MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 1 | P a g e

Teacher Data Team (MESH Tiger Team) #1- Chronic Disruption

The 7th grade MESH Team (Tiger Team) met to discuss the following students. Mr. Johnson, ELA

Teachers referred Peter, Sara, Johnny, and Mary to the teacher data team to discuss chronic disruption

in his class. There have been 12 referrals within the last month, 10 of the referrals were from these four

students: Peter had three, Sara had three, Johnny had two, and Mary had two. A summary of the

meeting was recorded.

Teacher data team agreed to have a fellow MESH teacher complete a Classroom Assistance Tool (entire

document found at end of case study) that will be used to

develop an action plan.

Additionally, all Tiger Team teachers agreed to re-teach the

class expectations daily, during class.

The class-wide expectations are:

Be respectful

Be safe

Do your work

Re-teaching class-wide expectations will occur during the first

5 minutes of each class through direct instruction and

question/answer discussion, immediately following bell work.

The teacher data team agreed to increase reinforcement (i.e.

social verbal praise, private praise and tiger bucks per

classroom/school plan) for following the expectations/rules.

Best practice indicates that identified reinforcers should be

delivered four times to every one corrective feedback.

The teacher data team set to reconvene in two weeks to get an update on student progress. A record of

individual progress will be kept using Office Discipline Referrals.

Teacher Data Team #2- Update

The teacher data Team met to review the referral data for the past two

weeks. Referral rate has not shown a positive response to re-teaching of

class-wide expectations.

A fellow MESH team member completed the classroom assistance tool

during their planning period for Mr. Johnson’s ELA class. Mr. Johnson

completed the first section of the Supplemental/Tier 2 Behavior PMP for

the four students (document found at end of case study). The team

reviewed the checklist and agreed that all content areas were sufficient and no action plan was

necessary for class-wide intervention. The observing teacher noted that four students (Peter, Sara,

Johnny, Mary) were not responding to Tier 1 behavior strategies/ classroom management system in

place for Mr. Johnson’s ELA class.

Teacher data team agreed to provide a small group intervention to reduce the disruptive behavior

referral rate. Interventions will consist of contracting with the four chronic disruptive students (Peter,

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 2 | P a g e

Sara, Johnny, and Mary) to reduce individual referral rate to one or less per week. When the student(s)

meets the goal of one referral or less in a week, they will be given a special coupon for something off of

the ala carte menu in the cafeteria.

Teacher Data Team #3 - Update

Intervention Results:

Goal Met: Develop a Fading Plan - Mary & Johnny demonstrated a positive response (zero

referrals)

Goal Questionable: Sara demonstrated a questionable response (referral rate remained

unchanged). The team decided to continue current intervention and offer an additional

reinforcer (a student choice).

Goal Not Met: Peter demonstrated a poor response (referral rate increased). The team agreed

to implement a supplemental Tier 2 Check in/Check out intervention (Daily Progress Report).

Fading Plan - Mary & Johnny

Team agreed to complete IPST Forms 1, 2, 3, 4 and bottom section of the Supplemental/Tier 2 Behavior

PMP (document found at end of case study) for both Sara and Peter.

Identify the specific problem behavior - Disruptive behavior

Identify possible function - Peer attention

Align replacement behavior with specific class rule - Be respectful

How will you teach the replacement behavior? - Direct instruction of

class-wide expectations in a small group setting and on an individual

bases as warranted

How often will you teach (by whom)? - 3 x's per Week

Measurable Goal - Reduce individual referral rate to one or less per

week

Monitoring Plan - Office discipline referrals

Type of Data Collected - Office discipline referrals

By Whom - Mr. Johnson, ELA teacher

Reviewed How Often - Weekly

Follow Up Meeting Date - One Month:

Daily Progress Report

Name: __________________

2=Great

Date:___________________

1= OK 0=not met

Working for: Respect 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Assigned Area 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Complete Work 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Comments:

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 3 | P a g e

IPST Forms 1, 2, 3, & 4.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 4 | P a g e

Teacher Data Team #4 – Update

The teacher data team met and reviewed referral data and completed IPST Forms 1, 2, 3, & 4 for Sara

and Peter. Sara showed a positive response to the additional reinforcer provided in this level of

intervention.

Peter continued to show a poor response to the addition of Check-in/Check-out intervention. His

referral rate remained unchanged and he often tossed his Daily Progress Report in the garbage can.

Teacher Data Team #4 – Decision Points for Sara & Peter

The teacher data team decided to continue with the intervention with progress monitoring and

delay reinforcement to once a week for Sara.

The teacher data team agreed to refer Peter to the Individual Problem Solving Team. The Team

agreed to complete IPST Forms 5 & 6B (Universal and Supplemental Sections Only) and attach all

Office Referral Data and current intervention data (Check-In/Check-Out Daily Progress Report.)

An IPST Meeting was scheduled as soon as possible to develop a Tier 3 Intervention Plan for

Peter. The IPST Team will also invite the Parents, School Psychologist, Behavior Analyst, and

Support Specialist to this meeting. Additional invitations will be sent to school personnel that

have relevant information about Peter (i.e. AP Dean, Elective Teachers, etc.).

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 5 | P a g e

IPST Meeting #1 – Team reviewed completed IPST Forms 1 - 6B and shared relevant information from

a review of Peter's records.

Descriptor of the Student - Peter

Peter is a 13-year-old seventh grader that attends Springfield High School. He attends basic education

classes and does not have support from Exceptional Education. His Parents report that he was

diagnosed with ADHD – Combined Inattentive and Hyperactive in second grade. However, his parents

have not provided documentation to support this diagnosis. Peter's parents report that he does not

take any medications or have any other medical conditions.

Descriptor of the Class Setting

Peter has a six period school day and has multiple teachers throughout his day. Peter's classes include

MESH classes, PE, and computer. Peter is liked by his peers and gets along with most of his teachers.

Academic History

Peter appears to be of above average intelligence. Peter as a 3.1 GPA, consisting of A’s, B’s, and C’s. His

strengths are math and science. His weakness is in ELA. He currently attends school regularly and has

no history of truancy.

Data on the Student and Class or Grade Level

Peter has seven office discipline referrals and one In-School Suspension. He has 3 absences and no days

tardy so far this school year. Peter has not received any Out of School Suspensions.

IPST also reviewed his Office Referral Data, Interventions implemented in the class, and progress

monitoring data from the Check In/Check Out intervention.

A review of academic achievement showed that Peter does not demonstrate academic deficits based on

previous End-of-Year testing however, his grades are impacted by his behavior and frequent removals

from the classroom setting due to disruptive behavior.

Review of Teacher Observation Data

Math

Antecedent Behavior Consequence

Teacher says complete p.56 Peter gets out of seat and talks to his peers

Teacher asks Peter to return to his seat, but continues teaching

Teacher is doing a whole-group lesson

Peter yells across the room, “Hey where are you going to eat after the football game?”

Teacher ignores

Teacher asks students to turn in homework

Peter does not get out of his seat or turn in his work. He taps his pencil three times. Peers get out of seat to turn in homework in the basket.

Teacher ignores Peter. Teacher asks students to get out their books.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 6 | P a g e

0

1

2

3

4

5

6

7

8

Referrals

Freq

uen

cy

Peter - Cumulative Office Discipline Referral Data

Date 1 Date 2 Date3 Date 4

85

40

60

0

10

20

30

40

50

60

70

80

90

Week 1 Week 2 Week 3 Week 4

Per

cen

t

Date

Peter - Weekly Check In check out- Percentage of Points Earned Per Week

ELA

Antecedent Behavior Consequence

Teacher says write 5 paragraph

essay about Shakespeare

Peter gets out of seat and talks

to his peers

Teacher asks Peter to return to

his seat and continues teaching.

Peter ignores redirection.

Read aloud activity Peter yells across the room,

“Nice clothes, Shakespeare!!”

Teacher ignores and peers laugh.

Teacher asks students to turn in

a writing assignment.

Peter does not get out of his

seat or turn in his work. He

taunts and flicks his peers his

peers as they turn in their

assignments.

Teacher ignores Peter. Other

students laugh and comment on

his statements.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 7 | P a g e

Behavior Data Behavior Data Summary

Referral data continued on an increasing trend despite intervention.

Percentage of points earned weekly decreased after week one and there was one week in which no

Daily Progress Report was submitted and therefore no data recorded.

IPST #1 – Outcome

IPST completed IPST Form 6B (the Intensive Intervention and

Hypothesis Section) and IPST Form 7 (top section will come from

Behavior Intervention Plan).

Hypothesis - Generated in the BPS FBA/BIP (see next section).

Peter’s disruptive behavior appears to gain peer attention.

Identify Progress Monitoring Tool - Daily Progress Report and

Office Discipline referrals

Student Behavior Expectation - Receive 80% or more of available

points

Student Behavior Baseline - 62%

Growth Needed - 18%

Realistically this growth can occur across of 6 weeks - IPST and

the Behavior Analyst agreed to complete a CBA Consultation

Referral for Observation.

Brevard Public School's FBA/BIP Summary

Specify Area of Concern: Chronic Disruption

IPST identified and defined in observable and

measurable terms the specific target behavior of

Chronic Disruption and Replacement Behaviors

(alternative more desired behavior) and possible

function of this behavior.

IPST developed a School-Based Functional Behavior

Assessment and Behavior Intervention Plan (entire

document found at end of case study).

Team agreed to continue with Check In/Check Out

with Daily Progress Report with the following

modifications with a focus on the replacement behavior of “Being Respectful”.

1. Teachers will prompt student to submit Daily Progress Report to them upon arrival to the

classroom

2. Student will self-monitor Respectful behavior during class period on a rating scale.

3. Teacher and Student will conference at the end of each class period and share student

score. Each teacher will maintain a record of the agreed upon score.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 8 | P a g e

4. If student’s self-score “matches" Teacher’s score, then Peter will earn an additional bonus

point.

5. Peter will turn his Daily Progress Report in for Check-Out to the same Check-In Teacher each

afternoon. Each Progress Report that Peter turns in will result in an additional 5-point

bonus.

6. Peter will be able to “trade in” his points daily for options from his reinforcer menu. Peter

will complete a Student Reinforcer Survey to help develop an individual menu for Peter.

The Team added the following additional modifications to the

intervention.

1. Teachers will increase proximity control during whole

group instruction.

2. Teacher will review the class-wide expectations when

greeting Peter at the classroom door upon his arrival.

3. IPST and the Behavior Analyst agreed to complete a CBA

Consultation Referral for Observation.

The Team developed a management plan to be implemented upon

incidents of targeted behavior.

1. First Offense – increase proximity, if he continues to be

disruptive then teacher privately provides a choice of

remaining in current seat or being removed to a seat at

the back of the room.

2. Second Offense during same class period – have student

join teacher for a private conference. Teacher will

remain positive, restate expectations and provide encouragement to engage in desired

behavior. Teacher will also inform Peter of consequences associated with continued

disruptive behavior (a Classroom Managed Referral). Three Classroom Managed Referrals

will result in a formal Office Discipline Referral.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 9 | P a g e

IPST Meeting #2: DECISION POINT

SCENARIO #1 SCENARIO #2

Evaluate Intervention Plan *Peter has a Positive Response to Tier 3 behavior interventions

IPST Meeting #2

Evaluate intervention data

Data shows that Office Referrals have decreased

Peter is consistently earning 85% of his daily points

Teacher reports that Peter consistently provides teacher with Daily Progress Reports without prompts

Teacher will continue updating PMP for Peter

Decision Point

IPST recommends development of fading plan to include reducing point trade-in’s to twice weekly.

Continue current data collection.

Peter will be monitored through teacher data team meetings.

Evaluate Intervention Plan *Peter has a Poor Response to Tier 3 behavior interventions

IPST Meeting #2

Evaluate intervention data

Data shows that Office Referrals have not decreased significantly.

Peter is consistently earning 65% - 70% of his daily points

Teacher reports that Peter is inconsistent with providing his teacher with Daily Progress Reports despite prompts

Teachers have to conference with Peter multiple times per week regarding disruption.

Decision Point (possible choices)

Complete IPST Form 8

IPST recommends small group instruction in Interpersonal Skills with a focus on Time and Place for Peer Socialization

IPST recommends Referral for Formal Behavior Assessment

IPST recommends a Complete Formal Evaluation

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 10 | P a g e

0

2

4

6

8

10

12

14

16

Ref

erra

ls

Peter - Cumulative Office Discipline Referral Data

Date 1 Date 2 Date3 Date 4 Date 5 Date 6 Date 7 Date 8 Date 9

85

40

60 65

70 68 66 69

0

10

20

30

40

50

60

70

80

90

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Po

ints

Date

Peter - Weekly Check In check out-Percentage of Points Earned Per Week

IPST Meeting #2 - Outcome Based on SCENARIO #2

Behavior Data

Behavior Data Summary

Peter received an additional seven referrals after interventions were modified.

Daily points received increased slightly.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 11 | P a g e

DECISION POINT

IPST Recommends a Referral for Complete Formal Evaluation

Upon completion of a formal evaluation, an eligibility meeting is scheduled to determine if Peter

meets criteria to receive ESE services.

IPST determined that referral

rate has not decreased and was

above all comparison groups.

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 12 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 13 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 14 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 15 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 16 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 17 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 18 | P a g e

MTSS Behavior Middle School Case Study

Peter Grade 7

IPST Forms are located in the MTSS Guidebook on pages 71 - 89 19 | P a g e