Transcript Efficient Systematic Intervention for Students Who Do Not

Teacher Check, Connect and
Expect (TCCE)
An Early Intervention for Students Who
Do Not Respond to Primary Supports
Presented by:
Eric Mann, MSW
Howard Muscott, Ed.D.
November 14, 2008
Funding for the Positive Behavioral
Interventions and SupportsNew Hampshire Initiative
is provided by
The NH Bureau of Special Education,
NH Department of Education
Acknowledgements
 Becky Berk
 Lucille Eber
 Julie Prescott
 Nicholas Long
 Valarie Dumont
 Doug Cheney
 NH Leadership Team  Sandy Keenan
 Tony Paradis & the  Santina Thibedeau
SERESC Team
 NH school partners
 George Sugai
 NH family partners
 Rob Horner
An Early Efficient Systematic Intervention
for Students Who Are Not Responding to
School-Wide & Classroom Prevention
& Response Systems
Teacher Check,
Connect and Expect
(TCCE)
Mann and Muscott (2007)
Outcomes for Today
1. Identify criteria that signifies when a student is nonresponsive to primary systems of support.
2. Identify the systems features of an initial secondary
support for students who do not respond to primary
supports known as Teacher Check, Connect and Expect.
3. Complete a set of decisions that advance the readiness,
and ultimately, the implementation of TCCE.
4. Personalize (to your school/ program) a set of forms to
be used for TCCE at your school or program.
5. Decide how data will be gathered, inputted into a data
system and summarized for progress review and system
assessment.
Agenda
1.Introduce presenters and NH CEBIS
2. Preview the day
3.Handouts and ‘Thumb Drive’
4.Review Pre-TCCE Systems Features
5.Describe TCCE and ‘Decision Points’
6.Team Time (Decisions)
7.Data System Presentation
8.Lunch
9.Team Time (Decisions)
The PBIS Triangle: A Continuum of Care and Education Supports
Effective School-wide & General Education Classroom Systems
Instructional & Behavior Management Practices
Systematic Screening
Positive Parent Engagement
An Efficient Primary Intervention for Early Non-Responders to School-Wide
and Classroom Prevention and Response Systems (e.g. scheduled feedback)
An Array of ‘Function-Based’ Group Interventions
for Non-Responders to School-Wide Systems
or Early Primary Intervention
Mann & Muscott (2007)
Individualized Function-Based Support
Plans for School-Wide & Group
Non-Responders
School-based
Intensive Supports
Coordinator
School-based
Intensive Supports
Intensive Support Plans &
Crisis Intervention
Links to Wraparound-NH
Facilitation
Links to Community Collaboratives
Links to MH and other
Community-Based Supports
PBIS-NH Secondary Systems Logic Model
Muscott (2008)
PBIS Primary Prevention System Implemented w/ Fidelity
Vast Majority of Students Respond
PBIS Secondary Processes Implemented with Fidelity
Early Identification of At-Risk Students
Efficient Initial Intervention Implemented
Effective with Many At-Risk Students
Targeted Group Interventions Implemented
Effective with Additional At-Risk Students
FBA & Behavior Support Plans
Effective with Additional At-Risk Students
SYSTEMS
1. Targeted Team
and Processes
8. Behavior
Support Planning
7. Functional
Assessment
2. Data-Based
Decision Making
Secondary Prevention
Targeted Approaches
3. Communication
with Staff and
Families
A Function-Based
Identification
Perspective 4. Early
and Referral
Muscott & Mann (2007)
6. Targeted Group
Interventions
Universal Primary
Prevention
DATA
Processes
5. Teacher Check,
Connect, Expect
PRACTICES
SAU/District-wide
Administrative Team
SYSTEMS
DATA
Secondary Prevention
Targeted Approaches
A Function-Based
Perspective 4. Early Identification
Muscott & Mann (2007)
PRACTICES
and Referral
Processes
Determining Criteria for When Students Are Not
Responding to School-Wide Supports: Assure
Universal Supports Have Occurred
Mann (2008)
Prevention Practices:
Response Continuum:
Consistent language
Reminders, redirection and reteaching of
positive behavior
Consistent processes for teaching
expected behavior & responding to
problem behavior
1:1 conference with student
Effective classroom management
Team conference with student
Effective instruction practices
Administrative conference
Common definitions for desired
behaviors
Phone conversation with parent
Common definitions for problem
behaviors
Conference with parent (promote
engagement)
Detention and Suspension
Referral to Guidance
Procedure Outcomes for Referral
to Secondary Supports
 Primary supports implemented with fidelity.
 Student meets criteria for non-response.
 Staff know the types of concerns that are appropriate
to trigger secondary level supports.
 Staff know what informal/ formal steps to take prior to
referral.
 Staff know how to initiate the process and what to
expect when a student is referred.
 Staff know what information must be available at an
initial meeting.
Teacher Check, Connect and Expect
Mann and Muscott (2007); Adapted from Cheney (2006)
 Teacher Check, Connect and Expect is an efficient, early,
& systematic response for students not responding to
primary prevention systems of behavior support.
 Occurs prior to implementing more sophisticated & less
efficient secondary supports.
 TCCE is a procedure in which classroom teachers provide
higher rates of feedback & attention to ‘at-risk’ students
for exhibiting expected classroom behaviors linked to
school-wide expectations
 TCCE allows for a systematic monitoring of student
behavior using data-based decision-making.
Status of Teacher Check, Connect and Expect Implementation
in PBIS-NH Schools in Fall 2008
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
IP (In Place)
P (Partially in Place)
N (Not In Place)
Teacher Check, Connect and Expect
 TCCE is a quickly accessible & low effort
approach whereby teachers:
 Greet students at the beginning of class;
 Rate their behavior on a daily report card;
and,
 Provide feedback and encouragement at
the end of the day on student performance
relative to pre-established criteria.
The Potential Benefits of Teacher Check,
Connect and Expect
1.
2.
Provides increased positive teacher-student contacts before
relationship is damaged by repetitious conflict.
Provides increased recognition for when expectations are
followed.
a)
3.
4.
5.
Students can expect to be noticed for positive behavior.
Provides increased potential for positive home-school
communication and partnership.
Provides an early, effective and efficient response to
emerging problem behavior before it becomes chronic and
ingrained.
For students who respond to adult attention, TCCE may
provide sufficient recognition to increase likelihood of
behavioral change.
The Potential Benefits of Teacher Check,
Connect and Expect
6.
7.
8.
9.
Connects logically and easily to school-wide system of
behavior support.
Provides easy and measurable assessment of progress that
helps determine if interventions are working.
Is easily morphed to provide more specific behavioral
feedback or self-monitoring.
Provides useful data even if the intervention is
unsuccessful in producing behavioral change.
Teacher Check, Connect and Expect:
Success Either Way
Either:
 Improves student behavior
OR
 Provides useful data with greater
precision to help Targeted Team
with assessment of function
‘Teacher Check, Connect and Expect Process’
Student is Nominated for Teacher Check, Connect and Expect
Meets a criterion for non-response to primary systems of support
Mann & Muscott (2007)
Quick Screen is performed by Integrated Screen-Team
(academic & behavioral sub-set of Targeted Team)
Parental Permission/ Coach Assigned
Review Meeting Date Set
Teacher(s) ‘Coached’ in Greeting, Feedback & Review
TCCE Implemented
TCCE Card with
Behavioral Expectations
Provided in AM
Classroom Teacher(s)
provide feedback at set intervals
throughout day
One Minute Review at end of day
with ‘Last’ Teacher or Lead Teacher
TCCE Card to Coach
Adapted from Crone, Horner
& Hawken (2004)
TCCE Coach
Summarizes Data
Keeps Targeted Team informed
TCCE Coach meets after 20 School Days
with Student, Teacher, Parent
to Review Progress
Revise
Program
Consider
Different
Support
Exit
Program
Teacher Check, Connect and Expect Procedures:
Setting Up the Program
A ‘Coach’ (TCCE ‘Lead’) is assigned to oversee student progress and
to support classroom teacher(s)
The coach is responsible for:
(a) initial training and on-going support to classroom teacher(s)
(b) supporting initial explanation of TCCE to students and families (if
needed)
(c) summarizing & analyzing data provided by the classroom teacher(s)
(d) providing an interim check on progress between start of TCCE and
1st formal review meeting
(e) coordinating & facilitating review meetings
(f) Participates as member of an integrated screen team providing a
brief student screen for TCCE prior to implementation
Prerequisites for Student Referral to TCCE
are Identified
 Determine what school-wide and classroom
prevention and response supports, (including
home-school partnership) must take place prior
to referral (i.e. primary system supports).
 Evidence that student is not responding to
school-wide program is available.
 School criteria pre-determined
Possible Categories to Address for Non-Response Criteria (Benchmarks)
Mann & Muscott, 2008
Possible Category
Consider
Non-Response Criteria
ODR
#, Time Frame, Teacher/
Admin response
continuum, parent
partnership
3 Majors – 1st month of school
3 Majors/ repeated minors - no
improvement after steps on response
continuum (includes parent connection)
Nurse Visits
#, Time Frame, Reason,
Nurse response process
4 visits to nurses office in 1st month w/
soft signs of illness, followed nurse
primary response procedures
Attendance or Tardies
#, Time Frame, Admin
Response Process
4 absences in 1st month of school; 8
overall; SW response process in place
Homework Completion
#, Time Frame, Teacher
Response Process, TGI
Not complete 2/6 assignments; 2 per
wk; team response process; ref to HW
club
Hygiene
#, time frame, intensity,
response and support
process, TGI
Continued occurrence following parent
contact, teacher conference, nurse
consult & referral to guidance
Address frequency and intensity criteria,
referral social skill club
Other Behavioral Concerns:
Behavior(s), teacher
response, school system
response (guidance, family
worker), parent partnership
Continued occurrence following parent
contact, observation & refer to guidance
Address frequency & intensity criteria
Disruption
Disrespect/ Non-comply
Language
Includes retreat/ withdrawal/ internalizing
(Teacher initiated or addressed through
Systematic Behavior Screening)
Antrim Elementary School
Referral Process
and
Referral Form
Teacher Check, Connect and Expect
Procedures: Referral
 Students of concern are referred for
participation based on criteria designed and
ratified at your school.
 All students who meet a non-response
criterion pass through a ‘quick screen’ by
an integrated (academic and behavioral
representation) screening team that briefly
screens all students prior to TCCE to
determine if a different support is more
appropriate.
Teacher Check, Connect and Expect:
Setting Up the Program
Develop a file for each student

Include referral info, data, and
communications and a simple
form to log information and
record major decisions.
Teacher Check, Connect and
Expect : Referral Form
A simple referral form is completed by teacher(s). Includes:
 Parent Contact information
 Strengths/Interests
 Evidence of non-response to primary systems of support
 Description of concerning behaviors
 Possible contexts in which these behaviors are more likely
 ‘Predictors’ (i.e. antecedents; maintaining
consequences)
 Possible ‘function’/ behavioral motivators (what is student
getting or avoiding as result of the behavior)?
 What would signify success or progress?
Teacher Check, Connect and Expect Procedures:
TCCE Coach-Teacher Meeting
 Once Integrated Team has done a quick screen
and given the ‘OK’ for TCCE, Coach and
classroom teacher(s) hold a meeting to review
program, procedures & forms -- and address any
specific concerns the teacher(s) has about the
program per the student nominee.
 Teacher(s) practices providing greeting, giving
feedback and providing end-of-day review.
 Parent permission is then addressed.
Teacher Check, Connect and Expect Procedures:
‘Active’ or ‘Passive’ Parent Permission
School decision is made for whether
‘active’ or ‘passive’ parent permission
is required for TCCE participation.

Key outcome is that parent is
informed and home-school
partnership is nurtured.
Teacher Check, Connect and Expect Procedures:
Setting Up the Program
‘Active’ or ‘Passive’ Parent Permission
If ‘active’ permission is required, coach or teacher
(preferably teacher) contacts parent & they decide
together whether to discuss the program over the phone or
in a face-to-face meeting.

If by phone, teacher reviews program & potential
benefits. Once the parent approves (determine
whether verbal or written agreement required), the
program can begin the following day.

If face-to-face, a meeting is scheduled with parent,
classroom or TCCE coach. During the meeting,
teacher reviews potential benefits. Once the parent
approves, the program can begin the following day.
Teacher Check, Connect and Expect Procedures:
Setting Up the Program
‘Active’ or ‘Passive’ Parent Permission
If ‘passive’ permission is required, teacher
sends a letter to parent that briefly describes
TCCE with a proposed start day and with
request that teacher be contacted if parent has
concerns.
 If parent contacts teacher with concerns,
TCCE is put on hold until parent provides
‘active’ permission.
Once Parent ‘OK’ is in place, student
preparation occurs.
Teacher Check, Connect and Expect Procedures:
Preparing the Student
Teacher (a ‘lead’ teacher in MS) meets with the student to
discuss the program & staff/student responsibilities (coach may
participate to provide support for teacher)

Determine if student will bring his card to his/her teacher(s)
at designated times or if teacher will go to student’s desk to
complete the card (NOTE: this decision should be about
what is most likely to succeed & may be individualized).

Procedure for carrying the card to specials or
departmentalized classes is determined.

Student is made aware of an initial ‘point’ goal (e.g., 80%
of possible points).

Student practices the desired behaviors and all procedures,
& the teacher answers any questions.

TCCE Coach can support teacher when necessary.
Teacher Check, Connect and Expect
Procedures:
Schedule Review Meeting
TCCE Coach coordinates date and time for an
initial review meeting and confirms with all
parties (parent, student, teacher).
 The meeting should occur approximately 3
or 4 weeks (15 or 20 school days)
following the first day on the program.
 The decision regarding whether the student
should attend the meeting is a team
decision (encouraged in most cases).
Teacher Check, Connect and Expect Procedures:
Implementing the Program – AM Greeting
In middle or high school, lead teacher or 1st Period
Teacher greets the student upon arrival to school
with positive regard, shows him or her the TCCE
card, pointing out expected behaviors.
In elementary school, classroom teacher performs
tasks as above. The Teacher is optimistic about the
student’s ability to meet the daily goal. Discussion
takes <1 minute. Teacher gives the student the card
to take to class.
Teacher Check, Connect and Expect Procedures:
Implementing the Program – AM Greeting
Greeting Example:
(Smile; fist-bump; high five; be ‘present’
with student) “Morning, Bill. How are you
today? I know you can be safe, responsible
& respectful today and meet goal of 28
points. Is there anything I can do to help or
anything you need? Here’s your card; have
a great day.”
Teacher Check, Connect and Expect Procedures:
Class Greeting
Middle or high school student brings TCCE Card to
each teacher at beginning of each period throughout
the day. Teacher is optimistic about the student’s
ability to meet the daily goal for the class. Greeting
takes 5 seconds. The teacher keeps the card for the
period or student keeps the card (pre-determined).
Elementary teacher performs greeting whenever
student returns from outside activities (specialty area
teachers participate in TCCE per school decision).
Sample Card for ECE
Teacher Check, Connect and Expect Procedures:
Class Greeting
Class Greeting Example (MS or HS):
“Hi Bill - Good to see you (smile; present
with student)! Remember – I’m hoping to
see strengths in Safe, Responsible and
Respectful today – can you give me an
example of respectful? Great! Is there
anything I can do to help today? Have a
great day.”
Teacher Check, Connect and Expect Procedures:
Class by Class Feedback
At the end of each period (MS or HS) or time
interval/subject (ES), the teacher rates each
behavioral expectation on the card using a 4
point scale (3, 2, 1, 0). Teacher shares the
information with the student in a 30 second
feedback meeting.
In middle & high schools, the student takes
the card to the next period class.
Teacher Check, Connect and Expect Procedures:
Providing Feedback
 The teacher rating process is BRIEF (20-30 seconds).
 Teacher provides verbal acknowledgement for behaviors
that demonstrate behavioral expectations (i.e. positive
behavior).
 It is not recommended that a reprimand go along with a ‘1’
or ‘0’ as this is not likely to increase expected behavior.
 A calm & specific reminder of desired behavior with
encouragement (followed by a pre-correction for
tomorrow) are likely to work better.
 The student is likely to have been reprimanded
repeatedly in the past for exhibiting the behavior (he
has not responded to reprimands w/ improved
behavior).
Teacher Check, Connect and Expect Procedures:
Excel Scoring and Feedback: A ‘3’ indicates a ‘Strength’
A ‘3’ indicates a ‘strength’ in this expectation for this day. A
strength means that there were displays of positive behavior
related to the expectation (e.g. the student displayed ‘safe’
behavior throughout the class) and no instances of problem
behavior associated with the expectation
Specific positive behaviors should be verbally
acknowledged:
“You showed a strength in being respectful today by
speaking quietly during group work, Bill. I really appreciate
it and you are getting a ‘3’ in Respect”
Teacher Check, Connect and Expect Procedures:
Scoring and Feedback: A ‘2’ indicates both ‘Strength’ and ‘Need’
(or, did well with a couple of glitches)
A ‘2’ indicates a combination of positive & minor problem
behavior were displayed but, on balance, the positive side
‘outperformed’ the problem side. The student was
responsive to redirection when ‘minors’ were addressed.
Teacher should strongly verbally acknowledge the positive
behaviors and provide light feedback on the problem
behaviors (the key message to send is that most attention
will be paid to positive behavior).
“You really showed strength in ‘Doing the Right Thing’ by
completing all your work today – I appreciate that! There
was some minor talking out during reading -- so there’s a
‘need’ to be more ‘Respectful’ tomorrow.”
Teacher Check, Connect and Expect Procedures:
Excel Scoring and Feedback: A ‘1’ indicates a ‘Need’
A ‘1’ indicates that although no ‘Major’ problem behaviors occurred, on
balance, the problem side outperformed the positive side for this expectation
this day. Little or no positive behavior can be found when a student receives
a ‘1’ .
When providing feedback for a 1, minimize dwelling on the negative:
“Tommy, there is a ‘need’ to be more safe and respectful in the classroom
which you can show me tomorrow by respecting personal space”.
Remind that he has the power to turn this into a strength tomorrow:
“You’ll have a chance later (or tomorrow). to turn this into a strength by
respecting personal space – and I will be sure to notice when you do!”
Minimize attention to / additional commentary about the problem behavior
(short and sweet; calm; aware of non-verbal disapproval as it is unnecessary)
Note: Repeated 1’s should result in a more comprehensive plan to address the need directly
Teacher Check, Connect and Expect Procedures:
Scoring and Feedback: A ‘0’ is used when a
‘Major’ Problem Behavior is Displayed
A ‘0’ on a TCCE card indicates that a ‘Major’
problem behavior has occurred.
Response to a ‘Major’ should follow typical school
procedures and reported/recorded as for any other
student.
Student is subject to administrative responses as
for any other student unless otherwise determined
through an existing individualized support plan.
Learning Zone Progress Card for Excel Program
Be Safe, Considerate and Do the Right Thing!
3 = Strength
Period or Subject
A
2 = Showed Mostly Strength/ Some Need
Safe
Considerate
Do the Right
Thing
1 = Need
Total points
___/9
B
___/9
C
___/9
D
___/9
E
___/9
F
___/9
Total
___/54
___%
0 = Major Office Referral
Home
Date: _____
Total Checks:
___/ 54 = ___%
Goal Met:
__ Yes __ No
Goal: __ points
Teacher Check, Connect and Expect Procedures:
End of Day Review
At the end of each day, the last
period teacher or Lead Teacher
(MS or HS) or classroom teacher
(ES) meets with the student to
conduct a brief <1 minute meeting.
Teacher Check, Connect and Expect Procedures:
Steps for End of Day Review
1)
2)
3)
4)
Quick review add-up of points.
Write the total number/% achieved for the day.
Discuss the total and whether the daily goal was met.
1) If the student achieved the daily goal, teacher should
provide verbal acknowledgement.
2) If goal was not achieved, teacher should verbally
acknowledge any strengths achieved and encourage
turning the needs into strengths for tomorrow.
If TCCE information goes home daily, write the
total/percentage in the ‘For Home’ column so that the
student can report progress to his/her parents (optional).
a) Teacher rips off the ‘For Home’ part of the Card and
gives it to the student (optional).
Teacher Check, Connect and Expect Procedures:
Storing the data
Each day, the teacher puts the completed
card(s) in coaches’ mailbox (or
designated place) so data is collected in a
common place to be entered into a database that can easily produce graphic
displays of progress.
Teacher Check, Connect and Expect:
Assessing Progress
A review meeting with parent should
occur 3 or 4 weeks (15 or 20 school
days) after start of the program.
During the meeting, data is shared
regarding goals and determination of
next steps is made.
Teacher Check, Connect and Expect:
Assessing Progress
Decision is made as to next steps based on data. Options may
include:
A. Discontinue TCCE based on repeated success and belief that the
support is no longer needed (address how teacher attention might
continue)
B. Continue TCCE as is
C. Morph TCCE:
 Add behavioral specificity (i.e. target a specific behavior such
as ‘completed classwork’ under ‘Responsible’)
 Morph to Self-Monitoring
D. Continue TCCE, but add an additional support (e.g., TGI)
E. Discontinue TCCE and refer to secondary support team
(according to school process) to assess ‘function of behavior’ and
access group or individualized supports
F. Discontinue TCCE with no additional support – monitor progress
NH CEBIS Excel Program
CICO-SWIS
Brief overview of CICO program
readiness requirements
reporting and data entry
Complements of Ann Todd
www.swis.org
CICO-SWIS Readiness
1. School has a SWIS Facilitator, a SWIS
Account and a signed CICO-SWIS
License Agreement.
2. School is implementing school-wide PBS
as indicated by SET (>80) TIC (> 80) or
BoQ (>80) scores.
3. School has access to a PBS coach and/or
trainer coordinating implementation of
CICO procedures.
CICO-SWIS Readiness
4. School is implementing CICO with the
following features in place:




Description of program
CICO Coordinator
Process for identifying students for CICO
Process/materials for training adults,
students and families
CICO-SWIS Readiness
5. School has a standard Daily Progress Report/
CICO point card with the following
information:
 Defined # of check-in periods (up to ten)
 Defined # of expectations/goals (up to five)
 A three point rating scale
Data Entry
What it will look like in CICO-SWIS
Student Progress Data
CICO SWIS
CICO-SWIS Readiness
6. A 90 minute Swift at SWIS CICO-SWIS
training session is scheduled for the
CICO-SWIS users (2-3 people) and
Coach, conducted by the SWIS Facilitator.
7. CICO-SWIS data entry person and data
entry time are defined.
CICO-SWIS Readiness
8. Schedule and assignments for CICO report
generation are defined.
9. The Universal Team and Individual
Student Support Teams have scheduled
meetings to use the CICO-SWIS data for
problem solving and decision making.
CICO Coordinator, Coach/SWIS
Facilitator are scheduled to work with
teams for at least three follow up meetings.
Maximum # of school days in
reporting period
Period #
Number of days student has data for
each period of report period
Absent 3rd period on
3/13, got a major ODR
during the day
60
Number
of
students
with
CICO
data on
a day
Top of vertical bar is highest % of points one of the students got, bottom of vertical bar is
the lowest % points one of the students got. The horizontal (whisker) is the average
points for all students on a specific day
61
Resistance to TCCE
 What if there is student resistance?

Not handing form to teachers or consistently loses
form?


Option for TCCE with higher teacher support?
End TCCE and move to next level (T-Team Assess)
 Teacher resistance?


Work to gain staff buy-in prior to implementation
(prevention)
Address in advance how you’ll respond if staff
members are not participating (response)
When TCCE Does Not Result in
Behavioral Change
 If student is unwilling to participate or TCCE is
unsuccessful in providing effective support, move to next
phase of support continuum.
1. Non-Response to Primary Prevention Supports
2. Non-Response to TCCE
3. Targeted Team referral process is activated:
i.
T-Team Referral Forms Completed
ii. T-Team assesses available data (referral information,
ODR reports, TCCE data, etc)
iii. Team constructs a Behavior Pathway and determines
if a reliable hypothesis of function (quick FBA) may
be determined
Testable Hypothesis:
Simple Behavior Pathway
Setting
Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequence
Function?
When TCCE Does Not Result in
Behavioral Change
4. If a ‘Quick FBA’ can be achieved (i.e. reliable
hypothesis), then T-Team assigns to Targeted
Group Intervention if appropriate intervention
exists.
iv.
If not appropriate TGI – construct individualized
function-based Behavior Support Plan
5. If data is insufficient to determine reliable
predictors of behavior and identify a hypothesis
of ‘function’, T-Team generates plan for higher
level of data gathering (intermediate FBA)
PBIS-NH Secondary Systems Logic Model
Muscott (2008)
PBIS Primary Prevention System Implemented w/ Fidelity
Vast Majority of Students Respond
PBIS Secondary Processes Implemented with Fidelity
Early Identification of At-Risk Students
Efficient Initial Intervention Implemented
Effective with Many At-Risk Students
Targeted Group Interventions Implemented
Effective with Additional At-Risk Students
FBA & Behavior Support Plans
Effective with Additional At-Risk Students