Tier2SystemofSupport

March,2011

 TableofContents

OverviewofTier2Supports 3

1.Tier2Responsibilities 5
TeacherResponsibilities
GradeLevelTeamsResponsibilities
CoreSTATGradeLevelRepresentativesResponsibilities
TargetedTier2InterventionCoordinatorsResponsibilities
CoreSTATTeamResponsibilities

2.StudentIdentificationProcess 8

3.ClassroomLearningTeamProblemSolvingProcess 9

4.MonitoringandEvaluatingProgressandMakingDecisions 12

5.StrategiesforCommunication 12

6.FormstoGuideTier2Process 13
FormA:Tier2ProcessChecklist
FormB:TeacherSelfAssessment
FormC:ClassroomProblemSolvingTeamPlanningForm
FormD:InterventionProgressMonitoring
FormE:StudentNominationforStudentAssistance
FormF:InterventionPlan
FormG:Tier2TeamGuidingQuestions

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 Positive Behavior Support

MUSWPBS 2
 OverviewofTier2Supports

Schoolsareresponsibletoteachacademicsandsocialbehaviorskills.Weteachallstudentsour
academiccurriculumtoaddressgradelevelexpectations(GLEs).Weteachallstudentstobe
safe,respectful,responsiblelearnersintheclassroom,hallways,playgroundandallother
settings.WeknowtheseTier1universal(greensectioninthegraphicbelow)thatweteach,
practiceandrecognizeeverydayhelpcreateapredictableandpositivelearningenvironment.

However,somestudentsdonotrespondtoourqualityTier1universalacademicandbehavioral
instruction.Studentswhoneedadditionalsupportmaydisplaybehaviorsexternallyorofequal
concern,arestudentswhointernalizethestressofschoolandhome.Thegoalistoprovide
supporttothesestudentstomeettheirneeds,tokeeptheminclasslearningandtoavoid
escalationtomoreintensiveservices.

Figure1

Wearechangingthewaywethinkaboutstudentbehavior.Behaviorisnotgoodorbad,rather
repeatedproblembehaviorservesapurposeforthestudent.Problembehaviorpaysoffforthe
studentbygettingwhatiswantedoravoidingwhatisuncomfortable,difficultorevenboring.
Misbehaviorisalsoaformofcommunicationthatisgenerallyveryeffectiveingettingneeds
met.Misbehavingworkssostudentsdoitagain.Ourjobistomakeaprofessionaljudgment
(hypothesize)aboutwhatpurposeorfunctionthebehaviorisservingthestudentandthen
decidewhatwecandotogetthatneedmetinasafe,respectful,responsibleway.Tomakethese
decisions,weusethetriedandtrueABCsofbehavior.WecanusetheABCstodescribe
misbehavior(Figure2).

MUSWPBS 3

Summary of Problem

Wehavethemostproblemsduringindependentwritingtime
(time of day/class/Activity/Routine)
Antecedent Problem Behavior Consequence Function/Pay Off
(Trigger/Predictor) (Student Behavior of concern)

When
thestudent thenthis So,thefunctionof
will happens behavioristo:
Access/Avoid/
given
notwork,make redirect,remind Escape
(circleone)
assignmentto
noises,talkto whattodo,safe
thishardwriting
write
others seat,buddyroom
task
oroffice

Figure2



WecanalsousetheABCscienceofbehaviortoplaninterventions(Figure3).Whenplanning
interventionswemaydecidetostartwithanobservabledescriptionofthebehavior,thenbrainstorm
antecedentsthatwillsetthestudentupforsuccess.

InterventionPlan

Antecedent ReplacementBehavior/ OutCome
(Setstudentupforsuccessbyteaching, Skill (Whathappenswhenstudent
precorrecting,practicing,scaffolding,etc.) (Whatwewantthestudent demonstratesbehavior/skill)
todoinstead)

Scaffoldworkbyprovidingastartersentence,picture Completeassigned Quickteacherattentionwhen
prompt,choiceoftopic (modified)independent postitisdisplayed
writingtasks
Determineexpectationfortheamountofworktobe Conferenceattheendof
done(2sentences,3paragraphs,etc.) independentwritingtodiscuss
progresstowardgoal
Teachstudentexpectedamountofworkand
behavior.

Reviewgoalwithstudent

PrecorrectstudenttoreviewhisBestEffortFolder

Teachstudenttoputpostitondeskwhenneedshelp
andwhattodowhilewaiting.

Figure3

MUSWPBS 4

1.Tier2Responsibilities

TheTier2processisaprofessionallearningcommunityapproachinvolvingtheclassroom
teacher,classroomproblemsolvingteams,Tier2teamrepresentatives(e.g.administrator,
counselor,schoolpsychologist,specialeducator),andinterventioncoordinators.Withthis
approach,theinitialworktosupportstudentswhodonotrespondtoTier1universalsisdone
throughteacherssupportingteachers.Teacherscanhelpeachotheraddresslowlevel
misbehaviorthroughadaptationstotheclassroomenvironment.ClassroomProblemSolving
TeamsaretheheartandsoulofthisTier2system.ClassroomProblemSolvingTeamsaregrade
levelteams,learningteamsordepartmentalteamsthatmeettodiscusscurriculumandstudent
behavior.

Responsibilitiesofallinvolvedinthisprocessaredescribedbelow.

TeacherResponsibilities

Teachersareresponsibleforawiderangeoftaskstoensurestudentswhodonotrespondto
Tier1universalschoolwideexpectationsandclassroomrulesandroutines.Theteacher
regularlytracksdatatoidentifystudentswhoneedTier2supportandtakethestudenttothe
classroomproblemsolvingteamwhenstudentsmeetthedatadecisionrulesthebuildingTier2
teamhasdetermined,suchas:

o theyhavereached majorOfficeDisciplineReferrals
o minorincidentspersistwith minorsenteredintoSWISorotherdatasystem
o attendanceaconcern persemesterortrimester
o academicconcerns throughbuilding,districtandstateassessments
o concernforstudentswithinternalizingbehaviors

Anotherimportantresponsibilityoftheteacheristoimplementtargetedclassroom
interventionsandTier2SmallGroupInterventionswithfidelity.Thatmeansallstepsto
implementtheinterventionsarefollowedconsistentlyeveryday.Datamustbecollectedand
reviewedtodeterminetheeffectofinterventionsonstudentgoals.Onlywithaccuratedatacan
itbedecidediftheinterventionshouldbecontinued,changedorfaded.

Communicationisanotherimportantresponsibilityoftheclassroomteacher.Keepingfamily
membersawareofconcernswillavoidanysurprisesatconferenceorgradecardtime.Seeking
ideasfromfamilymembershelpsthembeapartofthedecisionmakingasyougothroughthe
process.Asrequired,teachersmayneedtogainparentpermissionforsupports.

SeeFormAPositiveBehaviorSupportChecklistintheFormssectionofthismanualfora
completelistofstepstoconsidertosupportstudentbehavior.

ClassroomProblemSolvingTeamResponsibilities

Asstatedpreviously,ClassroomProblemSolvingTeamsaregradelevelteams,learningteamsor
departmentalteamsthatmeettodiscusscurriculumandstudentbehaviors.Duringthebehavior
ClassroomProblemSolvingTeamsmeetings,membershavetwojobs:1)toshareideaswith
theirteammatesdiscussingstudentswithsimilarneedsandfunctionsofbehaviorand2)to
MUSWPBS 5
reflectonandadoptstrategiesforstudentsintheirclasswhoexhibitsimilarbehaviorand
functionsofbehavior.

TheClassroomProblemSolvingTeamswilldevelopascheduletocompletetasks,suchas:

1stmeeting:reviewdataandbrainstormsocialbehaviorinterventionstoimplementin
theclassroom.
2ndmeeting:reviewdataandbrainstormacademicinterventionstoimplementinthe
classroom.
3rdmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek
(socialbehavior)
4thmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek
(academics)
Repeatcycleofmeetings14.

Tier2TeamRepresentativesResponsibilities

TherepresentativefromtheTier2TeamwhoattendstheweeklyClassroomProblemSolving
TeamsmeetingsisthelinkbetweentheClassroomProblemSolvingTeamsandthebuildingTier
2Team.Therepresentative:

GuidestheClassroomProblemSolvingTeamsthroughtheprocessofdefiningthe
problembehavior,decidingthefunction,identifyingareplacementgoalandselecting
interventions.
Ifproblembehaviorscontinueafterimplementationofclassroominterventions,theTier
2TeamrepresentativewillreferstudentstoTier2Teamforadditionalsupport.
NotifiestheTier2TeamleadertoaddstudentnamestotheTier2meetingagenda.
Servesasaresourcetoassistteacherswithstudentsconcerns.

Tier2SmallGroupInterventionCoordinatorsResponsibilities

CoordinatorsforTier2SmallGroupInterventionsmanageallaspectsoftheirassigned
intervention,suchasCheckIn/CheckOut,TargetedSocialSkillsGroupsandTargetedAcademic
Supports.Theirresponsibilitiesinclude:

Providingstaffdevelopmentforallimplementingthespecificintervention
Processingreferrals
Insuringfidelityofinterventionimplementation
Collectingandreviewingstudentdatatomeasurestudentprogresstowardgoals
Sharingdatawithhomeroomteachermonthlyandallstaffquarterly
RequestingtimeontheTier2followupmeetingforsharingstudentdataanddiscussing
nextstepsforthestudent.

MUSWPBS 6

Tier2TeamResponsibilities

TheschoolsTier2Teamisresponsiblefortheoverallmanagementofthesystemofsupportfor
Tier2studentsandteachers.TheTier2Team:

Providesmonthly/regulardatatoclassroomteachers(seeSection2onStudent
IdentificationProcess)
Servesasproblemsolvingteamforstudentswhodonotrespondtoclassroom
interventionstriedthroughtheclassroomproblemsolvingteamprocess
Developstargetedinterventionsthatarecontinuouslyavailable,suchascheckin/check
outandsocialskillsgroups
Matchesstudentneedwithappropriatetargetedintervention
Connectstargetedinterventionswithschoolwideexpectations
Communicatesaboutinterventionswithfacultyandstaff
Monitorsimplementationofclassroomandtargetedinterventionsandstudentresponse
tointervention
Reviewsdatatorecommendfutureaction(fade,maintainorintensify)

OptionalSupportTeam

Tier2DevelopmentTeam(Tier2Teamplus1teacherfromeachclassroomproblem
solvingteam)

Schoolsmaychoosetohaveadevelopmentteamthatmeetstoreviewandgivefeedbacktothe
buildingTier2Teamastheprocessisbeingdevelopedandimplemented.Inaddition,theTier2
DevelopmentTeamcanreceiveadditionalprofessionaldevelopmentthroughouttheyear.This
groupprovidesanotherlayerofexpertisetotheclassroomproblemsolvingteamsandincreases
thelevelofcapacityandknowledgewithineachschool.

MUSWPBS 7
 2.StudentIdentificationProcess

Itisimportantallteachersregularlyreviewclassroomdatatodetermineifstudentsmeet
criteriaforTier2support.Eachschool(usuallyataskoftheTier2TeamortheDevelopment
Team)willdecidetheirstudentidentificationcriteria.Followingarethetypesofdatadecision
rulesthatcouldbeusedtoidentifystudentswhomeetthecriteriaforTier2interventions.

o Theyhavereached majorOfficeDisciplineReferrals
o Minorincidentspersist minorsenteredintoSWISorotherdatasystem
o Attendanceaconcern pertrimester
o Academicconcerns tobedetermined
o Concernforstudentswithinternalizingbehaviors

Whenteachersreviewtheirmonthlyclassroombehavioraldatatheycanhighlightthestudents
whotripthedatadecisionrules.Forthosestudents,teacherscantakeadeeperlookatthedata
reportsthatincludeproblembehavior,timeofday,locationandpossiblemotivation.This
informationwillhelpteachersprepareFormC:ClassroomProblemSolvingTeamPlanning
Formthattheywilltaketotheirclassroomproblemsolvingteam.

HereisalistofExternalizingbehaviors:
o Disruptingclass
o Refusetodowork
o Noncompliant/Refusetofollowdirections
o Minorphysicalcontact
o Propertymisuse
o Inappropriateverballanguage
o Poortaskcompletion

Itisimportanttoalsokeepthosestudentswhoweexhibitinternalizingbehaviorinmindand
nominatethemforTier2interventionsasappropriate.Examplesofinternalizingbehaviors
include:
o Exhibitssadnessordepression
o Sleepsalot
o Appearsunmotivated
o Doesnotparticipateingames
o Veryshyortimid
o Actsfearful
o Doesnotstandupforself
o Selfinjury(cutting,headbanging)
o Withdrawn

IdentifyIndividualstoCreateGroups

Justasisdonewithreading,mathorotheracademicdata,weassessindividualstudentsto
identifythosewhoneedextraassistance.Theindividualacademicdataarethenusedtogroup
studentsforinterventionstomeettheirsimilarneeds.Thesameistrueforsocialbehaviordata.
Wereviewindividualstudentdatatogroupstudentswhoaredisplayingproblembehaviorto
meetsimilarfunctionsorpayoffs.

MUSWPBS 8

3.ClassroomLearningTeamProblemSolvingProcess

WhenteachershaveidentifiedastudentforTier2interventions,theClassroomProblemSolving
TeamwilluseFormC:ClassroomProblemSolvingTeamPlanningForm(Forms
Section)tobrainstorm:

1.SummaryofProblemwhatistheantecedentthathappensbeforethebehavior,
whatistheproblembehavior,whathappensaftertheproblembehaviorandwhatis
thefunctionorpayoffforthestudent.
2.ReplacementBehavior/LearningTargetWhatdowewantthestudenttodo
instead?ChooseanobservablebehavioralskillfromtheSchoolwidePBSexpectations
matrix.
3.ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)
togethertheclassroomproblemsolvingteamwillbrainstormanddecideonasmall
numberofinterventionstotrythatmatchthefunctionofthestudentsbehavior.See
AntecedentInterventions,InterventionRecordandFunctionBasedIntervention
Guidelines(inResourceSection)forinterventionideas.
5.ProgressMonitoring(AssessmentforLearning)Chooseamanageablemethodto
measureprogresstowardthestudentgoal.Alsopickashorttimetocollectdata10
minutes,3timesaweek,forexample.StudentDailyProgressReport,Teacher
ProgressMonitoringSamples1and2intheResourceSectionwillbehelpful.
6.FollowupDatedecidewhentheClassroomProblemSolvingTeamwillfollowup
onthestudentinthefuture.

TheplanyourClassroomProblemSolvingTeamhelpedcreateisnotworththepaperitis
writtenoniftheinterventionsarenotimplementedconsistentlyandasplanned.Thismeans
eachtimethestudenthasanopportunitytoworkonhis/hergoal,allstaffwilldotheirpartto
setthestudentupforsuccessandgivethestudentfeedbackabouthis/herperformanceas
outlinedintheplan.Ifanyteacherneedssupporttoimplementtheplan,contacttheirTier2
Teamrepresentative.

Anotherimportantpointistoimplementtheplanandgiveittimetowork.Itisnotunusualto
seesomeprettydramaticpositivechangesinashortperiodoftimeiftheplanmatchesthe
functionandisimplementwithfidelity.Withsomestudents,wemayneedtopersistand
continuetheplanlongenoughforthestudenttoseewearegoingtobeconsistentinour
implementation.Ofcourse,ifthereisadramaticandpersistentincreaseinmisbehavior,the
planwillneedtobereviewed.

AfollowupmeetingoftheClassroomProblemSolvingTeamwillbeheldtosharedataonthe
studentsprogresstowardhis/herstudentgoal.Atthattimeitwillbedecided:
Tocontinuetheclassroomintervention(s)
Tomaintainormodifytheclassroomintervention(s)
Totryotherclassroomintervention(s)
ToreferthestudenttoaTier2SmallGroupIntervention

MUSWPBS 9

RememberClassroomProblemSolvingTeammembershavethesejobsduringtheteam
meetings:

1. toshareideaswiththeirteammatesdiscussingastudentand
2. toreflectonandadoptinterventionsforstudentsintheirclasswhoexhibitsimilar
behaviorsandfunctions.
3. Todiscussionandproblemsolveimplementationbarriersandstruggles
4. Todiscusswhatworkedandwhyandtocelebrate

TIER2INTERVENTIONS

Ongoingstudentassessmentandprogressmonitoring,throughthecollectionandreviewof
accurateandappropriatedata,willbeusedfordecisionmakingtodeterminethelevelof
supportindividualstudentsneed.

Whenastudentdoesnotrespondtoclassroominterventionsthatwereimplementeditmaybe
determinedthestudentmayqualifyforafunctionbasedTier2smallgroupintervention.
Followingaresmallgroupinterventionsschoolsmaydevelop:

1. CheckIn/CheckOut(CICO)
Purpose:TheCheckIn/CheckOut(CICO)processwillprovidesystematic
performancefeedbackforidentifiedTier2studentswhomaybenefitfromdaily
organizationalandbehavioralsupportandpositiveadultattention.This
interventionismostappropriateforstudentswhoseekorenjoyadultattention.This
interventionalsoprovidesapositivecommunicationlinkbetweenhomeandschool,
setsstudentsupforsuccess,eachmorning,andcanbefadedtodevelopstudentself
management.

2. SocialSkillsGroups
Purpose:SocialSkillsGroup(approximately210studentsineachgroup)will
providespecificsocialskillstraining/instruction,basedonthestudentsidentified
functionofbehavior.Replacementsocialskillsbehaviorsidentifiedfromtheschool
widematrixwillbetaughtandpracticed.Communicationaboutskillsaddressedwill
beprovidedtoclassroomteachersofparticipatingstudents.Studentperformanceof
skillswillbeacknowledgedbyallparticipatingadults.Ifaschoolchoosestousea
commercialsocialskillscurriculum,itwillimportanttotiethespecificskillstothe
schoolwideexpectations(e.g.safe,respectful,responsible).

3. AcademicSupports

Purpose:Studentswhodisplayinappropriatebehaviorsandsocialskillsmayalso
strugglewithacademicachievement.Theresultsfromcurriculumbasedassessments
willbeutilizedtomonitoracademicprogressofallstudents.Studentswhoare
MUSWPBS 10
 identifiedasatriskmayreceiveadditionalacademicsupport.Learningconcernswill
beidentifiedandtargetedacademicaccommodationswillbedeveloped.


4.MonitoringandEvaluatingProgressandMakingDecisions

Asimplemethodtomonitorprogressonthestudentgoalwillbedecidedbythegradelevel
team.Itwillbeimportanttoselectamethodofmonitoringprogressthataddressesthestudent
goal.Forexample,ifthegoalisforthestudenttodo100%ofhiswork(evenifislessthanmost
ofhispeers)themethodofprogressmonitoringcouldbeadaily+ortoindicatehowthe
studentperformedtowardthatgoal.Inpreparationforthefollowupmeeting,theteachercould
thencalculatethenumberof+searneddividedbythetotalnumberofdaysthestudentworked
towardhisgoal.Onlybycollectingobjectiveprogressmonitoringdatawillweknowthe
studentsprogress,whichwillhelpmakefuturedecisions.

ProgressmonitoringdatawillalsobecollectedbytheTier2SmallGroupIntervention
coordinator.Thesedatawillberegularlyreviewedbythecoordinatorandsharedwiththe
classroomteacherandtheTier2Teamtomakedecisionsaboutmaintaining,revising,fadingor
discontinuingtheTier2SmallGroupIntervention.

Atthebuildinglevel,theTier2teamwillalsocollectdata.TheTier2teamwillcollectthetotal
numberofstudentsreceivingTier2interventions(classroomandsmallgroup)andregularly
reviewtheirprogress.TheTier2teamwillberesponsibleforsharingtheBigPictureof
progressofstudentsreceivingTier2interventionstoallstaff.

5.StrategiesforCommunication

BecausethereareseverallayerstotheTier2process,communicationiscritical.Justas
importantisregularandthoroughcommunicationwithfamiliestogainpermissionifneeded
andtokeepthemuptodateontheplan.Otherstaff,suchasspecialists,specialeducators,and
paraprofessionalswhowillbeexpectedtoimplementinterventionsasplannedalsoneed
informationtoaccuratelyandconsistentlyimplementtheplan.

MUSWPBS 11


FormstoGuideTier2Process



Form Page
FormA
Tier2ProcessChecklist
FormB
PositiveBehaviorInterventionandSupportPlanningChecklistand
TeacherSelfAssessment
FormC
ClassroomProblemSolvingTeamPlanningForm
FormD
InterventionProgressMonitoring
FormE
StudentNominationforTier2TeamAssistance
FormF
InterventionPlan
FormG
Tier2GuidingQuestions

MUSWPBS 12
 FormA:Tier2ProcessChecklist

Thisformoutlinesthestepsoftheprocessdescribedinthishandbook.Formstousearein
bold.

Staff ProcessSteps Date
Responsible Completed
Teacherin 1.CompleteSelfAssessTierOneSchoolwideandTier
September OneClassroominterventionsbyreviewingtheFormB:
andongoing PositiveBehaviorSupportChecklistandSelfAssessment
Classroom 2.Discussselfassessmentandsetindividual,gradelevelor
Problem teamgoals.
SolvingTeam
inSeptember
Teacher 3.Makeclassroomenvironmentalmodificationsbasedon
selfassessment.
Tier2Team 4.Buildingcollectsandgivesacademicandbehavioraldata
Data toteacherteamsatleastmonthly.
Manager
Teacher 5.Comparestudentdatawithbuildingacademicand
behaviordatadecisionrules
Teacher 6.Liststudentswhoarenotmeetingidentifiedacademicand
socialbehaviortargets.
Ongoing

Teacher 7.Discussacademicandbehaviordataandconcernswith
parents.
Classroom 8.ClassroomProblemSolvingTeamdecideshowto
Problem collectivelyprovideadditionalordifferentinstructiontore
SolvingTeam teachacademicorbehavioralcontenttosmallgroups.For
studentswithabehaviorconcern,completeFormCL
ClassroomProblemSolvingTeamPlanningFormto
decideintervention(s).AccessyourTier2representativeif
youneedhelp.
Classroom 9.Makealistofallstudentsreceivingadditionalsupporton
Problem FormD:Tier2ProgressMonitoringForm
SolvingTeam
Teacher 10.Reteachandprogressmonitorforminimumoftwo
weeks.
Classroom 11.Reviewprogressmonitoringdataofclassroom
Problem environmentalmodificationswithClassroomProblem
SolvingTeam SolvingTeam.Forstudentswhoareprogressing,continue
intervention(s),environmentalmodificationsandprogress
monitoring.

MUSWPBS 13


Thenextstepsofthischecklistisprovidedtohelpguidestaffthroughtheprocessofaccessing
supportforanystudentwhoisnotrespondingtoTierone,universalacademicand/or
behaviorexpectationsascomparedtotypicalpeersintheclassroom

StaffResponsible ProcessSteps Date

Completed
TeacherandTier2 12.Forstudentswhoarenotprogressing,complete
teamrepresentative FormE:StudentNominationforTier2Assistance
Tier2team 13.NotifyTier2teamfacilitatortoaddstudentsnames
representative tomeetingagenda.
Tier2Team 14.AtTier2meetingdistributecopiesofFormsC,Dand
representative Eandprogressmonitoringdata.
Tier2Team 15.DuringmeetingreviewstudentdataandFormsA,C,
DandE.Useguidingquestions(FormG)toproblem
solveandcompleteFormFtodocumentplan.
Teacher 16.Communicateplanandobtainparentpermissionfor
smallgroupintervention.Whenparentpermission
obtained,contactsmallgroupfacilitatortobegin
intervention.
Tier2Team 17.Communicatesmallgroupinterventionassignment
representativeand withClassroomProblemSolvingTeam.
Teacher
SmallGroup 18.Implementsmallgroupinterventionsandcollect
Implementer/ studentprogressmonitoringdatatobesharedatTier2
Coordinator Teamfollowupmeeting.
SmallGroup 19.CalendarstudentfordiscussionatscheduledTier2
Coordinator Teammeetingfollowupmeeting.
Tier2Team 20.Discussstudentsprogresstowardhis/hergoal
duringfollowupmeetingtodecidewhethertomaintain,
ormodify,usingFormE.
Tier2Teamrep. 21.Regularlyreferto,updateandfollowuponstudent
usingtheFormD:Tier2ProgressMonitoringForm.
Tier2Teamrep. 22.Bringstudentprogressmonitoringdatatoregularly
scheduledClassroomProblemSolvingTeammeeting.
Tier2Team/Team 23.RegularlyfollowallstudentsonFormDtoreview
rep.andClassroom progressandmakerecommendedrevisions.
ProblemSolving
Team

MUSWPBS 14
 Form B
Positive Behavior Support Planning Checklist
and Teacher Self Assessment
Teacher:______________________________________________________Date:___________________________

TierOneSchoolwidePBS:AllStaffConsistentlyTeach,GiveSpecificPerformance
FeedbackandRespectfullyRedirectAllStudents.

ForQuestionsorSupportSeeTier1PBSCoaches,PBSTeamandGradeLevelTeam
TierOneProcess StaffExpectationstoSupportStudentBehavior
1.Schoolwide Ihaveacopyofthematrixpostedinmyclassroom.
ExpectationsMatrixis
ourSocialCurriculum Iknowandcanrecitetheschoolwideexpectationsandcurrent
behavior/socialskilllesson.
Ihavethecurrenttopicpostedinmyroom.
2.AllStaffTeachAll IteachstudentswhatwewantthemTOdo,usingweeklylesson
StudentsSchoolwide plan.
Skills
Idesignatetimeduringtheweekly/dailyscheduletoteach,
practiceandreviewthetopic.
Basedondata,Ireteachskillsfromthematrixasneeded.
Atleast80%ofstudentscanrecitetheschoolwideexpectations
andcurrentbehavior/socialskilllesson.
3.AllStaffGiveAll Iuseschoolwideexpectationsandlanguageonthematrixwhen
StudentsSpecific Igivestudentsspecificperformancefeedback.
PerformanceFeedback
Istrivetogivehighrates(4to1)ofpositivespecific
performancefeedback.
Withmystudents,wesetclassroomgoalsforcelebrations.
Allstudentscantellwhytheyreceivedspecificfeedback.
4.AllStaffGiveEffective Iknowhowtogivearespectfulredirectusingexpectations
ResponsesandFollow languageandprofessionalteachingtoneanddemeanor.
ContinuumofResponses
toBehaviorErrors Iknowdefinitionsandfollowproceduresforclassroom
managedbehaviors(minors)
BuddyRoomuseSWISinformation
TimeOutofInstruction(TOI)Form
Iknowdefinitionsandfollowproceduresforofficemanaged
behaviors(majors)
5.AllStaffWillCollect Iconsistentlyandfullycompleteandsubmitallrequired
MinorandMajorData behaviorforms
IreviewandreflectonmonthlySWISdata.

MUSWPBS 15
 Form B
Positive Behavior Support Planning Checklist
and Teacher Self Assessment

TierOneClassroomPBS:AllStaffConsistentlyImplementClassroomEssentialFeatures
toProvideaPredictableandSafeLearningEnvironmentforAllStudents.

ClassroomEssential StaffExpectationstoSupportStudentBehavior
Features
1.Classroom IhaveattendedClassroomExpectationsandRulesinservice.
ExpectationsandRules
Ihavecreatedandpostedclassroomrulesalignedwithschool
wideexpectations.
Ihavefiledacopyofmyclassroomrulesintheoffice.
80%ofmystudentscantelltheclassroomexpectationsand
rules.
2.ClassroomProcedures IhaveattendedClassroomProceduresandRoutinesin
andRoutines service.
IhaveusedtheCreateYourClassroomRoutinesChecklistto
developmyclassroomroutines.
Ihavecreated,posted,taughtandgivenstudentsfrequent
specificperformancefeedbackonclassroomproceduresand
routines.
Studentscantelltheclassroomproceduresandroutines.
3.Acknowledge IhaveattendedClassroomStrategiestoAcknowledge
AppropriateBehavior AppropriateBehaviorinservice.
ProvidePositiveSpecific
PerformanceFeedback Iuseavarietyofstrategiestogivepositivespecificperformance
feedback.
Iprovidepositivespecificperformancefeedbackataratioof4:
1.
Studentscantellhowtheyreceiveacknowledgementfor
appropriatebehavior.
4.ResponseStrategies& IhaveattendedClassroomResponseStrategies&Error
ErrorCorrection Correctioninservice.
Idemonstratecalm,consistent,brief,immediateandrespectful
errorcorrectionsusingprofessionalteachingtoneand
demeanor.
Iuseavarietyclassroomresponsestrategies(prompt,redirect,
reteach,providechoiceandconferencewithstudents)

MUSWPBS 16
 Form B
Positive Behavior Support Planning Checklist
and Teacher Self Assessment Page 2

ClassroomEssential StaffExpectationstoSupportStudentBehavior
Features
5.Multiple IuseavarietyofstrategiestoincreasestudentOpportunities
Opportunitiesto toRespond(examples:turnandtalk,guidednotes,response
Respond cards)
Iuseastrategytotrackstudentsbeingcalledon
Iusewaittimetoincreasestudentopportunityfor
metacognition
Iplaninstructionalquestionsandresponsemethodspriortothe
lesson
6.ActiveSupervision Ihavedesignedtheclassroomtoallowforeaseofmovementfor
ActiveSupervision
Icontinuallymonitorallareasoftheroombyscanning,moving
andinteractingfrequentlyandstrategically
Whendesigningalesson,Iconsiderstudentgroupings,location
andactivitylevel
Iprovidepositivecontact,positiveandcorrectivefeedback
whilemovingaroundtheroom.
7.AcademicSuccessand Independentworkcontains7085%knownelements
TaskDifficulty (instructionallevel)
Readingtasksare9397%knownelements(independent)
IuseavarietyofstrategiestomodifydailytaskstoScaffoldthe
StudenttoSuccess
Iprovidepositivespecificperformancefeedbackataratioof4:
1.
Iscaffoldtasksbymodeling,providingguidedpracticeand
chunkingmultistepdirectionsandactivities.
8.ActivitySequenceand ISequenceTasksbyinterminglingeasy/brieftasksamong
OfferingChoice longerormoredifficulttasks
Whendesigningalesson,Iconsiderthepace,sequenceandlevel
oftaskdifficultytopromoteeachstudentssuccess
IconsideravarietyofelementswhenofferingstudentsChoice
(order,materials,partner,location,typeoftask)
Idevelopanduseamenuofoptionstopromotestudentchoice
(examples:workstations,demonstrationofknowledge)

MUSWPBS 17
 FormC
ClassroomProblemSolvingTeamPlanningForm
Student:_____________________ClassroomTeacher:____________________Grade:______Date:_________

Completethisformwithyourclassroomproblemsolvingteam.SeeGuidingQuestionsfor
ClassroomProblemSolvingTeamsandExamplesofFormCintheResourceSection.

1.SummaryofProblem
Wehavethemostproblemsduring ____________________
(timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/Pay
Off
(Trigger/Predictor) (StudentBehaviorofconcern)

When thestudent thenthis So,thefunctionof

will happens behavioristo:
(teacherdoes) Access/Avoid/
Escape
(underlineone)

this

2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Chooseanobservable
behavioralskillfromtheSchoolwidePBSexpectationsmatrix)

3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)

4.HowwillyouProgressMonitorstudent(s)?

5.Followuponthisdate_____________:

MUSWPBS 18
 FORMD:INTERVENTIONPROGRESSMONITORING
ClassroomProblemSolvingTeam_____
Tier2TeamRepresentativefromClassroomProblemSolvingTeam___________

Student Teacher Academic Function Description Parent Date Progress Progress Progress
Behavior of Comm. Intervention Report Report Report
Both Intervention Started Date____ Date____ Date____
Tim Thumb Behavior Peer A.m. Phone 10/05/09 10/20/09 11/03/09 11/17/09
attention announcement, 9/30 6Buddy 4Buddy 1Buddy
increasedpeer Rooms Rooms Room
work

MUSWPBS 19
 FormE
StudentNominationforTier2Assistance

TeacherSection:1)Completethissection2)givetoyourTier2Teamrepresentative.

Student:____________________ClassroomTeacher:____________Grade:___Date:______

StudentStrengths:__________________________________________________________________________________________________

WhatMotivatesPositiveBehaviorforStudent?_________________________________________________________________

_______________________________________________________________________________________________________________________

MyConcern(checkanythatapply)
Attendance________Behavior______
Reading________Writing______
Math________Other______

ProvideBaselineDataforAllConcernsCheckedAbove

ProvideParentContactInformation,Dates,TypeofCommunication

Attendance:Didstudentstartthefirstdayofschoolyear?Yes____No___
Ifno,datestudententeredschool:_______________________

Behavior

1.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.AttachclassroomTimeOutofInstructionlog

4.Historyofproblembehavior(frompreviousteacherorschool):

Academics:
1.Whatcommongradelevelinterventionshavebeenimplemented?
Weretheyeffective?YesNo

MUSWPBS 20

2.ReadingAssessmentLevels(allthatapplyforyourgradelevel)
KMonthlyAssessment DRA2/DRESS GRADE WordStudy
WhatComprehension Whatweretheresults?
Assessmentsweredone?

3.WritingAssessmentLevels
KMonthlyAssessment
DistrictBenchmarksWritingAssessmentScore:1____2____3____4____
SpellingInventoryLevel
4.MathematicsAssessmentLevels
KMonthlyAssessment
MathFactsAssessment ComputationAssessment
InterventionMathTest


MathTopicTest
Topic Score Topic Score
1 8
2 9
3 10
4 11
5 12
6 13
7 14

4.AttachGradeLevelMonthlyAssessmentRecord

5.Attachanyadditionalinformation

MUSWPBS 21
 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 / Response / Consequence
Skill (What happens when student
(What we want the student demonstrates behavior / skill)
to do instead)
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 22
 FormG

GuidingQuestions
TheTier2Teammayusethesequestionstohelpthemdiscussstudentsprogresstoward
his/hergoalwhentheyhavereceivedFormE,StudentNominationforTier2Assistanceor
duringafollowupmeeting.

Student:______________________________ClassroomTeacher:__________________________________
Grade:_________________Date:___________________________

Reviewofenvironmentandclassroomproblemsolvingstrategies:

Werethestrategiesandplanimplementedaswritten?Hoedoweknow?

WhydoestheclassroomproblemsolvingteamandTier2teamthinktheplandidnot
work?

HowwilltheTier2interventionplanbemodified?

IsittimetoreferthestudenttothebuildinglevelTier2interventions?(e.g.,CICO,social
skillsgroup,academicsupportgroups

MUSWPBS 23
 RESOURCES

MUSWPBS 24
 GuidingQuestionsforClassroomProblemSolvingTeams

ThepurposeofthisformistoassistyourClassroomProblemSolvingteam(gradelevelor
content)todiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschools
datadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecrease
thelikelihoodofproblembehaviorsoccurring.Theseguidingquestionsaredesignedtohelp
learningteamsthroughthisprocess.

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)dothedatasuggestisassociatedwithstudentproblem
behavior
Dostudentswantadultattention(Hint:Teacherredirectsandcorrectionsare
adultattentiontoo)?
Dostudentswantpeerattention?
Dostudentsgetafavoriteitemoractivity?
Dostudentsavoiddoingwork?
Dostudentsavoidadults?
Dostudentsavoidpeers?
Whatdatasupportthisconclusion?
Doreferralformsindicatemotivation?

MUSWPBS 25

4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthe
studentsabove.HelpfulResources:FormB:PositiveBehaviorSupportPlanningChecklist
andTeacherSelfAssessment,AntecedentInterventions,professionalexperienceofteam
members,questionsbelow.

Whatcanbedonetopreventthedisruptivebehavior?
DoIhaveaprocedureorroutinetohelpgetthedesiredbehavior(e.g.howtoaskfor
help,howtoworkwithpartners)?
Whatprecorrectscouldbegiventostudentstoremindthemofdesiredbehavior?
Wouldaseatingchangebehelpful?
Wouldactivesupervisionbehelpful?
Wouldlessworkthenacheckwithteacherhelpthestudentgetstartedworking?
Wouldmoreopportunitiestorespondkeepthestudentengaged?
Wouldchoiceofhowtocompletetheworkorwhichworktostartfirsthelpthe
studentbeengaged?

Whatskillscanweteach?
Howhavetheproceduresandroutinesbeentaughtdirectly?
Howhavetheexpectedbehaviorsbeentaughtdirectly?

Whatcanwedotominimizethepayoffoftheproblembehavior?
Canthelowlevelproblembehaviorsbeignored?
Howcanweprovideaconsistentverbalresponse?
Couldwerecognizeotherstudentswhoareworking/ontask?

Howcanwerecognizestudentsfordisplayingtheexpectedbehavior?
Howcouldweprovideextraattention?
Howcouldweprovidepeerattentioninanappropriateway?
Howcouldweprovideaccesstopreferredactivityorobject?

1. Decidehowtomonitorprogressofstudents.Resources:Sampleprogressmonitoring
formsinResourceSection.

Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)
decidedaboveareaffectingtheproblembehavior?

MUSWPBS 26
 FormC
ClassroomProblemSolvingTeamPlanningForm
Example1
Student:____TimBob____ClassroomTeacher:__MsGreat__Grade:__4_Date:_1/4/2010

CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgrade
levelteam.
1.SummaryofProblem
Wehavethemostproblemsduring independentwritingtime
(timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/Pay
Off
(Trigger/Predictor) (StudentBehaviorofconcern)
When thestudent thenthis So,thefunctionof
will happens behavioristo:
Given (teacherdoes) Access/Avoid/
assignmentto notwork,make Escape
write noises,talkto redirect,remind (underlineone)
others whattodo,safe thishardwritingtask
seat,buddyroom
oroffice

2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Chooseanobservable

behavioralskillfromtheSchoolwidePBSexpectationsmatrix)

Completeassignmentindependently,withoutteacherassistance

3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):

- Taskcardforindividualsteps
- Graphicorganizer
- Studentprovidedsentencestarter

4.HowwillyouProgressMonitorstudent(s)?

DailyProgressReportSampleForm1

5.Followuponthisdate1/18/2010:

Dataindicatedstudentmetlearningtarget,continuestrategy,noadditionalinterventions
needed

MUSWPBS 27
 FormC
ClassroomProblemSolvingTeamPlanningForm
Example2

Student:_AbeL&BenF_ClassroomTeacher:__MsWonderful__Grade:_2_Date:_10/4/2010

CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgrade
levelteam.

1.SummaryofProblem
Wehavethemostproblemsduringsmallgroupcenters
(timeofday/class/Activity/Routine)
Antecedent ProblemBehavior Consequence Function/PayOff
(Trigger/Predictor) (StudentBehaviorofconcern)
When thestudent thenthis So,thefunctionof
will happens behavioristo:
Giventasksto leavecenter,ask redirectbackto Access/Avoid/
doatcenters teacherquestions, center,remind Escape
with23others wantassistance& studentoftask, (circleone)
assurance assurestudent, thisteacherattention
safeseat

2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Chooseanobservable

behavioralskillfromtheSchoolwidePBSexpectationsmatrix)


Stayincenterandwork

3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):

Visuallydefineworkarea
Usehelpneededcard
Checkstudentsindependentworklevel
Checkhowmuchworkstudentscandoindependently
Increasepositiveattention

4.HowwillyouProgressMonitorstudent(s)?

DailyProgressReportSampleForm1

5.Followuponthisdate10/18/2010:

Afterimplementationwithfidelity,studenttargetnotmet.ContinuewithTier2process.Teamwill
ReviewFormsA,C,D,&E.FormFwillbecompletedatnextmeeting.

MUSWPBS 28
 FormC
ClassroomProblemSolvingTeamPlanningForm
Example3
1.SummaryofProblem
Wehavethemostproblemsduringmajorclassroomtransitions(liningup,movetocarpet,todesk,etc.
(timeofday/class/Activity/Routine)
Antecedent ProblemBehavior ConsequenceFunction/PayOff
(Trigger/Predictor)(StudentBehaviorofconcern)

When thestudent thenthis So,thefunctionof


will happens behavioristo:
Directionsare remainsseated, repeatdirections, Access/Avoid/
givenforclassto playswith announceweare Escape
makea materials,talksto waitingforher (circleone)

transition neighbors,twirls thisteacherattention

onfloor
2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Anobservablebehavioralskill

[fromtheSchoolwidePBSexpectationsmatrix])

Followdirectionsfirsttimegiven

3. StudentGoal(Measurable;ReferenceConsiderleveloftypicalpeer)
Studentwillfollowdirectionsforclassroomtransitions80%ofthetimefor5consecutivedays.

4.InterventionPlan
Antecedent Behavior/Skill OutCome
(Setstudentupforsuccessby (Whatwewantthestudent (Whathappenswhenstudent
teaching,precorrecting,practicing, todoinstead) demonstratesbehavior/skill)
scaffolding,etc.))
Reteachfollowingdirections.
Followdirectionsfirsttime Givestudentpositivespecificfeedback
Precorrectstudentbeforedirections given eachtimehefollowsdirectionsthefirst
aregiven time.

Usethestudentasamodelforothers Showstudenttheprogressmonitoring
logwhenhefollowsdirectionsthefirst
time.

Lunchwithteacherwhengoalismet.



5.ProgressMonitoring
Progresstowardthestudentgoalwillbemonitoredby:
Teachercreatealogwitha+columnandacolumnandtallyaftertransitionsoccur.Atendofday,
computepercentage.

MUSWPBS 29
 ClassroomProblemSolvingTeamInterventionPlanning
(AlternativeFormC#1)

Date:____________________________________LearningTeam:____________

Thepurposeofthisformistoassistyourclassroomproblemsolvingteamtodiscussstudents
withsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoal
istodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblem
behaviorsoccurring.

2. Basedondatadecisionrule(s),thefollowingstudentsarenotmeetingsocialbehavior
targets.

Listnamesofstudentshere:

2.Discussandmatchstudentsabovewithsimilarproblembehaviors.

MinorDisruption(talkingout,bothering Noncompliance(doesntfollowdirections,
others,outofseat,etc) failstodoassignedtasks,etc.)
Liststudentsfrombox#1above. Liststudentsfrombox#1above.

3. Whatdothedatasuggestisthefunctionforeachstudent(get/avoid)?ReviewSWIS,
minorreferrals,safeseatdata,etc.

Studentslistedashavingminordisruptive Studentslistedasbeingnoncompliantare
behaviorare(checkone): (checkone):
__Getadultattention __Avoidworkortasks __Getadultattention __Avoidworkortasks
__Getpeerattention __Avoidadult(s) __Getpeerattention __Avoidadult(s)
__Getobjector __Avoidpeer(s) __Getobjector __Avoidpeer(s)
activity activity
Whatdatasupportthisconclusion? Whatdatasupportthisconclusion?

MUSWPBS 30

4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthe
studentsabove.HelpfulResources:FormB:SelfAssessment,
AntecedentInterventions,FunctionBasedInterventionMatrix,professionalexperienceofteam
members,questionsbelow

Classroomstrategies/interventionsfor Classroomstrategies/interventionsfor
studentswithminordisruptivebehavior studentswithnoncompliantbehavior
Whatcanbedonetopreventthedisruptive Whatcanbedonetopreventthenoncompliant
behavior? behavior?

Whatskillsshouldweteachthestudent? Whatskillsshouldweteachthestudent?

Whatcanwedotominimizethefunctionofthe Whatcanwedotominimizethefunctionofthe
problemdisruptivebehavior(Whatshouldwedo noncompliantbehavior(Whatshouldwedoif
ifproblembehavioroccurs)? problembehavioroccurs)?

Howcanwerecognizestudentsforthe Howcanwerecognizestudentsforthe
replacementbehavior? replacementbehavior?

2. Decidehowtomonitorprogressofstudents.Resources:Sampleprogressmonitoring
formsinResourceSection.

Whichprogressmonitoringdatawillhelp Whichprogressmonitoringdatawillhelp
uscollectinformationabouthowthe uscollectinformationabouthowthe
intervention(s)decidedaboveareaffecting intervention(s)decidedaboveareaffecting
disruptivebehavior? compliantbehavior?

MUSWPBS 31
 EXAMPLE
ClassroomProblemSolvingTeamInterventionPlanning
(AlternativeFormC,#1)

Date:____October6,2010___________________LearningTeam:_______4thgrade______

Thepurposeofthisformistoassistyourlearningteamtodiscussstudentswithsimilarminor
disruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelop
classroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviors
occurring.

1.Basedondatadecisionrule(s),thefollowingstudentswhoarenotmeetingsocial
behaviortargets

Listnamesofstudentshere:
JimM.ThelmaP.JoeSTammyB

3. Discussandmatchstudentsabovewithsimilarproblembehaviors.

MinorDisruption(talkingout,bothering Noncompliance(doesntfollowdirections,
others,outofseat,etc) failstodoassignedtasks,etc.)
Liststudentsfrombox#1above. Lists.studentsfrombox#1above.
JimM.ThelmaP. JoeS.TammyB.

4. .Whatdoesthedatatellusisthefunctionforeachstudent(get/avoid)?Hint:Review
SWIS,minorreferrals,safeseatdata,etc.

Studentslistedashavingminordisruptive Studentslistedasbeingnoncompliantare
behavioraregettingthefollowingpayoff gettingthefollowingpayoff(checkone)
(checkone)
_JM,TPGetadult __Avoidworkortasks _JS_Getadult _TBAvoidworkor
attention __Avoidadult(s) attention tasks(writing)
__Getpeerattention __Avoidpeer(s) __Getpeerattention __Avoidadult(s)
__Getobjector __Getobjector __Avoidpeer(s)
activity activity
Whatdatasupportthisconclusion? Whatdatasupportthisconclusion?
Safeseattally SWISminorreferrals

MUSWPBS 32
4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthe
studentsabove.HelpfulResources:FormB:SelfAssessment,
AntecedentInterventions,FunctionBasedInterventionMatrix,professionalexperienceofteam
members,questionsbelow
JM
Classroomstrategies/interventionsfor
studentswithminordisruptivebehavior
Whatcanbedonetopreventthedisruptive
behavior?
Precorrectaboutexpectationtoraisehandtotalk
duringlargegroup
Whatskillscanweteach?
TeachCoolToolbeingalearnerduring
instruction,workingwithothers
Whatcanwedotominimizethefunctionofthe
problemdisruptivebehavior?
Ignoreblurtingoutandotherminordisruptions
Providefeedbacktostudentswhoarefollowing
classroom/schoolexpectations
Howcanwerecognizestudentsforcalm,
respectfulbehavior?
Raiseteacherfeedbackto4:1;especiallywhen
studentsarecalmandfollowingexpectations.
MUSWPBS
TB
Classroomstrategies/interventionsfor
studentswithnoncompliantbehavior
Whatcanbedonetopreventthenoncompliant
behavior?
Dothreeproblemsorwrite3sentencesthencheck
inwithteacher(adjustamountofwork)
Developaroutineforaskingforhelpandteachto
allstudents.
Whatskillscanweteach?
TeachCoolToolfollowingdirectionsrightaway
andsayingOKwhenteachergivesdirections.
Whatcanwedotominimizethefunctionofthe
noncompliantbehavior?
Teacherattentionforworkattempts
Teacherremindersforassistance
Modifiedassignments
Howcanwerecognizestudentsforcomplying?
Recognizestudentswhentheyfollowingroutine
foraskingforhelp.
Recognizestudentsforworkattemptedand
completed,evenwhenitslessthanotherstudent
do.
33

5.Decidehowtomonitorprogressofstudents.Resources:Sampledailyprogressreport
formsinResourceSection.

Whichprogressmonitoringformwillhelp Whichprogressmonitoringformwillhelp
uscollectinformationabouthowthe uscollectinformationabouthowthe
intervention(s)decidedaboveareaffecting intervention(s)decidedaboveareaffecting
disruptivebehavior? compliantbehavior?
1. Continuetocollectsafeseatandbuddy 1. Continuetocollectsafeseatandbuddy
roomdata. roomdata.
2. UseDailyProgressReportForm1and 2. UseForm1torecordfollowing
recordduringlargegroup directionswhengivenduringfirst5
minutesofwriting.

MUSWPBS 34
 AlternativeFormC#2

NameofStudent

1.DataReview

2.IdentifytheObservable
ProblemBehavior



3.WhatPurpose/Payoff
DoestheBehaviorServe
(Function:GetorAvoid)?


4.Whatdoyouwantthe
studentTODoinstead
(ReplacementBehavior)?


5.ReviewClassroom
UniversalStrategies.What
strategywillmatchthe
functionandincreasethe
replacementbehavior?


Howwillweknow?
6.ReviewClassroom
UniversalStrategies.What
strategywillmatchthe
functionanddecreasethe
problembehavior?


Howwillweknow?

MUSWPBS 35
 AlternativeFormC#2
Example1

NameofStudent BubbaJoe
DataReview 3OfficeReferralsforDisrespect,4BuddyRooms
1.IdentifytheObservable Argues/Talksbackwhenteachertellshimtodo
ProblemBehavior something.



2.WhatPurpose/Payoff Togetcontrol,tobeinchargeadultattention
DoestheBehaviorServe
(Function)?

3.Whatdoyouwantthe Followteacherdirections
studentTODoinstead
(ReplacementBehavior)?


4.Whatstrategywillmatch Teachspecificstepstofollowingteacherdirections
thefunctionandincreasethe RecognizeBubbaJoewhenhefollowsdirections.
replacementbehavior?
ProgressMonitoring:Processtorecordfeedback
Howwillyouknow?
5.Whatstrategywillmatch Beforeatask,teacherprovidesBubbaJoewithtwo
thefunctionanddecreasethe choicesregardingtaskcompletion.
problembehavior?

Howwillyouknow? ProgressMonitoring:TaskCompletionTally

MUSWPBS 36
 AlternativeFormC#2
Example:ToAvoidHardTasks

NameofStudent FrankieLee
1.DataReview 3OfficeReferralsforDisruption,7BuddyRooms
2.IdentifytheObservable Talksout,talkstoothers,playswithmaterials,wanders
ProblemBehavior aroundroom



3.WhatPurpose/Payoff Toavoidhardtasks(independentwritingandreading)
DoestheBehaviorServe
(Function:GetorAvoid)?

4.Whatdoyouwantthe Toaskforhelpappropriatelyandkeepvoiceoffwhen
studentTODoinstead thatistheexpectation.
(ReplacementBehavior)?


5.ReviewClassroom Teachspecificstepstogainteacherattentionusing
UniversalStrategies.What PostItonthecornerofdesk.
strategywillmatchthe RecognizeFrankieLeewhenhekeepsvoiceoff,does
functionandincreasethe hisworkorasksforhelp.
replacementbehavior?

Howwillyouknow? ProgressMonitoring:Processtorecordfeedback

6.ReviewClassroom Beforeawritingtask,teacherwillremindFrankie
UniversalStrategies.What LeeabouttheIneedhelpsignal.
strategywillmatchthe Teacherwillensureallindependentworkisat
functionanddecreasethe independentlevel.
problembehavior?

Howwillyouknow? ProgressMonitoring:Tallyofsignaluse,work
completion

MUSWPBS 37
 AntecedentInterventionExamples
Function InterventionStrategy
Attention Scheduleadultattention
Schedulepeerattention
Increaseproximitytostudent
Providepreferredactivity
Escape Adjustdemanddifficulty
Offerchoices
Increasestudent
preference/interestinactivity
Assurethatactivitieshave
functionalormeaningful
outcome
Alterlengthoftask
Modifymodeoftask
completion
Usebehavioralmomentum,
taskdispersal
Increasepredictability
Modifyinstructionaldelivery
Tangible Provideawarning
Itemor
Activity
Scheduleatransitionalactivity
Increaseaccessibility
Sensory Providealternativesensory
Enrichenvironment
MUSWPBS
Example
Haveadultworkwithstudent
Haveadultprovideperiodicattention
Lunchmeetingwithteacher
Behaviorplan
Gradelevelorteachertriage
Pairstudentwithpeer
Usepeertutoringormentoring
Moveseatingarrangement
Periodicallymoveaboutclassroom
Whenadultisoccupiedassignmorepreferred
activity
Provideeasierwork
Allowstudenttochoose:
o Tasktocomplete
o Sequenceoftaskstobecompleted
o Materialstouse
o Wheretocompletetask
o Whentocompletetask
o Withwhomtocompletetask
Incorporatestudenthobbies/interestsinto
activities
Provideactivitieswithvaluedoutcome
WriteandreadSocialStories
Shortenactivity
Providefrequentbreaks
Changemedium/materials
Replacepencilandpaperwithcomputer,etc.
Presenteasyrequestspriortodifficultrequests.
Providecuesforupcomingorchangeinactivities
(instructional,visual,auditory)
Usepleasanttoneofvoice
Indicateactivityisabouttoend.
Scheduleamoderatelypreferredactivity
betweenhighlypreferredandhighly
nonpreferredactivities
Puthighlypreferreditemswithinstudentsreach
Offerradiotostudentseekingauditory
reinforcement,orvisualstimulitoastudentsseeking
visualreinforcement
Fillclassroomwithinterestingandstimulating
activities
38
 FunctionBasedInterventionGuidelines
Problem Function Replacement StudentIntervention ClassroomIntervention Outcomefor
Behavior Behavior ReplacementBehavior

Offtask, Peer Ontask,work PBSlessonon Precorrect@startof Earntimewithpeersfor

Non Attention completion task class meetingself
disruptive Selfmonitor:ontask Periodicpraisebyteacher managementgoals
forontask
Quickdebriefatendof
classonselfmonitoring

Offtask, Peer Ontask, PBSlessonon Precorrect@startof Earntimewithpeersfor
Disruptive Attention respectful task class meetingself
responses,work PBSlesson Periodicpraisebyteacher managementgoals
completion conflict forontask
management/respe Quickdebriefatendof
ct classonselfmonitoring
Selfmonitor:on
task

Offtask, Escape Ontask,work PBSlessonon Precorrect@startof Earnaskipa
Non (avoids completion task classonselfmonitor homeworkpass
disruptive, teacherand Selfmonitor:ontask Periodicchecksfor
work peersduring +workcompletion assistancebyteacher Earnotherpreferred
completion instruction) Quickdebriefatendof activityformeetingself
classonselfmonitoring managementandwork
completiongoals
Offtask, Attention Ontask,work PBSlessonon Precorrect@startof Earnaworkwithpeer
Non (respondsto completion task class activity
disruptive, teacher Selfmonitor:ontask Periodicpraisebyteacher
work directions, +workcompletion forontask+work Earnotherpreferred
completion engages completion activityformeetingself
peers) Quickdebriefatendof managementandwork
classonselfmonitoring completiongoals

MUSWPBS 39

Problem Function Replacement StudentIntervention ClassroomIntervention Outcomefor
Behavior Behavior ReplacementBehavior
Offtask, Escape Ontask, PBSlessonon Precorrect@startof Earnaskipa
Disruptive, respectful task class homeworkpass
work responses,work PBSlesson Periodicpraisebyteacher
completion completion conflict forontask+work EarnBreaks
management/respec completion
t Periodicchecksfor Earnotherpreferred
Selfmonitor:on assistance activityformeetingself
task+work Quickdebriefatendof managementandwork
completion classonselfmonitoring completiongoals

Offtask, Escape/ Ontask, PBSlessonon Assignmentsbroken Workwithpeertutor
Non attention respectful task down
disruptive, responses,work TeachProbsolving Precorrect@startof Earnotherpreferred
work completion strategies class activityformeetingself
completion Selfmonitor:on Periodicpraiseby managementandwork
(low task+work teacherforontask completiongoals
academic) completion +workcompletion
Quickdebriefatendof
classonselfmonitoring
Offtask, Escape/ Ontask, PBSlessonon Assignmentsbroken Workwithpeertutor
Disruptive, attention respectful task down
work responses,work PBSlessonconflict Precorrect@startof EarnBreaks
completion completion management/respec class
(low t Periodicpraiseby Earnotherpreferred
academic) TeachProbsolving teacherforontask activityformeetingself
strategies +workcompletion managementandwork
Selfmonitor:on Quickdebriefatendof completiongoals
task+work classonselfmonitoring
completion

MUSWPBS 40
 MatchingProgressMonitoringMethodstoStudentGoals:Examples
ExampleStudentGoals ProgressMonitoringMethods
1. Studentwillcomplete100%ofhis
assigned(differentiated)independent
writingtasks,4outof5days
2. Studentwillreceive80%ofpossible
checks(happyface,etc)perdayfor10
consecutivedays.
3. Studentwillfollowdirectionsthefirst
timegivenfor80%ofclassroom
transitions.
4. Studentwillwork15minuteswithout
teacherassistancefor4independent
worksessionsperdayfor4outof5
days.
5. Studentwillbringallmaterialstoschool
(pencil,homework,notebook,books)
eachdayfor5consecutivedays.
6. Duringa2weekperiod,studentwill
have90%attendancerate.
7. Studentwilluserespectfullanguageand
tonewithallstaff80%ofschoolperiods
for10consecutivedays.
8.
9.
10.
MUSWPBS
1. Onadailylogmarka+ortocountthe
numberof100%completewriting
assignments(differentiatedforstudent)
2. Attheendofeachday,calculatethe
percentageofpossiblepointsearnedand
record.
3. Teachercreatealogwitha+columnand
acolumnandmarkaftertransitions
occur.Atendofday,compute
percentage.
4. Createaformwithfoursquaresforthe4
dailyworksessions,marka+orto
countthesessionsthestudentworked
for15minutes
5. Teacherchecksinwiththestudenteach
morningandhavestudentmarka
weeklycalendarwitha+or.
6. Checkattendancerecord
7. Teachercreatealogwitha+columnand
acolumn.Afterworkperiods,marklog.
Atendofday,computepercentage.
8.
9.
10.
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