Transcript Now More than Ever John VanDenBerg

The Six Cs in Coaching
The Targeted System
for Sustainability
PBIS-NH Targeted Coaches Training
Presented by
Howard Muscott, Eric Mann,
Stacy Szczesiul &Tina Pomerleau
October 3, 2008
Targeted Coaches Agenda
Preview the Day
2. Who’s Here?
3. The 6 Cs of Coaches
1. Content
2. Competence
3. Celebrations
4. Challenges
5. Commitments
6. Consistency of Systems, Data and Practice
1.
The Big Outcome
To provide targeted coaches with
updated information and to
facilitate the exchange of practices,
strategies, data and tools designed
to help implement and sustain the
secondary tier of SWPBIS.
Who’s Here Activities
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
New Hampshire’s System of Care and Education
School-wide and General Education Classroom Systems for Preventative
Instructional and Behavior Management Practices
Systematic Screening
Promote Positive Parent Contact
Efficient Systematic Intervention for Students Who Do Not Respond to SW
and Classroom Prevention and Response Systems
Teacher Check, Connect Expect
Array of Evidence-Based Group Interventions Addressing
Prevalent Functions of Behavior Available for Students Who
Don’t Respond to SW and Teacher Check, Connect Expect
Mann & Muscott (2007)
Function-Based Support Planning
(Functional Assessment and Intervention Planning)
Available for SW
and Group non-responders
Intensive
Behavior Support Plans
and
Crisis Intervention
Linkages to
Community-based
Supports
School-based
Intensive Supports
Coordinator
Linkages to Wrap-NH
Facilitation
School-based
Intensive Supports
Linkages to
Case Centered
Collaboratives
PBIS-NH Secondary Systems Logic Model
Muscott (2008)
PBIS Primary Prevention System Implemented with Fidelity
Vast Majority of Students Respond
PBIS Secondary Systems 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 Many Additional At-Risk Students
Functional Behavioral Assessment & Behavior Support Plans
Effective with Many Additional At-Risk Students
SYSTEMS
1. Targeted Team
and Processes
8. Behavior
Support Planning
7. Functional
Assessment
Secondary Prevention
Targeted Approaches
A Function-Based
Perspective
Muscott & Mann (2007)
6. Targeted Group
Interventions
Universal Primary
Prevention
2. Data-Based
Decision Making
DATA
3. Communication
with Staff and
Families
4. Early Identification
and Referral
Processes
5. Teacher Check,
Connect, Expect
PRACTICES
SAU/District-wide
Administrative Team
Knowledge about
the Student
Knowledge about
the Setting
Knowledge about
Behavioral Theory
Targeted Team Requires
Multiple Forms of
Knowledge about
Knowledge
Knowledge about
Data-based
Decision Making
Mental Health
Knowledge about
Families
Adapted from Horner (2006)
PBIS-NH Communication Systems
Families
Youth
Staff
Universal
Team
Central
Office
Referral Procedure Outcomes
 Staff know the types of concerns that are appropriate for






referral to Targeted Team.
Staff know how/when to initiate the process (know what
informal / formal steps to take prior to referral).
Staff know what to expect when a student is referred.
Staff are trained in what “function” means.
Staff are trained in conflict cycle, de-escalation
techniques and effective family engagement practices.
Staff know what information must be available at an
initial meeting.
Staff think about predictors before refer to T-Team.
A Systematic Screening
Process for
Behavior Disorders
Multiple Gate Screening
 Stage 1 involves teacher nomination and rank ordering
of students along two dimensions of behavior disorders
– internalizing & externalizing.
 Stage 2 requires that teachers complete the BASC-2
Behavioral Emotional Screening System for each of the
nominated students.
 Students whose elevated scores exceed the established
cut off are candidates for Stage 3.
 At Stage 3, the student is referred to the appropriate
school-based team to determine additional diagnostic
assessments and appropriate interventions.
Implementation Procedures Stage One:
Rank Ordering Students
1. Identify groups of students in his/her
classroom that closely match the
internalizing and externalizing profiles.
2. Rank order students in two groups
according to the degree or extent to which
each one matches the behavioral profile.
Implementation Procedures Stage One:
General Procedures
 Screenings are recommended twice a year
in October and February.
 Group administration at a faculty meeting
or training is efficient – allow 90 minutes
for Stage One and Two.
 Classroom teachers complete Stage One
on all students in their class they have
known for at least one month.
 A class list is needed.
Implementation Procedures Stage One:
Step One
 Carefully study the definitions and examples
of externalizing and internalizing behavior
problems provided on Stage One forms.
 Start with externalizing.
 Repeat process for internalizing.
 Keep in mind that selections are to be made
based on how students behave.
 Lists must be mutually exclusive.
SSBD Stage One
Nominating Externalizing Students
 Externalizing refers to all behavior problems
that are directly outwardly, by the student,
toward the external social environment.
 Externalizing behavior problems usually
involve behavioral excesses (i.e., too much
behavior) and are considered inappropriate
by teachers and other school personnel.
Stage One
Nominating Externalizing Students
 Displaying aggression
towards objects or persons
 Forcing the submission of
others
 Arguing
 Having tantrums
 Being hyperactive
 Defying the teacher
 Disturbing Others
 Being out of seat
 Stealing
 Not complying with teacher
 Not following teacher or
instructions or directives
school-imposed rules
Implementation Procedures Stage One:
Step Two
 Select an externalizing group
of 10 from the pupils in your
class and list them in Column
One of the externalizing form.
Systematic
Screening for
Behavior
Disorders
Hill Walker
Herb Severson
Oregon Research
Institute
SSBD Implementation Procedures
Stage One: Step Three
 Rank order the students on each of your
externalizing lists using the SSBD rank
ordering form for Stage One.
 Rank the student who most exemplifies the
externalizing pattern Number ONE.
 Rank the student who least exemplifies the
externalizing pattern Number TWO.
Systematic
Screening for
Behavior
Disorders
Hill Walker
Herb Severson
Oregon Research
Institute
Stage One
Nominating Internalizing Students
 Internalizing refers to all behavior
problems that are directly inwardly
(i.e., away from the external social
environment) and represent problems
with self. Internalizing behavior
problems are often self-imposed and
frequently involve behavioral deficits
and patterns of social avoidance.
Stage One
Nominating Internalizing Students
 Having low or restricted activity levels.
 Not talking with other children.
 Being shy.
 Timid and/or unassertive.
 Avoiding or withdrawing from social situations.
 Preferring to play or spend time alone.
 Acting in a fearful manner.
 Not participating in games or activities.
 Being unresponsive to social initiations by others.
 Not standing up for one’s self.
BASC-2
Behavioral and
Emotional Screening
System
Randy Kamphaus &
Cecil Reynolds
Pearson Publishers
Stage Two: Administration of BASC-2
Behavioral Emotional Screening
 Administer the BASC-2 BESS Teacher Form
Level Child/Adolescent.
 27 Questions – 5-10 minutes.
 Each item rated Never, Sometimes, Often and
Almost Always.
 Never means that you have not observed it.
 Mark every item with best estimate.
Efficient Systematic Intervention for
Students Who Do Not Respond to SW
and Classroom Prevention and
Response Systems
Teacher Check, Connect and Expect
1. Basic
2. Basic Plus
Teacher Check, Connect and Expect
Mann and Muscott (2007)
 Teacher Check, Connect and Expect is a
highly efficient, early, and systematic
response for students who do not respond
to universal, primary prevention systems
of behavior support. Occurs prior to the
implementation of more sophisticated and
less efficiently accessed secondary
prevention supports.
Teacher Check, Connect and Expect
Mann and Muscott (2007)
 Teacher Check, Connect and Expect is a
procedure in which classroom teachers
provide high rates of feedback and attention
to students for exhibiting expected classroom
behaviors linked to school-wide expectations
while monitoring the effects on problem
behavior using data-based decision-making.
Teacher Check, Connect and Expect
Mann and Muscott (2007)
 Teacher Check, Connect and Expect offers an
immediate and low effort approach whereby
teachers:
 greet students at the beginning of the day;

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 Involvement in
Teacher Check, Connect and Expect
1. Provides increased positive teacher-student
contacts before relationship is damaged by
repetitious conflict.
2. Provides increased reinforcement for students
following expectations.
3. Provides increased home-school
communication and partnership.
4. Provides an early, effective and efficient
response to emerging problem behavior before
it becomes chronic and ingrained.
The Potential Benefits of Involvement in
Teacher Check, Connect and Expect
5. Connects logically and easily to school-wide
system of behavior support.
6. Provides an efficient and measurable
assessment of progress that helps determine
if interventions are working.
7. Provides information that may be useful for
identification of predictors of behavior
should more supports be needed.
Student Nominated for Teacher Check, Connect and Expect
Systematic Screening
ODR
Teacher or Parent Referral
Mann & Muscott
(2007)
Parental Approval / SC Coach Assigned
Review Meeting Date Set
Teacher(s) ‘Coached’
SC Implemented
Contract Card with
SW Behavioral Expectations
Provided in AM
Classroom Teacher
feedback at set intervals
throughout day
One Minute Review at end of day
with Classroom Teacher / Lead Teacher
Sheet to Coach
SC Coach
Summarizes Data
Keeps Targeted Team informed
Meet after 20 School Days
with Student, Teacher, Parent
to Review Progress
Revise
Program
Consider
Different
Support
Exit
Program
BARRY Card
Amherst Street Elementary School
Be a Safe, Respectful, Responsible You!
3 = Frequent positive behaviors
1 = Few or no positive behaviors
Period or
Subject
Safe
Respectful
2 = Some positive behaviors, no major problems
0 = major problem
Responsible
Total points
1
Home
Date: _____
Total Checks:
___/54 ___%
2
3
Goal Met:
Yes __ No __
4
5
Goal: 43
points (80%)
6
Total
__/ 54=
___ %
Targeted Group Interventions
TGIs address groups of students who:
1. Fail to respond to school-wide and
classroom expectations.
2. Are not currently engaging in dangerous or
extremely disruptive behavior.
3. Share similar functions based on a
functional assessment.
4. Require similar skill development.
Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002
Major Features of Targeted Interventions
adapted from Horner, Hawken & March (2005)






Intervention is continuously available.
Rapid access to intervention (72 hr).
Very low effort by classroom teachers.
Consistent with school-wide expectations.
Known/ implemented by all staff/faculty.
Different interventions available based on functional
assessment.
 Adequate resources for support and implementation
with fidelity (administration, team).
 Student chooses to participate.
 Continuous monitoring for decision-making.
Targeted Group Interventions and
Functions of Behavior
 Access Adult Attention/Support
 The Behavior Education Plan (BEP)
 Mentoring Programs
 Access Peer Attention/Support
 Social Skills Instruction
 Peer Mentoring
 Self-management Programs
 Access Academic Support
 PASS Program
 Homework Club
 Peer Tutoring
Procedures for Assigning Students
to Targeted Group Interventions
1. Student does not respond to SW PBIS
supports or Social Contracting and there is
confidence in hypothesis of function.
2. T-Team & teacher(s) view available TGIs
and determine which is best fit based on
student function & skills – if none, initiate
procedure to develop function-based BSP.
Procedures for Assigning Students
to Targeted Group Interventions
3. T-Team provides student information to the lead
staff member of the identified TGI to determine
if/ when the intervention could begin.
4. Parent contacted/ engaged; options discussed
5. Meeting with student (& parent as needed) is
scheduled & program information, duration &
outcomes of participation are discussed.
6. Student agrees to participate & contract is signed
by student & staff.
“Working Smarter”
Targeted Group Interventions
Intervention
Function
Served
Common
Behaviors
Staff
Involved
Schedule
Data
Available to
Determine
Success
“Working Smarter” Targeted Group Interventions
(Some interventions such as Service Learning may be available to all students as a universal intervention)
Intervention
Function Served
Common Behaviors
Staff
Involved
Schedule
Data Ava
Check-In,
Check Out
Access adult
attention
Varied, result in attention Muscott,
from adults
Mann
Daily
Arrival /Dis
Yes
Peer
Mentoring
Access peer
attention
Attention-Seeking from
peers
Dillon
Griswold
Individual
schedules
Yes
ServiceLearning
Programs
Avoid typical
classroom; Gain
adult attention
Attention-Seeking; Class
/ school avoidant; Work
oriented
Muscott
Apfel,
LeBrun
Individual
Schedules /
after school
Yes
Tutoring /
After
School HW
Group
Access adult
attention; Access
academic support
Demonstrates Academic
Need; Fail classes; Not
completing HW; Seeks
adult help
Gately,
Bradley,
Lapointe,
LeClair
M, W, F
1-3 PM and
after school
Yes
Social
Skills
Group
Peer and adult
attention
Trouble make/keep
friends; disruptive to
gain peer attention
Smith,
Jones
Mondays at
1:00
No
Frequent parent contact
with school
Gleckel,
Mann
T 2 PM;
Th 7:30 PM
Yes
Family /
Access Behavior
Parent
Support; Access
Supp Group Attention
Systemic Process of RtI
Universal Interventions
•All students
•Core curriculum
•Preventive,
proactive
Literacy
Behavior
80%-90%
Targeted, Group Interventions
•Some students (at risk)
•Additional instruction
•Progress monitoring
Intensive, Individual Interventions
•Individual students
•Specifically tailored
instruction
•Progress monitoring
5%-10%
1%-5%
Secondary Transition for
high school
Tier 1 – Universal
Whole School, All students, Screening and Early Identification
Behavior Expectations
Literacy Standards
Promotion of positive behavior
Word ID
Language Comprehension
Print Processing
(define, teach, recognize)
Response to problem behavior
(define behaviors and response processes)
Data
Tools
Data
DIBELS
NWEA
AIMSweb
Other
Weekly data
reports of
problem
behavior;
Attendance,
Periodic selfassessments
Explicit instruction/modeling
Systematic instruction/skill-building
Ample practice opportunities
Immediate corrective feedback
Differentiated instruction
Continuous assessment
Tools
Research-based literacy
curriculum
Classroom-wide and small
group
Benchmark assessment
Data-driven instruction
Tools
Matrix of expected behaviors
Teaching plan and practice
Recognition plan
Problem behavior definitions
Response process
Reporting/Data collection
Movement to Tier 2 supported by effective decision rules, goal-setting, progress monitoring,
fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits
Differentiated
Instruction in
General Ed
Classrooms
Classroom-Level
Benchmark
Assessment
Universal Team
and Processes
Evidence-Based
Literacy Curriculum
Materials and
Supplies
Literacy
Instruction
Universal
Approaches
Professional
Development
Content-Area
Literacy
Instruction
Progress
Monitoring
Tier 2 – Targeted
Small Groups and Individual Supports Based on Similarities of Needs and Data
Literacy
Additional group instruction
time to address specific skill
needs
Behavior
Teacher Check, Connect , Expect
Targeted group interventions
based on function of behavior
Data
Tools
Data
DIBELS
AIMSweb
Other
Tools
Diagnostic assessment
Small groups based on
specific skill needs
(e.g., comprehension,
sight word recognition,
vocabulary)
Check, Connect Expect
Check-In, Check-Out
PASS (Preparing and
Supporting SelfManagers)
And other group
interventions
Functional Behavioral
Assessment and Support
Weekly data
reports of problem
behavior or
prosocial behavior
Progress
monitoring of
group
interventions
Periodic selfassessments
Movement to Tier 3 or 1 supported by effective decision rules, goal-setting, progress monitoring,
fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits
Frequent Progress
Monitoring
Targeted Team
and Processes
Diagnostic
Assessment
Literacy Instruction
Targeted Approaches
Skill-driven
Instruction
Professional
Development
Small Group
Instruction
Strategies for
Instruction
Tier 3 – Intensive
Individual Assistance Focused on Needs and Data
Literacy
Additional individual
instruction time to address
specific skill needs
Tools
Data
DIBELS
AIMSweb
Diagnostic
Assessment
One-on-one instruction
Explicit
instruction/modeling
Systematic
instruction/skill-building
Ample practice
opportunities
Immediate corrective
feedback
Alternative Education
Planning (HS)
Behavior
Individualized plan for behavior
supports
Tools
Data
Functional behavioral
Assessment
Behavior Support Plan
Person-Centered Planning
Life Space Crisis
Intervention (LSCI)
Wraparound
RENEW School-to Career
Planning (HS)
Alternative Education
Plans (HS)
Weekly data
reports of
problem behavior
Progress
monitoring of
student
Periodic selfassessments
Student Progress
Tracker (HS)
Intensive Team
System for
Special Education
Referral
Literacy Instruction
Intensive
Approaches
Progress
Monitoring
Review of
Assessment and
Instruction
Strategies for
Instruction
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
Competencies
Chalk talk Activity
 What:
 (1) Individual coaches write down on a piece of paper
the knowledge, skills and attitude competencies that an
effective targeted coach needs– 10 minutes.
(2) Transfer these to posters around room silently,
browse and add others – 10 minutes.
 Who: All coaches
 Report Out: None
 Timeframe: 20 minutes
A Coach with
Behavioral Expertise
 Knows behavioral theory and elements of
Functional Behavioral Assessments and
Behavior Support Plans.
 Knows Teacher, Check, Connect and Expect.
 Knows Targeted Group Interventions.
 Has conducted FBAs and developed
successful function-based BSPs.
 Can lead the design and teach others to
conduct TCCE, TGI and FBA/ BSP.
APBS Standards of Practice
www.abps.org
II. Collaboration and Team Building
A. Practitioners
of PBS understand the
importance of and use strategies to
work collaboratively with other
professionals, individuals and their
families.
B. Practitioners of PBS understand the
importance of and use strategies to
support development and effectiveness
of collaboration teams.
APBS Standards of Practice
III. Basic Principles of Behavior
A. Practitioners of PBS utilize behavioral assessment
and support methods that are based on operant
learning.
B. Practitioners of PBS understand and use antecedent
manipulations to influence behavior.
C. Practitioners of PBS understand and use
consequence manipulations to increase behavior.
D. Practitioners of PBS understand consequence
manipulations to decrease behavior.
E. Practitioners of PBS understand and use methods for
facilitating generalization and maintenance of skills.
APBS Standards of Practice
IV. Data Based Decision Making
A. Practitioners of PBS understand that data based
decision making is a fundamental element of PBS,
and that behavioral assessment and support
planning begins with defining behavior.
B. Practitioners of PBS understand that data based
decision making is a fundamental element of PBS,
and that measuring behavior is a critical component
of behavioral assessment and support.
C. Practitioners of PBS use graphic displays of data to
support decision making during the assessment,
program development, and evaluation stages of
behavior support.
D. Practitioners of PBS use data based strategies to
monitor progress.
APBS Standards of Practice
V. Functional Behavioral Assessments
D. PBS practitioners conduct
Functional Behavioral Assessments.
E. PBS practitioners conduct indirect
and direct assessment strategies.
F. PBS practitioners work
collaboratively with the team to
develop hypotheses that are
supported by assessment data.
APBS Standards of Practice
VI. Behavior Support Plans
C. PBS practitioners develop behavior support plans that
include antecedent interventions to prevent the need
for problem behavior.
D.PBS plans address effective instructional intervention
strategies.
E. PBS practitioners employ consequence intervention
strategies.
F. PBS practitioners develop plans for successful
implementation of positive behavior support plans.
G. PBS Practitioners evaluate plan implementation and
use data to make needed modifications.
Benchmarking the Targeted System
 Team is established and functioning
 Have identified decision rules about non-responders
 Have identified decision rules about what needs to have
been tried prior to referral have been identified
 Referral process/protocol is completed
 Referral form is completed
 Team has begun accepting referrals
 Team has begun providing supports/plans
 Decision to use/ Developed / Implemented SC made
 Decision to use/ Developed / Implemented TGI made
Benchmarking the Targeted System
 Team has begun providing supports/ developing plans
 Decision whether to use Social Contracting as a first support for
early non-responders to SW system
 Decision to implement one or more targeted group interventions
(TGI) has been made (what TGI addressing what ‘function’?) :
____________________________________________________
______________________________________
 Staff have provided input for procedures and forms and have
received any necessary training to understand purpose of team
 Families have provided any relevant input and received
information to understand purpose of team
Activity: Targeted Team
Status Report
 Who: Coaches
 What: Complete the Targeted Team
Benchmarks sheet (next slide)
 Provide a copy to us.
 Timeframe: 15 minutes
 Report Out: None
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
The Non-Celebration
“I was going to buy a copy of the
book The Power of Positive
Thinking and then I thought, What
the hell good would that do?”
Ronnie Shakes
Why Celebrations?
Research on Positive Psychology
 Happiness has positive consequences
 A rosy view of things is associated with
psychological and social well-being
 Good days have common features:
autonomous, competent, connected
 Meaning, purpose and work matter
 Other people matter
 Spirituality matters
“Research has clearly shown that
living the good life -- happiness,
strength of character and good
social relationships -- buffers us
against the damaging effects of
stressful life events and that the
good life can be taught.”
Christopher Peterson
Celebration Activity
 What: Review all the data you brought today and
other information and brainstorm a list of databased successes to celebrate from your targeted
team last year. Do all of your school’s
constituencies know about these successes? Jot
down ideas on your coaches’ log for what you
should celebrate, how you might celebrate and with
whom?
 Who: All coaches
 Timeframe: 15 minutes
 Report Out: None
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
Challenges Activity
 What: Identify 3-5 challenges or restraining
forces you believe are holding back successful
secondary system implementation.
 Who: All coaches
 Report Out: Tally results
 Timeframe: 20 minutes
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
"Winning is about having
the whole team on the
same page“
-Bill Walton
PBIS-NH Big Idea
It Begins With and Ends With Commitment
PBIS-NH requires administrators,
faculty, team members, and coaches to
make a commitment to systems,
practices, and data in order to effectively
and efficiently implement and sustain
SWPBIS within the context of an
effective school community.
Commitments Activity
 For each constituency, indicate an
estimated level of commitment.
 Prioritize the commitments from
constituencies that are most critical to
continued PBIS success in critical areas for
your school-wide program this year.
 5 minutes
The 6 Cs of Coaching
1.
2.
3.
4.
5.
6.
Content
Competencies
Celebrations
Challenges
Commitments
Consistency of Systems, Data and
Practice
"To be successful, you don't have
to do extraordinary things.
Just do ordinary things
extraordinarily well.“
- John Rohn
Supporting systemic change in a school
community is a long-term journey that
begins with dreams and ideas.
Which can be embraced by faculty,
administration, students, families, and
community members
 initially with Words
 which develop into Actions or Behaviors
 and then become Habits through Practice
 to ultimately form Climate or Culture
PBIS NH Big Idea
Data-based Decision-Making
Sustainability requires that we use a databased decision-making model to achieve
the outcomes we desire and evaluate
whether we have achieved those results.
Where do we want to be?
How do we know when we’ve gotten there?
Identifying Broad Outcomes By
Asking Key Questions
1. What do you want to achieve in terms of
creating a secondary system of supports?
2. How will we measure the overall
effectiveness of the secondary system?
Decrease
Buy-In or Commitment
Increase
Restraining
Forces
Promoting
Forces
Current level
What are the Roadblocks to
Sustained Commitments or Consistency?
 Barriers
 Restraining Forces
 Challenges
 Problems
 Dilemmas
Identify as many
forces or factors as
you can that
restrain or inhibit
commitment from
your top two
prioritized
constituencies.
What are the Forces that Would
Promote Sustained Commitments?
 Promote
 Encourage
 Support
 Positive
Identify as many forces or
factors as you can that
promote or encourage
commitment from your
top two prioritized
constituencies.
Decrease
Buy-In or Commitment
Increase
Restraining
Forces
Promoting
Forces
Current level
Desired level
Differentiated Activity
 Team and Systems
 Screening
 Teacher Check, Connect and Expect
 Targeted Group Interventions
Function-Based Assessment and
Behavior Support Planning Activity
sfjds
Reflection and Action Planning