MUSWPBS 2
TableofContents
OverviewofTier2Supports
3
1.Tier2Responsibilities TeacherResponsibilities GradeLevelTeams’Responsibilities CoreSTATGradeLevelRepresentativesResponsibilities TargetedTier2InterventionCoordinatorsResponsibilities CoreSTATTeamResponsibilities
5
2.StudentIdentificationProcess
8
3.ClassroomLearningTeamProblemSolvingProcess
9
4.MonitoringandEvaluatingProgressandMakingDecisions
12
5.StrategiesforCommunication
12
6.FormstoGuideTier2Process FormA:Tier2ProcessChecklist FormB:TeacherSelfAssessment FormC:ClassroomProblemSolvingTeamPlanningForm FormD:InterventionProgressMonitoring FormE:StudentNominationforStudentAssistance FormF:InterventionPlan FormG:Tier2TeamGuidingQuestions
13
Tier2Resources
25
Acknowledgements:The MU Center for School-wide Positive Behavior Support would like to thank Columbia Public Schools, Columbia, Missouri for our partnership in this project. Special thanks goes to the administrators and staff of Derby Ridge Elementary, Parkade Elementary, Benton Elementary, Rock Bridge Elementary, Mill Creek Elementary and West Junior High School who allowed us to create and learn this process together. Additionally, we thank Julie Arment, District Coordinator of Positive Behavior Support, for her effort to create change and lead this process in the project schools.
Copyright 2011, MU Center for School-wide Posit ive Behavior Support
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OverviewofTier2SupportsSchoolsareresponsibletoteachacademicsandsocialbehaviorskills.Weteachallstudentsouracademiccurriculumtoaddressgradelevelexpectations(GLEs).Weteachallstudentstobesafe,respectful,responsiblelearnersintheclassroom,hallways,playgroundandallothersettings.WeknowtheseTier1universal(greensectioninthegraphicbelow)thatweteach,practiceandrecognizeeverydayhelpcreateapredictableandpositivelearningenvironment.However,somestudentsdonotrespondtoourqualityTier1universalacademicandbehavioralinstruction.Studentswhoneedadditionalsupportmaydisplaybehaviorsexternallyorofequalconcern,arestudentswhointernalizethestressofschoolandhome.Thegoalistoprovidesupporttothesestudentstomeettheirneeds,tokeeptheminclasslearningandtoavoidescalationtomoreintensiveservices.
Figure1
Wearechangingthewaywethinkaboutstudentbehavior.Behaviorisnotgoodorbad,ratherrepeatedproblembehaviorservesapurposeforthestudent.Problembehaviorpaysoffforthestudentbygettingwhatiswantedoravoidingwhatisuncomfortable,difficultorevenboring.Misbehaviorisalsoaformofcommunicationthatisgenerallyveryeffectiveingettingneedsmet.Misbehavingworkssostudentsdoitagain.Ourjobistomakeaprofessionaljudgment(hypothesize)aboutwhatpurposeorfunctionthebehaviorisservingthestudentandthendecidewhatwecandotogetthatneedmetinasafe,respectful,responsibleway.Tomakethesedecisions,weusethetriedandtrueABC’sofbehavior.WecanusetheABC’stodescribemisbehavior(Figure2).
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Summary of Problem
Wehavethemostproblemsduringindependentwritingtime (time of day/class/Activity/Routine)
Antecedent Problem Behavior Consequence Function/Pay Off (Trigger/Predictor) (Student Behavior of concern)
Figure2
WecanalsousetheABCscienceofbehaviortoplaninterventions(Figure3).Whenplanninginterventionswemaydecidetostartwithanobservabledescriptionofthebehavior,thenbrainstormantecedentsthatwillsetthestudentupforsuccess.
InterventionPlan
Antecedent(Setstudentupforsuccessbyteaching,precorrecting,practicing,scaffolding,etc.)
ReplacementBehavior/Skill
(Whatwewantthestudenttodoinstead)
OutCome(Whathappenswhenstudentdemonstratesbehavior/skill)
Scaffoldworkbyprovidingastartersentence,pictureprompt,choiceoftopicDetermineexpectationfortheamountofworktobedone(2sentences,3paragraphs,etc.)Teachstudentexpectedamountofworkandbehavior.ReviewgoalwithstudentPrecorrectstudenttoreviewhisBestEffortFolderTeachstudenttoputpostitondeskwhenneedshelpandwhattodowhilewaiting.
Completeassigned(modified)independentwritingtasks
QuickteacherattentionwhenpostitisdisplayedConferenceattheendofindependentwritingtodiscussprogresstowardgoal
Figure3
When…givenassignmenttowrite
thestudentwill…notwork,makenoises,talktoothers
thenthishappensredirect,remindwhattodo,safeseat,buddyroomoroffice
So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…hardwritingtask
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1.Tier2Responsibilities
TheTier2processisaprofessionallearningcommunityapproachinvolvingtheclassroomteacher,classroomproblemsolvingteams,Tier2teamrepresentatives(e.g.administrator,counselor,schoolpsychologist,specialeducator),andinterventioncoordinators.Withthisapproach,theinitialworktosupportstudentswhodonotrespondtoTier1universalsisdonethroughteacherssupportingteachers.Teacherscanhelpeachotheraddresslow‐levelmisbehaviorthroughadaptationstotheclassroomenvironment.ClassroomProblemSolvingTeamsaretheheartandsoulofthisTier2system.ClassroomProblemSolvingTeamsaregradelevelteams,learningteamsordepartmentalteamsthatmeettodiscusscurriculumandstudentbehavior.Responsibilitiesofallinvolvedinthisprocessaredescribedbelow.TeacherResponsibilities TeachersareresponsibleforawiderangeoftaskstoensurestudentswhodonotrespondtoTier1universalschool‐wideexpectationsandclassroomrulesandroutines.TheteacherregularlytracksdatatoidentifystudentswhoneedTier2supportandtakethestudenttotheclassroomproblemsolvingteamwhenstudentsmeetthedatadecisionrulesthebuildingTier2teamhasdetermined,suchas:
o theyhavereached majorOfficeDisciplineReferralso minorincidentspersistwith minorsenteredintoSWISorotherdatasystemo attendanceaconcern persemesterortrimestero academicconcerns throughbuilding,districtandstateassessmentso concernforstudentswithinternalizingbehaviors
AnotherimportantresponsibilityoftheteacheristoimplementtargetedclassroominterventionsandTier2SmallGroupInterventionswithfidelity.Thatmeansallstepstoimplementtheinterventionsarefollowedconsistentlyeveryday.Datamustbecollectedandreviewedtodeterminetheeffectofinterventionsonstudentgoals.Onlywithaccuratedatacanitbedecidediftheinterventionshouldbecontinued,changedorfaded.Communicationisanotherimportantresponsibilityoftheclassroomteacher.Keepingfamilymembersawareofconcernswillavoidanysurprisesatconferenceorgradecardtime.Seekingideasfromfamilymembershelpsthembeapartofthedecisionmakingasyougothroughtheprocess.Asrequired,teachersmayneedtogainparentpermissionforsupports.SeeFormAPositiveBehaviorSupportChecklistintheFormssectionofthismanualforacompletelistofstepstoconsidertosupportstudentbehavior.ClassroomProblemSolvingTeamResponsibilitiesAsstatedpreviously,ClassroomProblemSolvingTeamsaregradelevelteams,learningteamsordepartmentalteamsthatmeettodiscusscurriculumandstudentbehaviors.DuringthebehaviorClassroomProblemSolvingTeamsmeetings,membershavetwojobs:1)toshareideaswiththeirteammatesdiscussingstudentswithsimilarneedsandfunctionsofbehaviorand2)to
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reflectonandadoptstrategiesforstudentsintheirclasswhoexhibitsimilarbehaviorandfunctionsofbehavior.TheClassroomProblemSolvingTeamswilldevelopascheduletocompletetasks,suchas:
1stmeeting:reviewdataandbrainstormsocialbehaviorinterventionstoimplementintheclassroom.
2ndmeeting:reviewdataandbrainstormacademicinterventionstoimplementintheclassroom.
3rdmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek(socialbehavior)
4thmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek(academics)
Repeatcycleofmeetings1‐4.Tier2TeamRepresentativesResponsibilitiesTherepresentativefromtheTier2TeamwhoattendstheweeklyClassroomProblemSolvingTeamsmeetingsisthelinkbetweentheClassroomProblemSolvingTeamsandthebuildingTier2Team.Therepresentative:
GuidestheClassroomProblemSolvingTeamsthroughtheprocessofdefiningtheproblembehavior,decidingthefunction,identifyingareplacementgoalandselectinginterventions.
Ifproblembehaviorscontinueafterimplementationofclassroominterventions,theTier2TeamrepresentativewillreferstudentstoTier2Teamforadditionalsupport.
NotifiestheTier2TeamleadertoaddstudentnamestotheTier2meetingagenda. Servesasaresourcetoassistteacherswithstudents’concerns.
Tier2SmallGroupInterventionCoordinatorsResponsibilitiesCoordinatorsforTier2SmallGroupInterventionsmanageallaspectsoftheirassignedintervention,suchasCheckIn/CheckOut,TargetedSocialSkillsGroupsandTargetedAcademicSupports.Theirresponsibilitiesinclude:
Providingstaffdevelopmentforallimplementingthespecificintervention Processingreferrals Insuringfidelityofinterventionimplementation Collectingandreviewingstudentdatatomeasurestudentprogresstowardgoals Sharingdatawithhomeroomteachermonthlyandallstaffquarterly RequestingtimeontheTier2follow‐upmeetingforsharingstudentdataanddiscussing
nextstepsforthestudent.
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Tier2TeamResponsibilitiesTheschool’sTier2TeamisresponsiblefortheoverallmanagementofthesystemofsupportforTier2studentsandteachers.TheTier2Team:
• Providesmonthly/regulardatatoclassroomteachers(seeSection2onStudentIdentificationProcess)
Servesasproblemsolvingteamforstudentswhodonotrespondtoclassroominterventionstriedthroughtheclassroomproblemsolvingteamprocess
• Developstargetedinterventionsthatarecontinuouslyavailable,suchascheckin/checkoutandsocialskillsgroups
• Matchesstudentneedwithappropriatetargetedintervention• Connectstargetedinterventionswithschool‐wideexpectations• Communicatesaboutinterventionswithfacultyandstaff• Monitorsimplementationofclassroomandtargetedinterventionsandstudentresponse
tointervention• Reviewsdatatorecommendfutureaction(fade,maintainorintensify)
OptionalSupportTeamTier2DevelopmentTeam(Tier2Teamplus1teacherfromeachclassroomproblemsolvingteam)Schoolsmaychoosetohavea“developmentteam”thatmeetstoreviewandgivefeedbacktothebuildingTier2Teamastheprocessisbeingdevelopedandimplemented.Inaddition,theTier2DevelopmentTeamcanreceiveadditionalprofessionaldevelopmentthroughouttheyear.Thisgroupprovidesanotherlayerofexpertisetotheclassroomproblemsolvingteamsandincreasesthelevelofcapacityandknowledgewithineachschool.
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2.StudentIdentificationProcess
ItisimportantallteachersregularlyreviewclassroomdatatodetermineifstudentsmeetcriteriaforTier2support.Eachschool(usuallyataskoftheTier2TeamortheDevelopmentTeam)willdecidetheirstudentidentificationcriteria.FollowingarethetypesofdatadecisionrulesthatcouldbeusedtoidentifystudentswhomeetthecriteriaforTier2interventions.
o Theyhavereached majorOfficeDisciplineReferralso Minorincidentspersist minorsenteredintoSWISorotherdatasystemo Attendanceaconcern pertrimestero Academicconcerns tobedeterminedo Concernforstudentswithinternalizingbehaviors
Whenteachersreviewtheirmonthlyclassroombehavioraldatatheycanhighlightthestudentswho“trip”thedatadecisionrules.Forthosestudents,teacherscantakeadeeperlookatthedatareportsthatincludeproblembehavior,timeofday,locationandpossiblemotivation.ThisinformationwillhelpteachersprepareFormC:ClassroomProblemSolvingTeamPlanningFormthattheywilltaketotheirclassroomproblemsolvingteam.Hereisalistof“Externalizingbehaviors”:
o Disruptingclasso Refusetodoworko Noncompliant/Refusetofollowdirectionso Minorphysicalcontacto Propertymisuseo Inappropriateverballanguageo Poortaskcompletion
ItisimportanttoalsokeepthosestudentswhoweexhibitinternalizingbehaviorinmindandnominatethemforTier2interventionsasappropriate.Examplesofinternalizingbehaviorsinclude:
o Exhibitssadnessordepressiono Sleepsaloto Appearsunmotivatedo Doesnotparticipateingameso Veryshyortimido Actsfearfulo Doesnotstandupforselfo Self‐injury(cutting,headbanging)o Withdrawn
IdentifyIndividualstoCreateGroupsJustasisdonewithreading,mathorotheracademicdata,weassessindividualstudentstoidentifythosewhoneedextraassistance.Theindividualacademicdataarethenusedtogroupstudentsforinterventionstomeettheirsimilarneeds.Thesameistrueforsocialbehaviordata.Wereviewindividualstudentdatatogroupstudentswhoaredisplayingproblembehaviortomeetsimilarfunctionsorpayoffs.
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3.ClassroomLearningTeamProblemSolvingProcess
WhenteachershaveidentifiedastudentforTier2interventions,theClassroomProblemSolvingTeamwilluseFormC:ClassroomProblemSolvingTeamPlanningForm(FormsSection)tobrainstorm:
1.SummaryofProblem–‐whatistheantecedentthathappensbeforethebehavior,whatistheproblembehavior,whathappensaftertheproblembehaviorandwhatisthefunctionorpayoffforthestudent.
2.ReplacementBehavior/LearningTarget‐‐Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix.
3.ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)—togethertheclassroomproblemsolvingteamwillbrainstormanddecideonasmallnumberofinterventionstotrythatmatchthefunctionofthestudents’behavior.SeeAntecedentInterventions,InterventionRecordandFunctionBasedInterventionGuidelines(inResourceSection)forinterventionideas.
5.ProgressMonitoring(AssessmentforLearning)—Chooseamanageablemethodtomeasureprogresstowardthestudentgoal.Alsopickashorttimetocollectdata…10minutes,3timesaweek,forexample.StudentDailyProgressReport,TeacherProgressMonitoringSamples1and2intheResourceSectionwillbehelpful.
6.FollowupDate—decidewhentheClassroomProblemSolvingTeamwillfollow‐uponthestudentinthefuture.
TheplanyourClassroomProblemSolvingTeamhelpedcreateisnotworththepaperitiswrittenoniftheinterventionsarenotimplementedconsistentlyandasplanned.Thismeanseachtimethestudenthasanopportunitytoworkonhis/hergoal,allstaffwilldotheirparttosetthestudentupforsuccessandgivethestudentfeedbackabouthis/herperformanceasoutlinedintheplan.Ifanyteacherneedssupporttoimplementtheplan,contacttheirTier2Teamrepresentative.Anotherimportantpointistoimplementtheplanandgiveittimetowork.Itisnotunusualtoseesomeprettydramaticpositivechangesinashortperiodoftimeiftheplanmatchesthefunctionandisimplementwithfidelity.Withsomestudents,wemayneedtopersistandcontinuetheplanlongenoughforthestudenttoseewearegoingtobeconsistentinourimplementation.Ofcourse,ifthereisadramaticandpersistentincreaseinmisbehavior,theplanwillneedtobereviewed. AfollowupmeetingoftheClassroomProblemSolvingTeamwillbeheldtosharedataonthestudent’sprogresstowardhis/herstudentgoal.Atthattimeitwillbedecided:
Tocontinuetheclassroomintervention(s) Tomaintainormodifytheclassroomintervention(s) Totryotherclassroomintervention(s) ToreferthestudenttoaTier2SmallGroupIntervention
MUSWPBS 10
RememberClassroomProblemSolvingTeammembershavethesejobsduringtheteammeetings:
1. toshareideaswiththeirteammatesdiscussingastudentand2. toreflectonandadoptinterventionsforstudentsintheirclasswhoexhibitsimilar
behaviorsandfunctions.3. Todiscussionandproblemsolveimplementationbarriersandstruggles4. Todiscusswhatworkedandwhyandtocelebrate
TIER2INTERVENTIONS
Ongoingstudentassessmentandprogressmonitoring,throughthecollectionandreviewofaccurateandappropriatedata,willbeusedfordecisionmakingtodeterminethelevelofsupportindividualstudentsneed.Whenastudentdoesnotrespondtoclassroominterventionsthatwereimplementeditmaybedeterminedthestudentmayqualifyforafunction‐basedTier2smallgroupintervention.Followingaresmallgroupinterventionsschoolsmaydevelop:
1. CheckIn/CheckOut(CICO)• Purpose:TheCheckIn/CheckOut(CICO)processwillprovidesystematic
performancefeedbackforidentifiedTier2studentswhomaybenefitfromdailyorganizationalandbehavioralsupportandpositiveadultattention.Thisinterventionismostappropriateforstudentswhoseekorenjoyadultattention.Thisinterventionalsoprovidesapositivecommunicationlinkbetweenhomeandschool,setsstudentsupforsuccess,eachmorning,andcanbefadedtodevelopstudentself‐management.
2. SocialSkillsGroups
• Purpose:SocialSkillsGroup(approximately2‐10studentsineachgroup)willprovidespecificsocialskillstraining/instruction,basedonthestudent’sidentifiedfunctionofbehavior.Replacementsocialskillsbehaviorsidentifiedfromtheschool‐widematrixwillbetaughtandpracticed.Communicationaboutskillsaddressedwillbeprovidedtoclassroomteachersofparticipatingstudents.Studentperformanceofskillswillbeacknowledgedbyallparticipatingadults.Ifaschoolchoosestouseacommercialsocialskillscurriculum,itwillimportanttotiethespecificskillstotheschool‐wideexpectations(e.g.safe,respectful,responsible).
3. AcademicSupports
Purpose:Studentswhodisplayinappropriatebehaviorsandsocialskillsmayalsostrugglewithacademicachievement.Theresultsfromcurriculumbasedassessmentswillbeutilizedtomonitoracademicprogressofallstudents.Studentswhoare
MUSWPBS 11
identifiedasat‐riskmayreceiveadditionalacademicsupport.Learningconcernswillbeidentifiedandtargetedacademicaccommodationswillbedeveloped.4.MonitoringandEvaluatingProgressandMakingDecisions
Asimplemethodtomonitorprogressonthestudentgoalwillbedecidedbythegradelevelteam.Itwillbeimportanttoselectamethodofmonitoringprogressthataddressesthestudentgoal.Forexample,ifthegoalisforthestudenttodo100%ofhiswork(evenifislessthanmostofhispeers)themethodofprogressmonitoringcouldbeadaily+or–toindicatehowthestudentperformedtowardthatgoal.Inpreparationforthefollowupmeeting,theteachercouldthencalculatethenumberof+’searneddividedbythetotalnumberofdaysthestudentworkedtowardhisgoal.Onlybycollectingobjectiveprogressmonitoringdatawillweknowthestudent’sprogress,whichwillhelpmakefuturedecisions.ProgressmonitoringdatawillalsobecollectedbytheTier2SmallGroupInterventioncoordinator.ThesedatawillberegularlyreviewedbythecoordinatorandsharedwiththeclassroomteacherandtheTier2Teamtomakedecisionsaboutmaintaining,revising,fadingordiscontinuingtheTier2SmallGroupIntervention.Atthebuildinglevel,theTier2teamwillalsocollectdata.TheTier2teamwillcollectthetotalnumberofstudentsreceivingTier2interventions(classroomandsmallgroup)andregularlyreviewtheirprogress.TheTier2teamwillberesponsibleforsharingthe“BigPicture”ofprogressofstudentsreceivingTier2interventionstoallstaff.
5.StrategiesforCommunication
BecausethereareseverallayerstotheTier2process,communicationiscritical.Justasimportantisregularandthoroughcommunicationwithfamiliestogainpermissionifneededandtokeepthemup‐to‐dateontheplan.Otherstaff,suchasspecialists,specialeducators,andparaprofessionalswhowillbeexpectedtoimplementinterventionsasplannedalsoneedinformationtoaccuratelyandconsistentlyimplementtheplan.
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FormstoGuideTier2Process
Form PageFormATier2ProcessChecklist
FormBPositiveBehaviorInterventionandSupportPlanningChecklistandTeacherSelfAssessment
FormCClassroomProblemSolvingTeamPlanningForm
FormDInterventionProgressMonitoring
FormEStudentNominationforTier2TeamAssistance
FormFInterventionPlan
FormGTier2GuidingQuestions
MUSWPBS 13
FormA:Tier2ProcessChecklist
Thisformoutlinesthestepsoftheprocessdescribedinthishandbook.Formstouseareinbold. Staff
ResponsibleProcessSteps Date
CompletedTeacherinSeptemberandongoing
1.CompleteSelfAssessTierOne–School‐wideandTierOne‐ClassroominterventionsbyreviewingtheFormB:PositiveBehaviorSupportChecklistandSelfAssessment
ClassroomProblem
SolvingTeaminSeptember
2.Discussself‐assessmentandsetindividual,gradelevelorteamgoals.
Teacher 3.Makeclassroomenvironmentalmodificationsbasedonself‐assessment.
Tier2TeamData
Manager
4.Buildingcollectsandgivesacademicandbehavioraldatatoteacherteamsatleastmonthly.
Teacher 5.Comparestudentdatawithbuildingacademicandbehaviordatadecisionrules
Teacher 6.Liststudentswhoarenotmeetingidentifiedacademicandsocialbehaviortargets.
Teacher 7.Discussacademicandbehaviordataandconcernswithparents.
ClassroomProblem
SolvingTeam
8.ClassroomProblemSolvingTeamdecideshowtocollectivelyprovideadditionalordifferentinstructiontore‐teachacademicorbehavioralcontenttosmallgroups.Forstudentswithabehaviorconcern,completeFormCLClassroomProblemSolvingTeamPlanningFormtodecideintervention(s).AccessyourTier2representativeifyouneedhelp.
ClassroomProblem
SolvingTeam
9.MakealistofallstudentsreceivingadditionalsupportonFormD:Tier2ProgressMonitoringForm
Teacher 10.Re‐teachandprogressmonitorforminimumoftwoweeks.
Ongoing
ClassroomProblem
SolvingTeam
11.ReviewprogressmonitoringdataofclassroomenvironmentalmodificationswithClassroomProblemSolvingTeam.Forstudentswhoareprogressing,continueintervention(s),environmentalmodificationsandprogressmonitoring.
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ThenextstepsofthischecklistisprovidedtohelpguidestaffthroughtheprocessofaccessingsupportforanystudentwhoisnotrespondingtoTierone,universalacademicand/orbehaviorexpectationsascomparedtotypicalpeersintheclassroomStaffResponsible ProcessSteps Date
CompletedTeacherandTier2teamrepresentative
12.Forstudentswhoarenotprogressing,completeFormE:StudentNominationforTier2Assistance
Tier2teamrepresentative
13.NotifyTier2teamfacilitatortoaddstudents’namestomeetingagenda.
Tier2Teamrepresentative
14.AtTier2meetingdistributecopiesofFormsC,DandEandprogressmonitoringdata.
Tier2Team 15.DuringmeetingreviewstudentdataandFormsA,C,DandE.Useguidingquestions(FormG)toproblemsolveandcompleteFormFtodocumentplan.
Teacher 16.Communicateplanandobtainparentpermissionforsmallgroupintervention.Whenparentpermissionobtained,contactsmallgroupfacilitatortobeginintervention.
Tier2Teamrepresentativeand
Teacher
17.CommunicatesmallgroupinterventionassignmentwithClassroomProblemSolvingTeam.
SmallGroupImplementer/Coordinator
18.ImplementsmallgroupinterventionsandcollectstudentprogressmonitoringdatatobesharedatTier2Teamfollowupmeeting.
SmallGroupCoordinator
19.CalendarstudentfordiscussionatscheduledTier2Teammeetingfollowupmeeting.
Tier2Team 20.Discussstudent’sprogresstowardhis/hergoalduringfollowupmeetingtodecidewhethertomaintain,ormodify,usingFormE.
Tier2Teamrep. 21.Regularlyreferto,updateandfollowuponstudentusingtheFormD:Tier2ProgressMonitoringForm.
Tier2Teamrep. 22.BringstudentprogressmonitoringdatatoregularlyscheduledClassroomProblemSolvingTeammeeting.
Tier2Team/Teamrep.andClassroomProblemSolving
Team
23.RegularlyfollowallstudentsonFormDtoreviewprogressandmakerecommendedrevisions.
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Form B Positive Behavior Support Planning Checklist
and Teacher Self Assessment Teacher:______________________________________________________Date:___________________________
TierOne—SchoolwidePBS:AllStaffConsistentlyTeach,GiveSpecificPerformanceFeedbackandRespectfullyRedirectAllStudents.ForQuestionsorSupportSeeTier1PBSCoaches,PBSTeamandGradeLevelTeam
TierOneProcess StaffExpectationstoSupportStudentBehavior1.School‐wideExpectationsMatrixisourSocialCurriculum
Ihaveacopyofthematrixpostedinmyclassroom. Iknowandcanrecitetheschool‐wideexpectationsandcurrent
behavior/socialskilllesson. Ihavethecurrenttopicpostedinmyroom.
2.AllStaffTeachAllStudentsSchool‐wideSkills
IteachstudentswhatwewantthemTOdo,usingweeklylessonplan.
Idesignatetimeduringtheweekly/dailyscheduletoteach,practiceandreviewthetopic.
Basedondata,Ire‐teachskillsfromthematrixasneeded. Atleast80%ofstudentscanrecitetheschool‐wideexpectations
andcurrentbehavior/socialskilllesson.3.AllStaffGiveAllStudentsSpecificPerformanceFeedback
Iuseschool‐wideexpectationsandlanguageonthematrixwhenIgivestudentsspecificperformancefeedback.
Istrivetogivehighrates(4to1)ofpositivespecificperformancefeedback.
Withmystudents,wesetclassroomgoalsforcelebrations. Allstudentscantellwhytheyreceivedspecificfeedback.
4.AllStaffGiveEffectiveResponsesandFollowContinuumofResponsestoBehaviorErrors
Iknowhowtogivearespectfulredirectusingexpectationslanguageandprofessionalteachingtoneanddemeanor.
Iknowdefinitionsandfollowproceduresforclassroommanagedbehaviors(minors) BuddyRoom–useSWISinformation TimeOutofInstruction(TOI)Form
Iknowdefinitionsandfollowproceduresforofficemanagedbehaviors(majors)
5.AllStaffWillCollectMinorandMajorData
Iconsistentlyandfullycompleteandsubmitallrequiredbehaviorforms
IreviewandreflectonmonthlySWISdata.
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Form B Positive Behavior Support Planning Checklist
and Teacher Self Assessment
TierOneClassroomPBS:AllStaffConsistentlyImplementClassroomEssentialFeaturestoProvideaPredictableandSafeLearningEnvironmentforAllStudents.
ClassroomEssential
FeaturesStaffExpectationstoSupportStudentBehavior
1.ClassroomExpectationsandRules
IhaveattendedClassroomExpectationsandRulesin‐service. Ihavecreatedandpostedclassroomrulesalignedwithschool‐
wideexpectations. Ihavefiledacopyofmyclassroomrulesintheoffice. 80%ofmystudentscantelltheclassroomexpectationsand
rules.2.ClassroomProceduresandRoutines
IhaveattendedClassroomProceduresandRoutinesin‐service.
IhaveusedtheCreateYourClassroomRoutinesChecklisttodevelopmyclassroomroutines.
Ihavecreated,posted,taughtandgivenstudentsfrequentspecificperformancefeedbackonclassroomproceduresandroutines.
Studentscantelltheclassroomproceduresandroutines.3.AcknowledgeAppropriateBehavior–ProvidePositiveSpecificPerformanceFeedback
IhaveattendedClassroomStrategiestoAcknowledgeAppropriateBehaviorin‐service.
Iuseavarietyofstrategiestogivepositivespecificperformancefeedback.
Iprovidepositivespecificperformancefeedbackataratioof4:1.
Studentscantellhowtheyreceiveacknowledgementforappropriatebehavior.
4.ResponseStrategies&ErrorCorrection
IhaveattendedClassroomResponseStrategies&ErrorCorrectionin‐service.
Idemonstratecalm,consistent,brief,immediateandrespectfulerrorcorrectionsusingprofessionalteachingtoneanddemeanor.
Iuseavarietyclassroomresponsestrategies(prompt,redirect,re‐teach,providechoiceandconferencewithstudents)
MUSWPBS 17
Form B Positive Behavior Support Planning Checklist
and Teacher Self Assessment – Page 2
ClassroomEssentialFeatures
StaffExpectationstoSupportStudentBehavior
5.MultipleOpportunitiestoRespond
IuseavarietyofstrategiestoincreasestudentOpportunitiestoRespond(examples:turnandtalk,guidednotes,responsecards)
Iuseastrategytotrackstudentsbeingcalledon Iusewaittimetoincreasestudentopportunityfor
metacognition Iplaninstructionalquestionsandresponsemethodspriortothe
lesson6.ActiveSupervision Ihavedesignedtheclassroomtoallowforeaseofmovementfor
ActiveSupervision Icontinuallymonitorallareasoftheroombyscanning,moving
andinteractingfrequentlyandstrategically Whendesigningalesson,Iconsiderstudentgroupings,location
andactivitylevel Iprovidepositivecontact,positiveandcorrectivefeedback
whilemovingaroundtheroom.7.AcademicSuccessandTaskDifficulty
Independentworkcontains70‐85%knownelements(instructionallevel)
Readingtasksare93‐97%knownelements(independent) IuseavarietyofstrategiestomodifydailytaskstoScaffoldthe
StudenttoSuccess Iprovidepositivespecificperformancefeedbackataratioof4:
1. Iscaffoldtasksbymodeling,providingguidedpracticeand
chunkingmulti‐stepdirectionsandactivities.8.ActivitySequenceandOfferingChoice
ISequenceTasksbyinterminglingeasy/brieftasksamonglongerormoredifficulttasks
Whendesigningalesson,Iconsiderthepace,sequenceandleveloftaskdifficultytopromoteeachstudent’ssuccess
Iconsideravarietyofelementswhenofferingstudents’Choice(order,materials,partner,location,typeoftask)
Idevelopanduseamenuofoptionstopromotestudentchoice(examples:workstations,demonstrationofknowledge)
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FormC
ClassroomProblemSolvingTeamPlanningForm
Student:_____________________ClassroomTeacher:____________________Grade:______Date:_________Completethisformwithyourclassroomproblemsolvingteam.SeeGuidingQuestionsforClassroomProblemSolvingTeamsandExamplesofFormCintheResourceSection.1.SummaryofProblem
Wehavethemostproblemsduring ____________________ (timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)
2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)
3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)4.HowwillyouProgressMonitorstudent(s)?5.Followuponthisdate_____________:
When…
thestudentwill…
thenthishappens(teacherdoes)
So,thefunctionofbehavioristo:Access/Avoid/Escape(underlineone)this…
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FORMD:INTERVENTIONPROGRESSMONITORINGClassroomProblemSolvingTeam_____
Tier2TeamRepresentativefromClassroomProblemSolvingTeam___________Student Teacher Academic
BehaviorBoth
Function Descriptionof
Intervention
ParentComm.
DateInterventionStarted
ProgressReportDate____
ProgressReportDate____
ProgressReportDate____
Tim Thumb Behavior Peerattention
A.m.announcement,increasedpeer
work
Phone9/30
10/05/09 10/20/096BuddyRooms
11/03/094BuddyRooms
11/17/091BuddyRoom
MUSWPBS 20
FormEStudentNominationforTier2Assistance
TeacherSection:1)Completethissection2)givetoyourTier2Teamrepresentative.Student:____________________ClassroomTeacher:____________Grade:___Date:______StudentStrengths:__________________________________________________________________________________________________
WhatMotivatesPositiveBehaviorforStudent?_________________________________________________________________
_______________________________________________________________________________________________________________________
MyConcern(checkanythatapply)Attendance________Behavior______Reading________Writing______Math________Other______ProvideBaselineDataforAllConcernsCheckedAboveProvideParentContactInformation,Dates,TypeofCommunicationAttendance:Didstudentstartthefirstdayofschoolyear?Yes____No___Ifno,datestudententeredschool:_______________________Behavior1.AttachSWISreportofmajorofficereferrals(listandgraphform)Howmanymajorofficereferralsforthisstudent?____ForeachPossibleFunctionbelow,writethetotalnumberfromMajorreport.Obtainpeerattention_____Avoidanceofpeer_____Avoidtask/activity_____Obtainadultattention_____Avoidanceofadult_____Provokedbypeers_____Other_____Unknown_____
2.AttachSWISreporttominorofficereferrals(listandgraphform)Howmanyminorofficereferralsforthisstudent?____ForeachPossibleFunctionbelow,writethetotalnumberfromMajorreport.Obtainpeerattention_____Avoidanceofpeer_____Avoidtask/activity_____Obtainadultattention_____Avoidanceofadult_____Provokedbypeers_____Other_____Unknown_____
3.AttachclassroomTimeOutofInstructionlog4.Historyofproblembehavior(frompreviousteacherorschool):
Academics:1.Whatcommongradelevelinterventionshavebeenimplemented?
Weretheyeffective?YesNo
MUSWPBS 21
2.ReadingAssessmentLevels(allthatapplyforyourgradelevel)
KMonthlyAssessment DRA2/DRESS GRADE WordStudy
WhatComprehensionAssessmentsweredone?
Whatweretheresults?
3.WritingAssessmentLevels
KMonthlyAssessment
DistrictBenchmarksWritingAssessmentScore:1____2____3____4____
SpellingInventoryLevel
4.MathematicsAssessmentLevelsKMonthlyAssessment
MathFactsAssessment ComputationAssessment InterventionMathTestMathTopicTest
Topic Score Topic Score
1 8 2 9 3 10 4 11 5 12 6 13 7 14
4.AttachGradeLevelMonthlyAssessmentRecord
5.Attachanyadditionalinformation
MUSWPBS 22
Intervention Plan – Form F Student:____________________ Classroom Teacher:____________ Grade: ___ Date:______ 4. Intervention Plan (See AntecedentInterventions)
Antecedent Interventions (Proactive action steps to set the
student up for success by teaching, precorrecting, practicing, scaffolding,
etc.)
Replacement Behavior / Skill
(What we want the student to do instead)
Response / Consequence (What happens when student demonstrates behavior / skill)
Positive Specific Feedback
Corrective Feedback
Additional Building Support: (examples: CICO, targeted groups for math, social skills, reading) Progress Monitoring How will teacher monitor progress toward the learning target? (See example progress monitoring forms in Resource Section) What tasks need to be completed to be sure the Intervention Plan is completed as planned? Action Plan Tasks to Complete By Whom By When 1. Discuss plan with parents
2. Communicate plan to: (list)
3. Assign date to review progress
4.
5.
Date the plan will begin: ________
MUSWPBS 23
FormG
GuidingQuestions
TheTier2Teammayusethesequestionstohelpthemdiscussstudent’sprogresstowardhis/hergoalwhentheyhavereceivedFormE,StudentNominationforTier2Assistanceorduringafollowupmeeting.
Student:______________________________ClassroomTeacher:__________________________________
Grade:_________________Date:___________________________
Reviewofenvironmentandclassroomproblemsolvingstrategies:
‐ Werethestrategiesandplanimplementedaswritten?Hoedoweknow?
‐ WhydoestheclassroomproblemsolvingteamandTier2teamthinktheplandidnot
work?
‐ HowwilltheTier2interventionplanbemodified?
‐ IsittimetoreferthestudenttothebuildinglevelTier2interventions?(e.g.,CICO,social
skillsgroup,academicsupportgroups
MUSWPBS 25
GuidingQuestionsforClassroomProblemSolvingTeams
ThepurposeofthisformistoassistyourClassroomProblemSolvingteam(gradelevelorcontent)todiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.Theseguidingquestionsaredesignedtohelplearningteamsthroughthisprocess.1. Basedondatadecisionrule(s),ourlearningteamhasidentifiedthesestudentswho
arenotmeetingsocialbehaviortargets. Whatisthespecifictimeperiodofthedatabeingreviewed? Arewereviewingthebestdata(e.g.SafeSeat,BuddyRoom)totellthestoryabout
studentsinyourclass? Whichdatadecisionrule(s)wasusedtoconsiderstudentsforTier2? Dodataappearaccurate?Doweneedtotightenupaccuracyofdatacollection? Arelearningteamscollectinganddocumentingsimilarbehavioralincidents? Whoarethestudentswhohavemetatleastonedatadecisionrule?(listnamesof
students).2.Discussandmatchstudentsabovewithsimilarproblembehaviors.
Whichofthe2commonminorproblembehaviorsdoeseachstudentdisplay(minordisruptionornoncompliance)?
Ifthereisnotaperfectmatch,whichistheclosest?3.WhatFunction(get/avoid)dothedatasuggestisassociatedwithstudentproblembehavior
Dostudentswantadultattention(Hint:Teacherredirectsandcorrectionsareadultattentiontoo)?
Dostudentswantpeerattention? Dostudentsgetafavoriteitemoractivity? Dostudentsavoiddoingwork? Dostudentsavoidadults? Dostudentsavoidpeers? Whatdatasupportthisconclusion? Doreferralformsindicatemotivation?
MUSWPBS 26
4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:PositiveBehaviorSupportPlanningChecklistandTeacherSelfAssessment,AntecedentInterventions,professionalexperienceofteammembers,questionsbelow.Whatcanbedonetopreventthedisruptivebehavior?
DoIhaveaprocedureorroutinetohelpgetthedesiredbehavior(e.g.howtoaskforhelp,howtoworkwithpartners)? Whatpre‐correctscouldbegiventostudentstoremindthemofdesiredbehavior? Wouldaseatingchangebehelpful? Wouldactivesupervisionbehelpful? Wouldlessworkthenacheckwithteacherhelpthestudentgetstartedworking? Wouldmoreopportunitiestorespondkeepthestudentengaged? Wouldchoiceofhowtocompletetheworkorwhichworktostartfirsthelpthestudentbeengaged?
Whatskillscanweteach?
Howhavetheproceduresandroutinesbeentaughtdirectly? Howhavetheexpectedbehaviorsbeentaughtdirectly?
Whatcanwedotominimizethepayoffoftheproblembehavior? Canthelow‐levelproblembehaviorsbeignored? Howcanweprovideaconsistentverbalresponse? Couldwerecognizeotherstudentswhoareworking/ontask?
Howcanwerecognizestudentsfordisplayingtheexpectedbehavior?
Howcouldweprovideextraattention? Howcouldweprovidepeerattentioninanappropriateway? Howcouldweprovideaccesstopreferredactivityorobject?
1. Decidehowtomonitorprogressofstudents.Resources:SampleprogressmonitoringformsinResourceSection.
Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingtheproblembehavior?
MUSWPBS 27
FormC
ClassroomProblemSolvingTeamPlanningForm
Example1
Student:____TimBob____ClassroomTeacher:__MsGreat__Grade:__4_Date:_1/4/2010CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgradelevelteam.1.SummaryofProblem
Wehavethemostproblemsduring independentwritingtime (timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)
Completeassignmentindependently,withoutteacherassistance3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):
- Taskcardforindividualsteps- Graphicorganizer- Studentprovidedsentencestarter
4.HowwillyouProgressMonitorstudent(s)?
‐ DailyProgressReport–SampleForm15.Followuponthisdate1/18/2010:
Dataindicatedstudentmetlearningtarget,continuestrategy,noadditionalinterventionsneeded
When…Givenassignmenttowrite
thestudentwill…notwork,makenoises,talktoothers
thenthishappens(teacherdoes)redirect,remindwhattodo,safeseat,buddyroomoroffice
So,thefunctionofbehavioristo:Access/Avoid/Escape(underlineone)this…hardwritingtask
MUSWPBS 28
FormC
ClassroomProblemSolvingTeamPlanningForm
Example2
Student:_AbeL&BenF_ClassroomTeacher:__MsWonderful__Grade:_2_Date:_10/4/2010CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgradelevelteam.1.SummaryofProblem
Wehavethemostproblemsduringsmallgroupcenters(timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)
Stayincenterandwork3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):
‐ Visuallydefineworkarea‐ Usehelpneededcard‐ Checkstudents’independentworklevel‐ Checkhowmuchworkstudentscandoindependently‐ Increasepositiveattention
4.HowwillyouProgressMonitorstudent(s)?
‐ DailyProgressReport–SampleForm15.Followuponthisdate10/18/2010:Afterimplementationwithfidelity,studenttargetnotmet.ContinuewithTier2process.TeamwillReviewFormsA,C,D,&E.FormFwillbecompletedatnextmeeting.
When…Giventaskstodoatcenterswith23others
thestudentwill…leavecenter,askteacherquestions,wantassistance&assurance
thenthishappensredirectbacktocenter,remindstudentoftask,assurestudent,safeseat
So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…teacherattention
MUSWPBS 29
FormC
ClassroomProblemSolvingTeamPlanningForm
Example3
1.SummaryofProblem
Wehavethemostproblemsduringmajorclassroomtransitions(liningup,movetocarpet,todesk,etc.(timeofday/class/Activity/Routine)Antecedent ProblemBehavior ConsequenceFunction/PayOff(Trigger/Predictor)(StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Anobservablebehavioralskill[fromtheSchool‐widePBSexpectationsmatrix])
Followdirectionsfirsttimegiven3. StudentGoal(Measurable;ReferenceConsiderleveloftypicalpeer)
Studentwillfollowdirectionsforclassroomtransitions80%ofthetimefor5consecutivedays.
4.InterventionPlanAntecedent(Setstudentupforsuccessbyteaching,precorrecting,practicing,scaffolding,etc.))
Behavior/Skill(Whatwewantthestudent
todoinstead)
OutCome(Whathappenswhenstudentdemonstratesbehavior/skill)
Reteachfollowingdirections.PrecorrectstudentbeforedirectionsaregivenUsethestudentasamodelforothers
Followdirectionsfirsttime
given
Givestudentpositivespecificfeedbackeachtimehefollowsdirectionsthefirsttime.Showstudenttheprogressmonitoringlogwhenhefollowsdirectionsthefirsttime.Lunchwithteacherwhengoalismet.
5.ProgressMonitoringProgresstowardthestudentgoalwillbemonitoredby:
Teachercreatealogwitha+columnanda–columnandtallyaftertransitionsoccur.Atendofday,computepercentage.
When…Directionsaregivenforclasstomakeatransition
thestudentwill…remainsseated,playswithmaterials,talkstoneighbors,twirlsonfloor
thenthishappensrepeatdirections,announcewearewaitingforher
So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…teacherattention
MUSWPBS 30
ClassroomProblemSolvingTeamInterventionPlanning(AlternativeFormC#1)
Date:____________________________________LearningTeam:____________
Thepurposeofthisformistoassistyourclassroomproblemsolvingteamtodiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.2. Basedondatadecisionrule(s),thefollowingstudentsarenotmeetingsocialbehavior
targets.
Listnamesofstudentshere:
2.Discussandmatchstudentsabovewithsimilarproblembehaviors.MinorDisruption(talkingout,botheringothers,outofseat,etc)
Noncompliance(doesn’tfollowdirections,failstodoassignedtasks,etc.)
Liststudentsfrombox#1above. Liststudentsfrombox#1above.
3. Whatdothedatasuggestisthe“function”foreachstudent(get/avoid)?ReviewSWIS,
minorreferrals,safeseatdata,etc.
Studentslistedashavingminordisruptivebehaviorare(checkone):
Studentslistedasbeingnoncompliantare(checkone):
__Getadultattention__Getpeerattention__Getobjectoractivity
__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)
__Getadultattention__Getpeerattention__Getobjectoractivity
__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)
Whatdatasupportthisconclusion?
Whatdatasupportthisconclusion?
MUSWPBS 31
4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:SelfAssessment,AntecedentInterventions,FunctionBasedInterventionMatrix,professionalexperienceofteammembers,questionsbelowClassroomstrategies/interventionsforstudentswithminordisruptivebehavior
Classroomstrategies/interventionsforstudentswithnoncompliantbehavior
Whatcanbedonetopreventthedisruptivebehavior?
Whatcanbedonetopreventthenoncompliantbehavior?
Whatskillsshouldweteachthestudent?
Whatskillsshouldweteachthestudent?
Whatcanwedotominimizethefunctionoftheproblemdisruptivebehavior(Whatshouldwedoifproblembehavioroccurs)?
Whatcanwedotominimizethefunctionofthenoncompliantbehavior(Whatshouldwedoifproblembehavioroccurs)?
Howcanwerecognizestudentsforthereplacementbehavior?
Howcanwerecognizestudentsforthereplacementbehavior?
2. Decidehowtomonitorprogressofstudents.Resources:Sampleprogressmonitoring
formsinResourceSection.Whichprogressmonitoringdatawillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingdisruptivebehavior?
Whichprogressmonitoringdatawillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingcompliantbehavior?
MUSWPBS 32
EXAMPLE
ClassroomProblemSolvingTeamInterventionPlanning(AlternativeFormC,#1)
Date:____October6,2010___________________LearningTeam:_______4thgrade______
Thepurposeofthisformistoassistyourlearningteamtodiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.1.Basedondatadecisionrule(s),thefollowingstudentswhoarenotmeetingsocialbehaviortargets
Listnamesofstudentshere:JimM.ThelmaP.JoeSTammyB
3. Discussandmatchstudentsabovewithsimilarproblembehaviors.MinorDisruption(talkingout,botheringothers,outofseat,etc)
Noncompliance(doesn’tfollowdirections,failstodoassignedtasks,etc.)
Liststudentsfrombox#1above.JimM.ThelmaP.
Lists.studentsfrombox#1above.JoeS.TammyB.
4. .Whatdoesthedatatellusisthe“function”foreachstudent(get/avoid)?Hint:Review
SWIS,minorreferrals,safeseatdata,etc.
Studentslistedashavingminordisruptivebehavioraregettingthefollowingpayoff
(checkone)
Studentslistedasbeingnoncompliantaregettingthefollowingpayoff(checkone)
_JM,TPGetadultattention__Getpeerattention__Getobjectoractivity
__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)
_JS_Getadultattention__Getpeerattention__Getobjectoractivity
_TBAvoidworkortasks(writing)__Avoidadult(s)__Avoidpeer(s)
Whatdatasupportthisconclusion?Safeseattally
Whatdatasupportthisconclusion?SWISminorreferrals
MUSWPBS 33
4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:SelfAssessment,AntecedentInterventions,FunctionBasedInterventionMatrix,professionalexperienceofteammembers,questionsbelow
JM TBClassroomstrategies/interventionsforstudentswithminordisruptivebehavior
Classroomstrategies/interventionsforstudentswithnoncompliantbehavior
Whatcanbedonetopreventthedisruptivebehavior?Precorrectaboutexpectationtoraisehandtotalkduringlargegroup
Whatcanbedonetopreventthenoncompliantbehavior?Dothreeproblemsorwrite3sentencesthencheckinwithteacher(adjustamountofwork)Developaroutineforaskingforhelpandteachtoallstudents.
Whatskillscanweteach?TeachCoolTool–beingalearnerduringinstruction,workingwithothers
Whatskillscanweteach?TeachCoolToolfollowingdirectionsrightawayandsaying“OK”whenteachergivesdirections.
Whatcanwedotominimizethefunctionoftheproblemdisruptivebehavior?IgnoreblurtingoutandotherminordisruptionsProvidefeedbacktostudentswhoarefollowingclassroom/schoolexpectations
Whatcanwedotominimizethefunctionofthenoncompliantbehavior?TeacherattentionforworkattemptsTeacherremindersforassistanceModifiedassignments
Howcanwerecognizestudentsforcalm,respectfulbehavior?Raiseteacherfeedbackto4:1;especiallywhenstudentsarecalmandfollowingexpectations.
Howcanwerecognizestudentsforcomplying?Recognizestudentswhentheyfollowingroutineforaskingforhelp.Recognizestudentsforworkattemptedandcompleted,evenwhenit’slessthanotherstudentdo.
MUSWPBS 34
5.Decidehowtomonitorprogressofstudents.Resources:SampledailyprogressreportformsinResourceSection.Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingdisruptivebehavior?
Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingcompliantbehavior?
1. Continuetocollectsafeseatandbuddyroomdata.
2. UseDailyProgressReportForm1andrecordduringlargegroup
1. Continuetocollectsafeseatandbuddyroomdata.
2. UseForm1torecordfollowingdirectionswhengivenduringfirst5minutesofwriting.
MUSWPBS 35
AlternativeFormC#2
NameofStudent
1.DataReview
2.IdentifytheObservableProblemBehavior
3.WhatPurpose/Pay‐offDoestheBehaviorServe(Function:GetorAvoid)?
4.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?
5.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillweknow?
6.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillweknow?
MUSWPBS 36
AlternativeFormC#2Example1
NameofStudent BubbaJoeDataReview 3OfficeReferralsforDisrespect,4BuddyRooms
1.IdentifytheObservableProblemBehavior
Argues/Talksbackwhenteachertellshimtodosomething.
2.WhatPurpose/Pay‐offDoestheBehaviorServe(Function)?
Togetcontrol,tobeincharge–adultattention
3.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?
Followteacherdirections
4.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillyouknow?
Teachspecificstepstofollowingteacherdirections RecognizeBubbaJoewhenhefollowsdirections.ProgressMonitoring:Processtorecordfeedback
5.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillyouknow?
Beforeatask,teacherprovidesBubbaJoewithtwochoicesregardingtaskcompletion.ProgressMonitoring:TaskCompletionTally
MUSWPBS 37
AlternativeFormC#2Example:ToAvoidHardTasks
NameofStudent FrankieLee
1.DataReview 3OfficeReferralsforDisruption,7BuddyRooms2.IdentifytheObservableProblemBehavior
Talksout,talkstoothers,playswithmaterials,wandersaroundroom
3.WhatPurpose/Pay‐offDoestheBehaviorServe(Function:GetorAvoid)?
Toavoidhardtasks(independentwritingandreading)
4.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?
Toaskforhelpappropriatelyandkeepvoiceoffwhenthatistheexpectation.
5.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillyouknow?
TeachspecificstepstogainteacherattentionusingPostItonthecornerofdesk. RecognizeFrankieLeewhenhekeepsvoiceoff,doeshisworkorasksforhelp.ProgressMonitoring:Processtorecordfeedback
6.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillyouknow?
Beforeawritingtask,teacherwillremindFrankieLeeaboutthe“Ineedhelp”signal. Teacherwillensureallindependentworkisatindependentlevel.ProgressMonitoring:Tallyofsignaluse,workcompletion
MUSWPBS 38
AntecedentInterventionExamples
Function InterventionStrategy ExampleScheduleadultattention Haveadultworkwithstudent
Haveadultprovideperiodicattention Lunchmeetingwithteacher Behaviorplan Gradelevelorteachertriage
Schedulepeerattention Pairstudentwithpeer Usepeertutoringormentoring
Increaseproximitytostudent Moveseatingarrangement Periodicallymoveaboutclassroom
Attention
Providepreferredactivity Whenadultisoccupiedassignmorepreferredactivity
Adjustdemanddifficulty ProvideeasierworkOfferchoices Allowstudenttochoose:
o Tasktocompleteo Sequenceoftaskstobecompletedo Materialstouseo Wheretocompletetasko Whentocompletetasko Withwhomtocompletetask
Increasestudentpreference/interestinactivity
Incorporatestudenthobbies/interestsintoactivities
Assurethatactivitieshavefunctionalormeaningfuloutcome
Provideactivitieswithvaluedoutcome WriteandreadSocialStories
Alterlengthoftask Shortenactivity Providefrequentbreaks
Modifymodeoftaskcompletion
Changemedium/materials Replacepencilandpaperwithcomputer,etc.
Usebehavioralmomentum,taskdispersal
Presenteasyrequestspriortodifficultrequests.
Increasepredictability Providecuesforupcomingorchangeinactivities(instructional,visual,auditory)
Escape
Modifyinstructionaldelivery UsepleasanttoneofvoiceProvideawarning Indicateactivityisabouttoend.
Scheduleatransitionalactivity
Scheduleamoderatelypreferredactivitybetweenhighlypreferredandhighlynonpreferredactivities
TangibleItemorActivity
Increaseaccessibility Puthighlypreferreditemswithinstudents’reachProvidealternativesensory Offerradiotostudentseekingauditory
reinforcement,orvisualstimulitoastudentsseekingvisualreinforcement
Sensory
Enrichenvironment Fillclassroomwithinterestingandstimulatingactivities
MUSWPBS 39
FunctionBasedInterventionGuidelinesProblemBehavior
Function ReplacementBehavior
StudentIntervention ClassroomIntervention OutcomeforReplacementBehavior
Off‐task,Non‐disruptive
PeerAttention
On‐task,workcompletion
• PBSlesson–“on‐task”
• Self‐monitor:on‐task
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask
• Quickde‐briefatendofclassonself‐monitoring
Earntimewithpeersformeetingselfmanagementgoals
Off‐task,Disruptive
PeerAttention
On‐task,respectfulresponses,workcompletion
• PBSlesson–“on‐task”
• PBSlesson–“conflictmanagement/respect”
• Self‐monitor:on‐task
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask
• Quickde‐briefatendofclassonself‐monitoring
Earntimewithpeersformeetingselfmanagementgoals
Off‐task,Non‐disruptive,workcompletion
Escape(avoidsteacherandpeersduringinstruction)
On‐task,workcompletion
• PBSlesson–“on‐task”
• Self‐monitor:on‐task+workcompletion
• Pre‐correct@startofclassonself‐monitor
• Periodicchecksforassistancebyteacher
• Quickde‐briefatendofclassonself‐monitoring
Earna‘skipahomework’passEarnotherpreferredactivityformeetingselfmanagementandworkcompletiongoals
Off‐task,Non‐disruptive,workcompletion
Attention(respondstoteacherdirections,engagespeers)
On‐task,workcompletion
• PBSlesson–“on‐task”
• Self‐monitor:on‐task+workcompletion
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask+workcompletion
• Quickde‐briefatendofclassonself‐monitoring
Earn“aworkwithpeer”activityEarnotherpreferredactivityformeetingselfmanagementandworkcompletiongoals
MUSWPBS 40
ProblemBehavior
Function ReplacementBehavior
StudentIntervention ClassroomIntervention OutcomeforReplacementBehavior
Off‐task,Disruptive,workcompletion
Escape On‐task,respectfulresponses,workcompletion
• PBSlesson–“on‐task”
• PBSlesson–“conflictmanagement/respect”
• Self‐monitor:on‐task+workcompletion
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask+workcompletion
• Periodicchecksforassistance
• Quickde‐briefatendofclassonself‐monitoring
Earna‘skipahomework’passEarnBreaksEarnotherpreferredactivityformeetingselfmanagementandworkcompletiongoals
Off‐task,Non‐disruptive,workcompletion(lowacademic)
Escape/attention
On‐task,respectfulresponses,workcompletion
• PBSlesson–“on‐task”
• TeachProbsolvingstrategies
• Self‐monitor:on‐task+workcompletion
• Assignmentsbrokendown
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask+workcompletion
• Quickde‐briefatendofclassonself‐monitoring
WorkwithpeertutorEarnotherpreferredactivityformeetingselfmanagementandworkcompletiongoals
Off‐task,Disruptive,workcompletion(lowacademic)
Escape/attention
On‐task,respectfulresponses,workcompletion
• PBSlesson–“on‐task”
• PBSlesson–conflictmanagement/respect
• TeachProbsolvingstrategies
• Self‐monitor:on‐task+workcompletion
• Assignmentsbrokendown
• Pre‐correct@startofclass
• Periodicpraisebyteacherforontask+workcompletion
• Quickde‐briefatendofclassonself‐monitoring
WorkwithpeertutorEarnBreaksEarnotherpreferredactivityformeetingselfmanagementandworkcompletiongoals
MUSWPBS 41
MatchingProgressMonitoringMethodstoStudentGoals:Examples
ExampleStudentGoals ProgressMonitoringMethods1. Studentwillcomplete100%ofhis
assigned(differentiated)independentwritingtasks,4outof5days
1. Onadailylogmarka+or–tocountthenumberof100%completewritingassignments(differentiatedforstudent)
2. Studentwillreceive80%ofpossiblechecks(happyface,etc)perdayfor10consecutivedays.
2. Attheendofeachday,calculatethepercentageofpossiblepointsearnedandrecord.
3. Studentwillfollowdirectionsthefirsttimegivenfor80%ofclassroomtransitions.
3. Teachercreatealogwitha+columnanda–columnandmarkaftertransitionsoccur.Atendofday,computepercentage.
4. Studentwillwork15minuteswithoutteacherassistancefor4independentworksessionsperdayfor4outof5days.
4. Createaformwithfoursquaresforthe4dailyworksessions,marka+or–tocountthesessionsthestudentworkedfor15minutes
5. Studentwillbringallmaterialstoschool(pencil,homework,notebook,books)eachdayfor5consecutivedays.
5. Teacherchecksinwiththestudenteachmorningandhavestudentmarkaweeklycalendarwitha+or‐.
6. Duringa2weekperiod,studentwillhave90%attendancerate.
6. Checkattendancerecord
7. Studentwilluserespectfullanguageandtonewithallstaff80%ofschoolperiodsfor10consecutivedays.
7. Teachercreatealogwitha+columnanda–column.Afterworkperiods,marklog.Atendofday,computepercentage.
8. 8. 9. 9. 10. 10.