J other

o dressing o hygiene o organization IJ glasses D other

I

[; visual acuity

[J visual tracking C hearing

physical U seizures D medication U gross! fine motor [J other

C] curriculum o trauma o personal loss C anxiety

peers family

": other

, . review cum file talk with parents

, i talk with previous teacher

[J seek peer help '.. 1classroom

assessment other

change seating arrangement provide quiet space

.-: provide a larger space

[1 encourage work breaks

C other

pre-teach :,1 give extra practice [J guided practice o change pacing o give extra feedback LJ provide patterns o vary materials IJ increase instructional

time o planned positive

o change task size D change color [J provide computer [J provide calculator [l use visuals!

manipulatives o change instruction ! C provide a model ' [J other

LJ group product U individual product , make it easier :1 give more time ;] tutor/mentor o alternative response o emphasize quality

over quantity o other

reinforcer U other

3. People I wish to invite to the SST meeting: _____________________

4. Parent contacted by Dphone, Deonf, Dletter, on _____ (date)

5. What do you hope to gain from this meeting? o suggestions! support 0 check in! check out 0 behavior plan o sped referral o other __________

6. When completed, place this form in the SST mailbox Teacher bring the following 45 to the SST meeting:

Adapted by ATodd, 2004 from Todd, Homer, Sugai, &: Colvin, 1999 Work samples, assessment scores, reading rate/accuracy, anecdotal,

incident reports, other data

___

I Request for Student Support PART TWO I

Student's name ---------------------------- I 7. SST meeting seheduled for ___________(date/time/place) I Gather the following information prior to the SST meeting

8. Front office gathers:

Medication______________ (name/dose/time)

Additional Medical Concerns:

Vision Hearing Speech Other

Past Year Information

Office Discipline Referrals (# of referrals)

Reading Seores: ____---::-:-....,.-,_ (Correct words/min)

Math Seores: ________ (Correct words/min)

Current Year InfOrmation

Office Discipline Referrals (# of referrals)

IEP _____ (review date)

Reading Scores: =-__---:-:--::-:-_ (Correct words/min)

Math Scores: ____....,-,.....,(Correct words/min)

Other concerns:

Adapted by A.Todd, 2004 from Todd, Homer, Sugai, & Colvin, 1999

I Physieian __-:-___-:--:-_______ I(name )

I

I

I

Attendance Tardies Retention ____ (# of abs.) (# oftardies) (specify grades) I

o met benchmark 0 strategic 0 intensive

I o met benchmark 0 strategic 0 intensive

I Attendance Tardies ---- I(# ofabs.) (# of tar dies)

I omet benchmark 0 strategic 0 intensive

I o met benchmark 0 strategic 0 intensive

I

I

I46 I

----------------------------------

Summary of Student Support Team Meeting Minutes PART THREE

Student's name Referred by: ________D.ate: ____

Student ID # DOB: Grade: IEP: Y N

Student strengths! preferences in academic areas Student strengths! preferences in social skill areas

HealtbConeerns: __________________________________________________________

Summary Statement of Problem Behaviors

Setting Events ProblemPredictors Maintaining Behaviors Consequences

How accurate is the team about the summary statement? 1 2 4 4 5 6 not very.. Action Planning is your accuracy rati~5 orZ

~ ~

Next steps: What Who When

Next meeting date:

~ YES I. if a safety plan needed is needed, determine plan 2. ifa targeted intervention is available to support the

needs of this student, determine implementation and monitoring plan

3. if individualized support is necessary, prepare next steps to define competing behavior pathway

4. determine next steps and meeting date to look at student progress

.......

NO

). if a safety plan needed is needed, determine plan

2. determine steps for getting the information needed for an accuracy rating of 5 or 6. ( ie., FACTS, student guided interview, direct observation)

Adapted by A.Todd, 2004 from Todd, Homer, Sugai, &, Colvin, 1999

Behavior Support Planning

Student's name ____________

Student strengths! preferences in academic areas

Objectives:

Competing Behavior Pathway

/

Date: ____

Student strengths! preferences in social skill areas

L----I_I-I~

/

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

Implementation and monitoring planning meetirwsto design behavior support plan

Adapted by A.Todd, 2004 from Todd, Homer, Sugai, & Colvin, 1999

Activity 4, Example 3

The Functional Assessment Checklist for Teachers and Staff (FACTS): Instructions

The FACTS is a two page interview used by school personal who are building behavior plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or to guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

How to Complete the FACTS-Part A

Step#l: Complete Demographic Information: Indicate the name and grade ofeach student, the date of the assessment data were

collected, the name of the person collecting the form the interviewer), and the name(s) of the people providing the information (respondents).

Step#2: Complete Student Profile: Begin each assessment with a review of the positive, and contributing

characteristics the student brings to schooL Identify at least three strengths or contributions the student offers.

Step#3: Identify Problem Behaviors: Identify the specific student behaviors that are barriers to effective education,

disrupt the education of others, interfere with social development or compromise safety at school. Provide a brief description of exactly how the student engages in these behaviors. What makes hislher way of doing these behaviors unique? Identify the most problematic behaviors, but also identify any problem behaviors that occur regularly.

Step#4: Identify Where, When and With Whom the Problem Behaviors are Most Likely:

A: List the times that define the student's daily schedule. Include times between classes, lunch, before school and adapt for complex schedule features (e.g. odd/even days) if appropriate.

B: For each time listed indicate the activity typically engaged in during that time (e.g. small group instruction, math, independent art, transition).

C: Use the 1 to 6 scale to indicate (in general) which times/activities are most and least likely to be associated with problem behaviors. A" I" indicates low likelihood of problems and a "6" indicates a high likelihood of problem behaviors.

D: Indicate which problem behavior is most likely in any time/activity that is given a rating of 4, 5 or 6.

49

March, Homer. LewisPalmer, Brown, Crone, Todd & Carr (2000)

I

I

Steo#5: Select Routines for Further Assessment: Examine each time/activity listed as 4,5 or 6 in the Table from Step #4. If I

activities are similar (e.g. activities that are unstructured; activities that involve high academic demands; activities with teacher reprimands; activities with peer taunting) and have similar problem behaviors associated with them, treat them as ''routines for future I analysis".

Select between 1 and 3 routines for further analysis. Write the name of the routine, and the most common problem behavior(s). Within each routine identify the I problem behavior(s) that are most likely or most problematic.

For each routine identified in Step #5 complete a FACTS-Part B I How to Complete the F ACTSPart B I

Steo#l: Complete Demographic Information: IIdentify the name and grade ofthe student, the date the FACTS-Part B was completed, who completed the fonn, and who provided the information for the completing the fonn. I Step#l: Identify the Target Routine:

List the targeted routine and problem behavior from the bottom of the FACTS IPart A. The FACTS-Part B provides infonnation about ONE routine. Use multiple Part B fonns ifmultiple routines are identified.

ISteo#3: Provide Specifics about the Problem Behaviorlsl: Provide more detail about the features ofthe problem behavior(s). Focus

specifically on the unique and distinguishing features, and the way the behavior(s) is Idisruptive or dangerous.

Step#4: Identify Events that Predict Occurrence of the Problem Behaviorlsl: IWithin each routine what (a) setting events, and (b) immediate preceding events

predict when problem behavior(s) will occur. What would you do to make the problem behaviors happen in this routine? I Step#5: Identify the Consequences that May Maintain the Problem Behavior:

What consequences appear to reward the problem behavior? Consider that the student may get/obtain something they want, or that they may escape/avoid something they find unpleasant.

Identify the most powerful maintaining consequence with a "1 ' and the other possible consequences with a "2" or "3". Do not check more than three options. The focus here is on the consequence that has the greatest impact. I

I50 March, Homer, Lewis-Palmer, Brown, Crone, Todd & Carr (2000)

I

When problems involve minor events that escalate into very difficult events, separate the consequences that maintain the minor problem behavior from the events that may maintain problem behavior later in the escalation. .

Step#6: Build a Summary Statement: The summary statement indicates the setting events, immediate predictors,

problem behaviors, and maintaining consequences. The summary statement is the foundation for building an effective behavioral support plan. Build the summary statement from the information in the FACTS-A and FACTS-B (Especially the information in steps #3, #4 and #5 ofthe FACTS-B). If you are confident that the summary statement is accurate enough to design a plan move into plan development. If you are less confident, then continue the functional assessment by conducting direct observation. Procedures for completing the functional assessment, and for designing behavioral support are in the following references.

Step#7: Determine "Level of Confidence": Use the 1-6 scale to define the extent to which you, the interviewer or the team are "confident" that the summary statement is accurate. Confidence may be affected by factors such as (a) how often the problem behavior occurs, (b) how long you have known the focus person, (c) how consistent the problem behaviors are, (d) if multiple functions are identified, and (e) ifmultiple behaviors occur together.

Step#8: Defme what has been done to date to prevent/control the problem behavior: In most cases, school personnel will have tried some strategies. List events that

have been tried, and organize these by (a) those things that have been to prevent the problem behavior from getting started, (b) those things that were delivered as consequences to control or punish the problem behavior (or reward alternative behavior).

51

March, Homer, Lewis-Palmer, Brown, Crone, Todd & Carr (2000)

----------------

I

I

Functional Assessment Cbecklist for Teacbers and Staff (FACTS~Part A) Problem in Picture Form (Pro~form) I

Stept Student/Grade: Date: --~---------------------Interviewer: Respondent(s): I

Step 2 Student Profile: Please identify at least three strengths or contributions the student brings to school. I IStep 3 Problem Bebavior(s): Identify problem bebaviors

__ Tardy _Fight/physical Aggression Disruptive _Theft __Unresponsive _Inappropriate Language --Insubordination _Vandalism I _ Wiilidrawn __Oilier_______________Verbal Harassment Work not done

__Verbally Inappropriate _ Self-injury

IDescribe problem behavior ________________________,

Identifying Routines: Wbere, Wben and Witb Wbom Problem Bebaviors are Most Step 4 Likely.

Schedule (Times)

Activity Likelihood ofProblem Behavior

Specific Problem Behavior

Low High

1 2 3 4 5 6 Low High

1 2 3 4 5 6

I

Low High

I 2 3 4 5 6 Low High

1 2 3 4 5 6 Low High

I 2 3 4 5 6 Low High

1 2 3 4 5 6 Low High

1 2 3 4 5 6 Low High

1 2 3 4 5 6

Select 3-1 Routines for further assessment: Select routines based on (a) similarity ofStep 5 activities (conditions) with ratings of4,5 or 6 and (b) similarity ofproblem behavior(s).

Complete the FACTS-Part B for each routine identified.

51

March, Homer. Lewis-Palmer. Brown, Crone, Todd & Carr (2000)

I I I I I I I I I I I

-------

Step I

FUDctioDal AssessmeDt Checklist for Teachers & Stafl'(FACTS-Part B)

StudentlGrade: Date:-;-:;----;--;:________

Interviewer: Respondent(s):________

Routine I Activities I Context: Which routine (onl one) from the FACTS-Part A is assessed?

Step2 Routinel Activities/Context Problem Behavior s

Provide more detail about tbeStep 3

What does the problem behavior(s) look like?

How often does the problem behavior(s) occur?

How long does the problem behavior(s) last when it does occur?

What is the intensity/level of danger of the problem behavior(s)?

Wbat are tbe events that predict when the problem bebavior(s) will occur? (predictors) Step 4

i Related Issues(setting events) I. Environmental Features _illness Other: _reprimand/correction _Structured activity _drug Use Jhysical demands _unstructured time _negative social _socially isolated _tasks too boring _conflict at home _with peers _activities too long _academic failure ___..______ Other

Wbat conseguences appear most likelv to maintain the problem bebavior(s)? Step 5 Things that are Obtained Things Avoided or Escaped From

_adult attention Other: hard tasks Other: , Jeer attention -------- , _reprimands , Jreferred activity

i ~er negativesI_money/things -physical effort ________

adult attention

SUMMARY OF BEHAVIOR Identify the summary tbat will be used to build a plan of behavior s~rt.

Step 6 Maintaining Consequence(s) Problem Behavior(s) Setting Events & Predictors

I How confident are you tbat tbe SummarY or Behavior is accurate?

Step 7 Strategies for preventing problem behavior I Consequences for problem behavior Not very confident Very confident

I 2 3 4 5 6Step 8

What current efforts have been used to control the problem behavior?

Strategies for preventing problem behavior(s)

_ Schedual Change Other:____~ _Seating Change _Cumulative Cahnge

Strategies for responding to problem behavior

Jeprimand Other_________ Office Refural

-Detention 1

March, Homer, Lewis-Palmer, Brown, Crone, Todd & Carr (2000)

;.Examples of completed FACTS-Part A and FACTS-Part B are provided below

Functional Assessment Checklist for Teachers and Staff (FACTS-Part A) Problem in Picture Form (pro-form)

Step 1 Student/Grade:------------------Interviewer:-------------------- Date:__-:--_________________ Respondent(s):_________

Step 2 Student Profile: Please identify at least three strengths or contributions the student brings to school.

Problem Behavior(s): Identify problem behaviors Step 3

_Tardy .1..FightJPhysical Aggression .1..Disruptive _Theft _Unresponsive _Inappropriate Language Insubordination _Vandalism _ Withdrawn _ Verbal Harassment Work not done _Other________

_ Verbally Inappropriate - Self-injury

Describe problem behavior:

Identifying Routines: Where, When and With Whom Problem Behaviors are MostStep 4 L'k II elY,

Likelihood of ProblemSchedule Activity Behavior(Times)

High8:30 -9:15 L~ Low

----

__

Step I

Step2

Step 3

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)

Student/Grade: AZUwn.--.,. Date: "1"' 3. 1999 Interviewer: T.13. Respondent(s): B.D. AC "1A Routine I Activities I Context: Which routine (only one) from the FACTS-Part A is assessed?

I RoutinelActivities/Context I Problem Bebavior(s)

U~uctured-tt..m.Ew T~l-Wear

Provide more detail about tbe roblem behavio s:

What does the problem bebavior(s) look like? Tea4e/Swear:::: ~~~ lnappr-opr-iat:et ~

How often does tbe problem bebavior(s) occur? EYuy~

How long does the problem behavior(s) last when it does occur? T~~ 3-5 A ncL CGtNV lea.dtm-fuiht:'

What is the intensityllevel ofdanger of the problem bebavior(s)? ~ low ~

Step 4 Related Issues (settin2 events) _illness Other:_____ _drug Use ~negative social

I _conflict at borne __~~_~ I _academic failure

What are the events that predict when the problem bebavior(s) will occur? (Predictors) Environmental Features _reprimand/correction _structured activity -'physical demands ~unstructured time _socially isolated ~tasks too boring Lwith peers _activities too long _Other

What consequences appear most likely to maintain the problem behavior(s)?Step 5 Things that are Obtained Things Avoided or Escaped From

adult attention Other: hard tasks Other: Lpeer attention _~ reprimands ------ -'preferred activity ~er negatives_moneylthings --------

'-physical effort ______--,-__ adult attention

SUMMARY OF BEHAVIOR Identify tbe summary that will be used to build a plan of bebavior support.

Step 6 Maintaining Consequence(s) Problem Bebavior(s) I Setting Events & Predictors I , GiNet'\/ U+'\6tYuctured Pe-er ~c..01'lIT~

SwearI~~ How confident are ou tbat tbe SummaStep 7 rttt:ategi~~reyentin roblem behavior roblem behavior

Not very confident Very confident I 2 3 4 5 6

What current efforts have been used to control the problem behavior?

Step 8 , Strategies for preventing problem bebavior(s) Strategies for responding to problem behavior

_Reprimand Other:

__Seating Change ~tv-~ __ScbedualChange Other: pr-ecorrec!;

Office Refural :'l~Detention_Cumulative Cahnge ~et:)' tyO"mlAJ.e.&.

55 March, Homer, LewisPalmer, Brown, Crone, Todd & Carr (2000)

ParenVStudent Introduction

Purposeof introduction is to explain Dally ~Ie process DPR, roles of parent. student, teachers and Secondary Intervention team

For all parents

Positive

Collaborative

Brief

Opportunity to refer

Student Contract Requirements Student Name

Date

Parent and Studentsignature

Indicate agree/not agree to participate

Agreements: Check-in/out daily Give DPR to teachers/parents Return DPR daily

Parental Consent Form Requirements Activity 5: ParenVStudent Forms 10 Minutes, TM p. 58

Purpose:

To create a parent permission form and student contract that effectively conveys what secondary intervention is, the daily cycle process, and responsibilities of all involved

Activity;

Construct your parent permission form and student

contract

Student's Name

Date Purpose of Secondary Intervention

Explanation of daily cycle

Parent's responsibilities Review DPR with child and sign daily

Give positive praise

Dc not use as cause fOr punishment

Contact Information

Parent's signature

*Some schools place info in a brochure

TMp 60TMp.59

H.U.Ci. Participant Re"ponslblllties

~~-=:-~~ ~~-=::..~.:;-~ _.. _,..,.",., __ ~M--,,-----~-==::;.~.~,~,~~.~ . __...."'.... _.-...-,.. ...~I4.l#""'- ......... _ .._ ..~-----._-----::.c:-~-~-

..............,-::.... .......-..

:..=,:..........'-.-.--.... ;...--=---..._-.........

;...~---.--

~""'~kn",;;m;..'..... ~_ .."v..,......-_ ::::"~~'

56

TMp.62-53

Perm$sK!n 101: HUOOEs REP()RT Program i*Pv1l'........ ,....,..tE_.$rlwdI

---~~---\Ii.""'*'........'P'4IoM"~-"Io11K!

I

.1Activity 5 - Student Contract/Parent Consent

Purpose: I To construct a student contract and parental consent form that I explains the daily cycle and roles/responsibilities of Secondary.

IInterventions team, student, teacher and parent Activity: I Using the activity 5 examples, highlight what your team agrees I would best suit your student contract and parental consent

Iform. These examples are also provided electronically. Once you have identified the elements, construct your own. I

I I I I I I I I

58 I

I

I

I

Activity 5, Example 1

I BEP Contract I

I

I I, _______________ , agree to work on these things this year.

1_.____________________________________________

I 2._______________________ I 3~----------------------------------_________

II I will work with to keep track of my progress. I understand that I will have a chance to earn a reward each week when I meet my goals. A list of reward I would like include:

I 1.,_____________________________ I 2_________________________

3.,------------------- I

I will try hard to do my best to meet these goals every day.

I

I

Signature of Student

I I will do my best to help~________________ meet hislher goals every day. I

I

Signature of Coordinator Signature of Parent

I 59 Adapted from Deanne A. Crone, Robert H. Homer, amt'Leanne S. Hawken (2004).

I

Activity 5, Example 2

H.U.G. Participant Responsibilities

H.U.6. Coordinator Teachers

Sign HU.6. Contract Agreement. Sign H.U.6. Contract Agreement.

Facilitate the check-in and check-out Accept H.U.6. Report Form doily from process. students.

Provide HU.6. participants with positive, Evaluate student behaviors and complete constructive feedback and small tangible the form. rewards. Offer constructive and positive feedback Instruct involved staff members on the to students. use of the HU6 form.

Collect, summarize, and report HU.6. data each week.

Parents of HU.6. ParticiR!!]ts H.U.6. Student ParticiRants

Sign HU.6. Contract Agreement.

Review HU.6. Progress Report with child daily.

Provide positive and constructive feedback.

Communicate with the school when there are concerns or celebrations regarding the student's behavior.

Follow all H.U.6. Program Guidelines.

Sign H.U.6. Contract Agreement.

6IVE IT YOUR BEST!!!!

60

I

I

H.U.G Program Contract Agreement I I I have read the H.U.G. Team Members' Responsibilities Form. I understand that my signature indicates that I am willing to participate

in the H.U.G. Program and fulfill all my responsibilities. I

Studentsignature: _____--- Date ___

I Parent(s) signature(s): _______ Date ___

Teacher signature: ________ Date ___

I Administrator signature: Date ___ H.U.G. Coordinator signature: Date ___ I Copies will be given to all H.U.G. participants. Thank you for your

participation and support!!!

I I I I I I I I I I

61

I

Activity5, Example 3

Permission for HUSKIES REPORT Program (Helping "un Succeed ... Keeping It Excellent in SChool)

Student _______________ Grade.___

Dear Parent I Guardian _____________

We would like to include your child in our HUSKIES REPORT Program for a minimum of nine weeks. A report will be filled out daily by the teachers and checked at the end of the day by a Behavioral Education Program (BEP) Coordinator. Students pick up their report every morning between 8:30 and 8:45 a.m. and then return it between 3:00 and 3: 15 p.m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily HUSKIES REPORT and return the white copy to the school. Together, we can make this a positive experience for your child.

__ I do give consent for my student to participate.

__ I do not give consent for my student to participate.

(Parent I Guardian Signature) (Date)

For further information, please call:

Rob Babiak - 6th grade and 7th grade (A - L) Sonia Jones - 8th grade and 7th grade (M - Z)

62

-------

I

I

Matthew Henson Middle School HUSKIES Report Program I (Helping YoU" Succeed ... Keeping It Excellent in School)

I

I Date I Student Name __________________________

Grade_________________I I Dear ______________(ParentlGuardian Name)

I As you know, your child has been participating in the HUSKIES Report Program here at Matthew Henson Middle School. Although your

I child is bringing home a copy of the HUSKIES Report for you to sign, we thought that you might like to see the enclosed graph showing your child's progress for the last month. Overall, it looks as if your child is making good I progress and is benefiting by participating in the program.

If you have any questions about this graph or about the HUSKIES

I Report Program, please feel free to give your child's vice principal a call at (301) 375-8550.

Thank you so much for your continued support of the HUSKIES I REPORT Program. I

Sincerely,

I I Rob Babiak, Vice Principal - 6th grade and 7th grade (A - L)

Sonia Jones, Vice Principal - 8th grade and 7th grade (M - Z)

I I 63 I

] '~~

J

]

]

] ~1

1 Module 4:

j Daily (;y~le J J J

J J J J J

Module 4:

Purpose

To examine the elements of the daily cycle and create required materials needed for

the daily cycle process.

Daily Progress Report ( DPR)

Portable

Correlates 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

TMp.67 Daily Proc..... 1Ieport

Adapted from Crooe. HOfIlCfilt. Hawken (2004) .......................__~ Dale;___ ......N.me;~

%fJfPoinb: _

Rating Scale: = Good day: J poinu @ = Mb:ed day: 2 points Go.t~ y

GOALS: 0""'WiD try harder tomorrow: 1 point

Parent Signaturr{s) and Comments:_______________

J\oIoIoI____"'-~_- ,n...-_t_ -.....-.c.._...._

65

TMp.69 Adapted fmm Crone, Homo' &_.n(2004)

Daily ""'_ Report N.....' _________ om,, ____

H. ,. BE R ESPEcrfut

IJRBPONSl8lf

66

-------------------Points Possible: ___

Daily Progress Report Adapted from Crone,lio11ler'& Hawken (2004) Point~Rtceived: _--"-__iN'ame.:

_ . - ,.. . . .,:D"ate: , .:t < " . ".,' '. ------------ ..

-.'.. % ofPoints:

.Ra~gSl~: @= Goodiday:3 points .~ = Mixed~y;~poiDts ,A' ell" .:':{'~I'_bl~~ > . . ..... :": ......... '. . >"':;\}Y,.'e- . ' .... ). ";',;'';"Sf\>'

"of-' ."';-:.J' >

;4i~~ature(s) ancfC~t1nts . . i ::..... ,.......: ' . ' -,...-...------.,.,.--~~---'--"......"....,.,.~------.,.~~~-'-----"-'

-~.

Matthew Henson Middle School PIUS ProgrsID

Huskies Report

(Helping "YoU" Su.:ceed... Keeping It E,.oeUeat in School)

Student Date ___

.i&

O=No 1=0000 2= Excellent

Check]n

1st

2nd

3rd

4th

5th

6th

7th

8th

Check Om

Office Refe..,.. '

Total Points =

Points Possible =

Pride Spirit Coo:unitlDent

In Younnlf I~ Involved OcTIle", lBOthen I.Q.Lcnllt....t _Llh O1.bcr~ UI a Cw:inS Mala! (inc)(! Chotl:e,.. la YoU!: School Wu)' CarTY and liAr. Your Sludcnl PlIw.lk:l"

Use a f'oshh"e Tone of Voice: &. Re \"rqms1KIliod)' r .anguaR,e Cunapl.de CiwPf.,c,.-k &. Hc.>n.ewlJII'k ......vc FUn Study

De R.,..,..,.f\ll Pol~wRn1fo.. I~dl'vn Afll1U(h~ On'l'1mc Matudals OuT..k

0 1 -----

0 1 2 0 I 2 0 1 2

0 1 2 0 I 2 0 L 2

0 1 2 0 I 2 0 L 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 I 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

0 I

Yes No 100% = 50 points (3 rewards) 9()

-20 poinL~ 80% =40 points (1 reward)-_.-

%l~-~ Today 00..'_... - ---_%

50

- '~-' -

HaU'M'tay Be.ovJor

Teacher initials

-2 _.- -"'"--2

-2

-2

-2

-2

-2

-2

-2

Total

WOW:...

Paren.t's signatuTe_______..

-------------------~dapted from Crone; Homer& Hawken (2004) Points Possible: --

Daily ProgresS'Beport ',I Points Received: --

Name:~'.......,.;;;.~.................,~.~'-"'-'__""""":,,,""_~,~,'H. ~J/:'

% of Points:

~= MiXej;tdaycLji~~tfV 'hat~~'tOmorrQW

'-~ :;~;

"

' .. 'pal'ellt$ig"atu~~$r~dComments: .. ;J

School-Wide Information System (SWIS) Requirements

SWIS schOOlS wanting to use the cleo need to oompfywith readiness checklist

SWIS facilitator w/ CICO training Must be usingSWIS for school-wide DPR

'Up to 10 check-in periods

'Up to 5 expectations/goal

'Up to 3 pOint rating scale (must be 0.1.2)

For more information: www.swls,org& then contact the LAPBIS Project 'SWISi. $250/per school per year CIOOSWIS is an additional $50/per school peryear ($300 total for

schOol-wlde and CICO)

Establishing goals

First few days of reporting is baseline score 80% of total points possible is a typical 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

Check in

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

Exam~le Check-in Record From Crone et. ai, 2004

Date: Check-in leader:

r Chefl

#1 Student Reinforcement

PRAISE, PRAISE, PRAISE, PRAISE, PRAISE

Positive Adult Attention

Additional Student Reinforcement Ideas Small reward for successful check-in

On time Retu rned signed DPR Has all materials Filled out new DPR

Small reward from teacher (SW currency, early out, etc ... ) for oerfect oerjods

Small reward/snack for successful check-

~=st:lU 1=":'1....jwT~.p._.

~ i' .. ,

- ~ -

!

,

""-lI'b.u.a....~t*0,.-.

~_.;o.J ___._.. =- -:""""'111 -., , ,}o(1\IM~ :::::: , , l

AM ....., , , l "' ....I~~ I::~'" , ,

....=..: 0 , , ,

,

s..... _____

F....a.. ....... .ut ......, Mot

Activity 6 - Daily Progress Report

Purpose:

To create a DPR that has all the required elements and is

reflective of your school

Activity:

As a team, review the DPR form examples. Highlight the

information that your team feels would be useful for your DPR.

The examples are also provided electronically. Create your own

DPR form that reflects the needs of your school.

73

----------------------------------------------------------------------

Activity 6, Example 1 Daily Progress Report

A-Day B-Day

Nrune: ______________________________ Dme: _____________________

Teachers: Please indicate YES (2), So-So (1), or No (0) regarding the student's achievement for the following goals.

Goals 115 216 317 HR 4/8 I

Be respectful 2 I 0 2 I 0 2 I 0 2 1 0 2 I 0

Be responsible Keep hands and feet to self

2

2

I

1

0

0

2

2

1

1

0

0

2

2

I

1

0

0

2

2

1

1

0

0

2

2

1

1

0

0

I

Follow directions Be there-Be ready TOTAL POINTS TEACHER INITIALS

2

2

1

I

0

0

2

2

1

1

0

0

2

2

I

I

0

0

2

2

1

1

0

0

2

2

1

1

0

0

BEP Daily Goal I 50 BEP Daily Score 150

In training ---

BEPMember --Student signature

Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the student's progress. (If additional space is required, please attach a note and indicate so below)

Periodl/5 ___________________________________

Period 2/6 _____________________________________________

Period3/7 ____________________________________

HomeRln _____________________________________________

Period 4/8 __________________________________________

Parent/Caregiver Signature:

Parent/Caregiver Signature:

74 Middle School Form- Adapted from Deanne A. Crone, Robert H. Homer, and Leanne S. Hawken (2004). Copyright by the Guilford Press.

Activity 6, Example 2

Materials To Class

2 1

No

--.) 2VI 1

Daily Progress Report

Worked and Let Others Work

2 1

No

2 1

Follow Directions the First

Time 2 1

No

2 1

Name

Assignments:

Wow,

Assignments:

Teacher Parent

No

2 1

No

2 1

No Wow,

2 Assignments: 1

No Wow,

2 Assignments: 1

No Wow,

2 Assignments: 1

No Wow,

No

2 1

No

2 1

No

No

2 1

No

2 1

No

Middle School Form- Adapted from Deanne A. Crone, Robert H. Homer, and Leanne S. Hawken (2004).

----- -----

-------------------------------------------------------------------

Activity 6, Example 3 Daily Progress Report

Nrune: _______________________ 2 = Good Points earned: _________

Date: _____________ 1 Needs work Goal:__ Goal reached? Yes No

.......

0\

GOALS r~~"

Reading -~~

Math Lunch Recess Music Art Library PE Title I

Play Safe

----

Act Fair

~~~~ ~~-~~

Work Hard

~~~~ ~-~~

Total Points

---- ----

J

Teacher Comments:

Parent Comments: __________________________________________________

Parent/Guardian Signature: __________________________________________

Please sign and have your child return this form on a daily basis!

Elementary School Example- adapted from Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken (2004).

------------------------

-----

-.J -.J

GOALS: Morning work Reading Math ---

PElMusic Spelling! Writing

Resource Afternoon

1.

2.

--- ---- -- 3.

'----------

Activity 6, Example 4

Name:

Date:_____________

COMMENTS:

Daily Progress Report

RATING SCALE 3 = Great 2 "Sorta" 1 = Try again

Points earned: ----------- Points received

% of points ________

Goal met? Yes No

Elementary School Example- Adapted from Deanne A. Crone, Robert H. Homer, and Leanne S. Hawken (2004). Copyright by the Guilford Press. Pennission to photocopy this appendix is granted to purchasers of this book for personal use only (see copyright page for details).

Activity 6, Example 5 Daily Progress Report

Name: Points received

Points possible v =2 points Date: 1 point Daily goal reached? Yes No

1""'\ = 0 points -....l 00

GOALS Morning PE/Music

-----------

Reading Math

----------

Afternoon

Elementary School, Example 3- Adapted from Deanne A. Crone, Robert H. Homer, and Leanne S. Hawken (2004). Copyright by the Guilford Press. Permission to photocopy this appendix is granted to purchasers of this book for personal use only (see copyright page for details).

-------- ---------------------

----

----

-..J \0

Activity 6, Example 6 ./'"

.. '."'.;'.. " ... ..'' '~~;;~::1. '\ " ;, ..DREAM CARD

. ,Date Student

O=No Teacher Initials l=Sorta

Display Respect Earn and Give Act Responsibly Move Quietly Honesty RespectEnvironment

2=Great! 9:05 AM to AM Break 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

AM Break to Lunch 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Lunch to PM Break 0 1 20 1 2 0 1 2 0 1 20 1 2

PM Break to End of day 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Total Points Points Possible 24 (18 Fridays)

Today Goal

%

Successes: ________________________________________________________________ _

Parent Signature __________

adapted from Maryland PBIS project

i

Module a:

Monitoring A

J De~ision.Making

]

J

]

J

- Module 5:

M 0 v\"ttoytV\.,g ~ v\"cl Dectstov\"-M~ ~tv\"g

: ____.... 51 r-- - --~... ..

_.__J __.. _ SII........-

Purpose

To examine the criteria that determines student's progression on Secondary

Intervention

-j;.pIe......lla$kSecondart_...nlions ..~

eL .I ContInue_ BasIc -]ISthoBaslcSl~7Yes SECONDARY :LINTERVENTONS --T Transition to seff..._. manaee~_ yo

Conduct Brief Functional_ -What is the problem behavior?

-Where: does the problem beh"",ior occur/not occur?

-WhV does the problem behavior keep happening? ...~-~

Tracking Record % of points earned for the

day

Record should reflect Absences Cards not turned in No points earned

Should have a coding system on your graphs (A=absent, etc.)

How long should a student participate in CICO?

Recommended to let the student participate at least 4-6 weeks to be able to obtain baseline data and give the student time to adjust to see if the intervention really is working or not

81

Tracking Student CICO Progress

(number =% of total daily points) Daily Data used for Decision Making

Date Jason Leanne Juan i Kiran Alexa

1/16103 85 i 95 1/17103 100 100 1/16103

~119103 77

45

0

75 1120103 88 89 1123103 79 0 1/24103 95 67

100 1 =-=----r80 65

100 i 75 1 77 100 I 85 ! 63 95

i 92 i 85

77 1 89 1 90 100

i 95 i 95

85 1100l 78

Ryan's 8EP Perfonnance

I

O3IQ7 03lOS 0Ji00 03.112 03113 ,

03114 Date

Wltsl do you lhink aboul Ryan?

Graduating from the Program

80% or better for at least 4 weeks, on a dally basis Consultwith teacher(s). team

Meetwith student to introduce graduation process , ShOw data

Explain how to use rating card/how to judge own behavior

CELEBRATE!

Talkwith parent aboutgraduation, how they can continue to supporttheir child

Graduating from the Program

Shiftto self-management Teacher ratings to Student ratings Rewards for honesty and accuracy

Rewards become contingent on good behavior Fade teacher ratings, reinforcements (not as much)

Fadedata collection

Monitor

Student is making and maintaining progress but needs to stay on the intervention (4 to 6 weeks) to ensure correct behavior will be displayed once check-in/check-out is faded

How Do We Handle A Decrease?

Academic interventions Modify target behaviors

Self-monitoringlself-reinforcement (when needs more attention)

Use DPR points as currencyfor reinforcement

More frequent reinforcement

More powerful reinforcers for dailygoal Contracting

82

-------

Daily Data Used for Decision Making

Rachel... BEP Performance

L I 100 ~

\ ~ ,~, ~ , ,1\ / \ i

, ,I \,\ i ,

\ V V \

!' ~ \\ :'

-~-~-mm"'''Date

What do you think about Rachelle?

I! ,,_lion I .Continue with Baste

Secondary Interventionc~~~ Transition to sett

management

! ! No

-Where does the problem behavtor occur/not occur? ~~~--.- I (teacher observation}

-Why does the problem behavior keep happening1

>Develop summary statement of problem behavIOr and I meet with team to determlO8' plan ~~~ ~--

maintained by escape'''he'''~ ,.the_~related to lid of

from sodallnteraction? academk".?

Intem I!#Etea" MotivaMd $1 ! $1+ AcademkSUpporti,~----I=i '.-liz.....-Reduce adult Interaction i .'ncreaseAcademic Support -Use escape 8$ , ,,., f"'fBA-BSPI - ,reinforcer I

How do we Handle a Significant

Decrease?

Functional Behavior Assessment that

requires teacher observation

Increase desirable reinforcers

Specialized intervention (function based)

Matching Student Needs

Basic Secondary Intervention (51): goals related to cooperative. respectful behavior; reinforced through daily positive adultcontact(attention-related)

51 + Academic Sypport: goals. prompts. and encouragement for organizational and routine-following behaviors or increase in academic support

Escal;!e 51: goals related to cooperative. respectful behavior: students reinforced through chance to earn a breakfrom aversive activity or aversive social contact

Priority Student List 1. Look at SecondalY Intervention gra phs. 2. Look at office discipline referral reports. 3. Whatsubjective information do you have about the student

from this week that adds to our understandingof the student?

4. Make one offourdecislons. Student is ready to be moved from Secondary Intervention.

Things are going flne, howeVef, keep on currentSecondary Intervention,

tiavingsome problems -think of simple additional supports. (Who is responsible? Timeline?)

Having larger problem - student needs a comprehensive, functio,," based assessment and intervenllon. (Who is responsible? Timeline?)

83

Critical Features of a Secondary

Interventions Team MeetingAgenda

Identified students with concerns

Decision for priority students (maintain, modify)

Rotating review of all