Title: Delaware Positive Behavior Support Targeted Training July 31st and August 1st, 2006
1 DelawarePositive Behavior SupportTargeted
TrainingJuly 31st and August 1st, 2006
- Developed in part with material from Illinois
PBIS Network -
2 Training Objectives
- Understand how to use School-wide data for
determining targeted support needs - Identify the steps for creating targeted
individual student support systems - Practice using data to develop targeted
intervention plans - Define team process
- Identify data collection plan for determining the
effectiveness of targeted interventions
3Designing School-Wide Support Systems for
Student Success
1-5
5-10
80-90
4Similarities Across all Three Levels
- Team-based decision-making
- Consensus around proactive strategies
- Ownership by those closest to kids practical,
real - Use real data to guide interventions
- Translate teacher/family/student stories into
data - Who, what, when, why
- Whats it going to take to get improvement we
want?
5What is the to most influential enabler of
Individual PBS?
- Teachers and other school personnel are
adequately trained in individualized PBS - School personnel value all students
- Building level administrators provide leadership
in promoting PBS values and practices to the
school community - School has building-wide behavior management
system (e.g. SW PBS) - Adequate time is scheduled during the school day
for school personnel to meet and plan with others
6Survey Says
- School has building-wide behavior management
system (e.g. SW PBS) - On a 4-point Likert scale indicating level of
impact from not much/not at all to substantial
this item was rated highest with a 3.58 Mean
score
7School-wide Positive Behavior Support A
philosophy/climate that promotes positive
behavior to support student learning in the
classroom.
Instructional Support Team A vehicle through
which teachers may request assistance to address
individual academic and/or behavioral concerns.
Intensive Individual Supports
8 Summary of PBS BIG IDEAS
-
- 1. Systems (How things are done)
- Team based problem solving
- Data-based decision making
- Long term sustainability
- 2. Data (How decisions are made)
- On going data collection use
- ODRs ( per day per month, location, behavior,
student) - Suspension/expulsion, attendance, tardies
- 3. Practices (How staff interact with students)
- Direct teaching of behavioral expectations
- On-going reinforcement of expected behaviors
- Functional behavioral assessment
9Instructional Support Team Big Ideas
- Collaborative Communication Skills
- Systematic Problem-Solving Process
- Curriculum Based Assessment
- Functional Behavioral Assessment
- Data Collection and Analysis
- Classwide Strategies and Assessment
- Team Building
Gravois and Rosenfield and Gickling, IC Lab
10Emphasis on Prevention
- Primary - Schoolwide
- Reduce new cases of problem behavior
- Secondary - Targeted
- Reduce current cases of problem behavior
- Tertiary - Intensive
- Reduce complications, intensity, severity
of current cases
11YELLOW Targeted vs RED Intensive Intervention
- Targeted Intervention
Intensive Intervention
School-wide strategies are insufficient to
facilitate success School-based plans -
invite school stakeholders and family
Assessment and intervention strategies begin
simple Intervention across school and home
School-wide and targeted strategies are
insufficient to facilitate success
System-based plans - involve all life domain
stakeholders right from the beginning
Assessment and intervention strategies build
upon past Intervention across life domains
12Targeted Interventions are based on 3 behavioral
concepts
- At-risk students benefit from a) clearly defined
expectations, b) frequent feedback, c)
consistency and d) positive reinforcement that is
contingent on meeting goals. - Problem behavior and academic success are often
linked. - Behavior support begins with the development of
effective adult-student relationships.
(Crone, Horner, Hawken, 2004)
13Targeted Interventions are
- Designed for students who are at risk for
developing serious or chronic problem behavior - Provide a system for monitoring student progress
- Increase opportunity for positive reinforcement
for following expectations - Can be accessed quickly
(Crone, Horner, Hawken, 2004)
14Research on the BEP program
- The BEP is likely to be effective with 60-75 of
at-risk students - Students who do not find adult attention
reinforcing are less likely to improve - If not successful, using FBA information to
modify the BEP support can be effective
15 Targeted Intervention Process
- Why Establish a Team?
- To provide a building-based system that will
ensure supports are provided to students for whom
school-wide practices have not facilitated
success. - To provide a structured problem-solving process
that will ensure effective intervention practices
are implemented for each student or issue
brought to the team.
16 Defining Targeted Intervention
- What is it For?
- For those students who exhibit difficulties
despite proactive school-wide prevention efforts
students needing intervention. - Without school-wide prevention, we cannot
reliably identify targeted-level students. - Likely to be students with both academic and
behavioral difficulties. - Typically approximately 10 of school population.
17 Defining Targeted Interventions
- When Should it Happen?
- When school-wide data documents academic or
behavioral problems that consistently distinguish
a student from his or her peers. - When teacher reports indicate that a student is
on the verge of failures, despite school-wide or
classroom-wide strategies and procedures. - When existing interventions need revisions to
increase effectiveness.
18 Targeted Intervention Process
- How Does it Happen?
- Through a commitment to supporting all students
in a building, including those with problem
behaviors. - Through a building-based intervention team
representative of the faculty and support staff. - Through the use of an effective problem solving
process - assessment. - Through the design of interventions that
emphasize the creation of environments where
this child can taste success and progress can
be built from there.
19Practical use of scarce resources
- School-wide team
- Efficient system of identification
- If (a) small number of students, or (b) students
with intense needs then use individual student
supports (FBA/BSP or wraparound). - If many students (gt10) without intense needs then
Targeted Group Intervention. - Technical competence needed
- Functional assessment, support plan design
- Information collection and use
20 Why do Targeted Group Interventions Work?
- Improved structure through Team
- Identifying Function of Behavior
- Quick assessment of needs and motivation
- Use of Data
- Rapid access to interventions
- Increased opportunities for recognition and
reinforcement
21(No Transcript)
22Team TimeWhere are we now?
- Delaware Implementation Self-Assessment (ISA)
23Determine who will be on the Targeted Team
24 Targeted Intervention Process
- Standing Members
- Administrative personnel (principal, assistant
principal, deans, etc) - Person with knowledge about instruction (strong
regular education teacher may be rotating
member) - Person with behavioral training (special
education teacher or representative) -
- Clinical personnel (school psychologist, school
social worker, counselor, nurse, local mental
health rep) - Additional support staff (school resource
officer, parent liaison etc.)
25Does a problem solving team currently exist?
Does it need restructuring?
- What current team(s) is/are in place?
- How do our teams work together?
- Who is on the team currently?
- Who could be added/taken off the team?
- How do kids come to the team?
- Is there an efficient, predictable referral
system? - What is the role or goal of the current team?
- Does the team systematically develop and monitor
interventions for each referred child?
26Team Activity
27System for student selection for targeted
interventions
28 Targeted Intervention Process
- How are students identified?
- -Referrals come to the team through multiple
avenues -
- PBS School-wide Team
- Grade Level Problem Solving Teams
- Teacher Assistance Teams
- Classroom teachers - general and special
education - Non-classroom staff
- Parents
- -Referrals are made to the team regarding
academic, behavioral, social-emotional, or
basic needs. -
29Data-Driven Dialogue Activity
- Adapted from Organizing Data-Driven Dialogue by
Laura Lipton Bruce Wellman, MiraVia LLC, 2001
30Phase 1 - Prediction
- What are your assumptions?
- What are some predictions you would make?
- What do you wonder?
- What might you expect to see?
31 32Phase 2 Observations about School-wide Data
- What important points seem to pop out?
- What patterns or trends are emerging?
- What seems to be surprising or unexpected?
- What are some things we have not explored?
- What questions do we have now?
- How can we find out?
33Phase 2 Observations about Grade and Classroom
Data
- What important points seem to pop out?
- What patterns or trends are emerging?
- What seems to be surprising or unexpected?
- What are some things we have not explored?
- What questions do we have now?
- How can we find out?
34Phase 3 - Inference
- What inferences and explanations can we draw?
- What questions are we asking?
- What additional data might we explore to verify
our explanations? - What are some initial strategies we might try
based on this data?
35Define system for the referral/ interview process
36Define system for referral/ interview process and
graduation
- Develop referral form
- Determine process for who will contact the
referring teacher(s) for interview and select
interview form - Process for interviewing the student
- Criteria for graduation
37Develop Referral Form
- Options
- Brief referral form and more comprehensive
interview - Comprehensive referral form and brief interview
38Selecting an Interview Form/Process
- Existing tools for gathering information
- Interviews
- FA Interview
- Student guided FA interview
- Checklists
- Problem Behavior Questionnaire
- Records Review
- Academic, behavioral, evaluations
- Observation
- ABC Assessment
- Scatter Plots
- The interview is the most powerful part of the
process remember to find out the conditions for
both problem behaviors and strengths
39Team Activity
40Now that you have referral information how do you
use it to determine what interventions to try?
41Conjunction Junction Whats your Function?
42 Understanding Function
The most common problem behaviors in school
(and all behaviors) serve to either
-
- 1. To Get Something (Obtain)
- - attention, objects, power, self-stimulation
-
- 2. To Get Away From Something (Escape)- tasks,
embarrassment, situations, persons
Adapted from T. Scott, 1988
43Examples of Function in Schools
(not necessarily conscious decisions by student)
- Get/Access Reinforcers
- I yell because others look at me.
- I fight because others obey me.
- I wander because people talk to me.
- Get Away From/Escape/Avoid Aversives
- I cry when work gets hard because someone will
help me. - I throw a book during math class because the
teacher will remove me from class. - I stand out of the way during PE because the
other game participants will avoid throwing me
the ball.
44 Functional Assessment of Behavior
- Process of a Functional Behavioral Assessment can
include - Interviews
- Review of Incidents
- Direct Observation
45 Functional Assessment Pathway
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent
46 Examples of Behavioral Pathways
- When given math worksheets other assignments,
Caesar does not do his work, he uses profanity
disrupts lessons, especially, when he has worked
alone for 30 minutes without peer contact. His
work does not get completed, he avoids teachers
requests. - Setting Event Trigger Behavior
Consequence - Alone for Given Math Profanity
Gets out of - 30 minutes or other task disruption
completing work
47For your team to use a function-based, problem
solving process
- Identify interventions that serve the same
function as the problem behaviors. - Plan for systematic teaching of skills as
necessary. - Design environment to facilitate success by
prompting/reinforcing expected behaviors.
48Student Directed Problem Solving - 70/20/10
- 70 work done by student
- 20 work done by forms
- 10 work done by helper
- Stan Davis, www.stopbullyingnow.com
4970/20/10
- Reflection helping students develop empathy and
find other ways to meet their needs (function). - Stan Davis, www.stopbullyingnow.com
5070/20/10
- 1. What did you do? Start with I.
- 2. What was wrong with that?
- 3. What's the consequence for this action?
- 4. What problem were you trying to solve?
What goals were you trying to reach? - 5. Next time you have that problem or goal how
will you solve it? - Stan Davis, www.stopbullyingnow.com
51FBA Forms
- Behavior Pathways
- Functional Assessment Interview Form
- FACTS
- Student Interview
- Parent Interview
- Parent Checklist
52Team Activity Functional Assessment Interviews
- Find someone who has a white paper if you
- have a colored paper
- White paper - interviewer/case manager
- Colored paper teacher
- Case manager interviews teacher and records
- on white form
53Targeted Group Interventions
54Define targeted group intervention options
- Identify existing interventions available
- Develop new interventions to address needs of a
group of targeted students - Discuss process for matching student to the
intervention based on the referral and interview
information - Identify a process for providing peer support to
staff as needed
55Activity Identify existing resources for
Targeted Students
- Use the worksheet to think of resources already
in place or accessible in your school - Social Workers
- Family Crisis Therapist
- School Psychologist
- School Counselor
- Other Counselor
- School Nurse
- Wellness Center Staff Mental health provider
- Behavior Interventionists
56Intervention Strategies
-
- Preventive make the behavior irrelevant
- Change the environment so its not necessary
- Teaching make the behavior inefficient
- Teach a replacement skill that works better
- Function/Consequence make the behavior
ineffective. Remove reinforcement of the problem
behavior. Maximize reinforcement of the
replacement behavior
57 Targeted Group Interventions
- Group Based Programming Elements
- Approximately 7 of the school population.
- Small group interventions based on descriptive
functional assessment information. - Intervention strategies include
- Targeted social skills instruction (e.g., problem
solving and conflict management), - Behavioral programming and contracting,
- Self-management programming, and
- Specifically structured opportunities for high
rates of academic success.
58 Targeted Group Interventions
- Group Based Programming Elements
- Regular and frequent opportunities for positive
reinforcement. - Home-school strengths-based connection/partnership
. - Connection to school-wide expectations/rules.
- Efficient, consistent data collection system.
59Examples of Targeted Interventions
60Daily Progress Report Example Name_________ Da
te_________
Goal ______ Score_______ Student Signature
____________________
61Adult Supports
- Workshops/Groups
- Organizational Strategies
- Social Skills
- Anger Management
- Focus Groups
- General Supports
- Check-in and Check-out
- Homebase w/ teaching
- Breakfast/Lunch Clubs
- Mentoring
- Think Tank in Classroom
62Student Supports
- Tutoring with peers
- Mentoring program with older students
- Targeted students becoming mentors to younger
students - Student leadership opportunities
63 Targeted Intervention
Example Behavior Education Program
(BEP) (March Horner, 1998)
- BEP Daily Cycle
- Check in office at arrival to school
- reminder binder
- precorrections
- turn in previous days signed form
- pick-up new form
- review daily goals
64 Behavior Education Program (BEP) (March
Horner, 1998)
- BEP Daily Cycle
- At each class
- teacher completes card, or
- student completes self-monitoring card/teacher
checks and initials card - Check out at end of day
- review days points goals
- receive reinforcer if goal met
- take successful card home
- precorrections
65 Behavior Education Program (BEP) (March
Horner, 1998)
- BEP Daily Cycle
- Give successful day card to parent
- receive reinforcer from parent
- have parent sign card
- Return signed card next day
- Weekly BEP meeting with data graphing
66Elements of the BEP
- Organization/Structure
- Identification/Referral
- Contract
- Basic BEP Cycle
- Functional Assessment
- Design of Support
- Data Collection and Decision Making
67Organization and Structure
- BEP Coordinator
- Chair BEP meetings, faculty contact, improvement
- BEP Specialist
- Check-in, check-out, meeting, data entry, graphs
- Together (Coordinator Specialist) 10 hours/wk
- BEP meeting 40 min per week
- Coordinator, Specialist, Sped faculty, Related
Services - All staff commitment and training
- Simple data collection and reporting system.
68Identification and Referral
- Multiple office referrals
- Recommendation by teacher
- Recommendation by parent
- Time to action
- 30 min to 7 days
69Contract
- Agreement to succeed
- Student
- Parent
- BEP coordinator
- Teachers
- Contract may be written or verbal
- Better if written
70Basic BEP Cycle
- Morning check-in (Get BEP Form)
- Give BEP form to each teacher prior to each
period. - End of day check-out
- Points tallied
- Reward
- BEP form copy taken home and signed.
- Return signed copy next morning.
71What each student experiences at start of their
school day
- greeted (positive, personal, glad to see you)
- scanned (ready to go to class?)
- readiness check (books, pencils, etc?)
- gets piece of paper(prompt for positive
interaction)
72Modifications for Escape-Motivated Behavior
- Student can pick up Daily card from a designated
box and return it there each day - Points earned can be used towards student
selected reinforces - Select an adult the student is close with to the
contact person - If function is to escape an academically
challenging task then the student would require
academic intervention as well
(Crone, Horner, Hawken, 2004)
73BEP Cycle
74 Next Steps
- Is the BEP system appropriate for you?
- Are there more than 10 students with chronic
patterns of problem behavior? - Is a school-wide system in place
- Is there faculty commitment to work with tougher
kids? - Are in-school resources available to implement?
- Are district resources available to support
start-up? - Build Action Plan
- Review and present current data
- Administration/Faculty commitment
- Action steps within a doable timeline.
75 DelawarePositive Behavior SupportTargeted
TrainingJuly 31st and August 1st, 2006
- Developed in part with material from Illinois
PBIS Network -
76Team Resume
- Team Activity Using each individual team
members strengths, talents, abilities,
experience, and interests develop a team resume. - Extra points are awarded for creativity and
graphics.
77DAY 2
- What did we talk about yesterday?
78 Targeted Intervention
Example Behavior Education Program
(BEP) (March Horner, 1998)
- BEP Daily Cycle
- Check in office at arrival to school
- reminder binder
- precorrections
- turn in previous days signed form
- pick-up new form
- review daily goals
79 Behavior Education Program (BEP) (March
Horner, 1998)
- BEP Daily Cycle
- At each class
- teacher completes card, or
- student completes self-monitoring card/teacher
checks and initials card - Check out at end of day
- review days points goals
- receive reinforcer if goal met
- take successful card home
- precorrections
80 Behavior Education Program (BEP) (March
Horner, 1998)
- BEP Daily Cycle
- Give successful day card to parent
- receive reinforcer from parent
- have parent sign card
- Return signed card next day
- Weekly BEP meeting with data graphing
81Elements of the BEP
- Organization/Structure
- Identification/Referral
- Contract
- Basic BEP Cycle
- Functional Assessment
- Design of Support
- Data Collection and Decision Making
82Organization and Structure
- BEP Coordinator
- Chair BEP meetings, faculty contact, improvement
- BEP Specialist
- Check-in, check-out, meeting, data entry, graphs
- Together (Coordinator Specialist) 10 hours/wk
- BEP meeting 40 min per week
- Coordinator, Specialist, Sped faculty, Related
Services - All staff commitment and training
- Simple data collection and reporting system.
83Identification and Referral
- Multiple office referrals
- Recommendation by teacher
- Recommendation by parent
- Time to action
- 30 min to 7 days
84Contract
- Agreement to succeed
- Student
- Parent
- BEP coordinator
- Teachers
- Contract may be written or verbal
- Better if written
85Basic BEP Cycle
- Morning check-in (Get BEP Form)
- Give BEP form to each teacher prior to each
period. - End of day check-out
- Points tallied
- Reward
- BEP form copy taken home and signed.
- Return signed copy next morning.
86What each student experiences at start of their
school day
- greeted (positive, personal, glad to see you)
- scanned (ready to go to class?)
- readiness check (books, pencils, etc?)
- gets piece of paper(prompt for positive
interaction)
87Modifications for Escape-Motivated Behavior
- Student can pick up Daily card from a designated
box and return it there each day - Points earned can be used towards student
selected reinforces - Select an adult the student is close with to the
contact person - If function is to escape an academically
challenging task then the student would require
academic intervention as well
(Crone, Horner, Hawken, 2004)
88BEP Cycle
89 Next Steps
- Is the BEP system appropriate for you?
- Are there more than 10 students with chronic
patterns of problem behavior? - Is a school-wide system in place
- Is there faculty commitment to work with tougher
kids? - Are in-school resources available to implement?
- Are district resources available to support
start-up? - Build Action Plan
- Review and present current data
- Administration/Faculty commitment
- Action steps within a doable timeline.
90Share
- Other Targeted Strategies
- IST/Targeted Match
91Just in Time
92Additional Data Sources
- Nutritional data
- Nurses data
- Attendance
- DSTP scores
- Grades
- Number of SW reinforcers earned
- Anything else identified as being useful for
planning for a particular student
93Team Activity
- Developing Targeted Interventions using Function
94Team Meeting Process
95Define individual team process
- Standing team members / Process to invite others
as needed - Meeting procedures
- How often to meet?
- Who facilitates?
- Other meeting roles?
- When to review individual student data who
brings it to the team?
96 Targeted Intervention Process
- When does the Team meet?
- -Team Meetings
- Regularly scheduled meetings - weekly or
bi-weekly depending on building needs. - If no new referrals, the team meets briefly to
review progress on current interventions, to
self-evaluate, and to action plan.
97Problem-Identification and Analysis
- Create a shared understanding of the concern
- Define concerns in specific, observable terms
- Define concerns in specific, observable and
DESIRED terms - Conduct Instructional Assessment to ensure a
MATCH - Discuss possible relationships between concerns
- Decide if more behavioral information is needed,
if yes, conduct Functional Behavioral Assessment - Prioritize
- Baseline
- Goals
Instructional Consultative Lab, U Md. Gravois,
Rosenfield, Gickling
98Meeting Roles
- Facilitator guides the meeting process
remains objective - Time Keeper keeps track of time spent on issue
prompts group when time allotted for an item is
up helps to ensure equal floor time for
everyone - Scribe/Decision Taker- takes notes, and just keep
track of decisions made-minutes can be a record
of topics and decisions made as opposed to trying
to keep track of what everyone says - Doorkeeper sits near door and fills in late
comers with current status of meeting and what
they missed - Temperature Taker monitors how group is
responding to each other- process and reflect the
group dynamics
99Communication Skills
- Active Listening
- Paraphrasing
- Perception Checking
- Asking Clarifying Questions
- Summarizing
- Asking Relevant Questions
- Offering Information
- Adapted from
Instructional Consultative Lab
100Team Meeting Activity
- Role play targeted team meeting
- Case manager present a student using information
from interview and case study handout - Use your school-wide data, and student data to
problem solve - Select intervention strategies
- How can you intervene with the environment?
- How can you intervene with the student?
101Additional Classroom Information
- Class 1B This is this teachers first year of
teaching. - Class 5C The teacher of this class has been on
extended medical leave for the majority of the
school year, and has been replaced in the interim
by several different long-term substitute
teachers. The various substitutes have different
teaching styles and expectations of the class. - Class 8A This teacher chose not to participate
in the school-wide PBS program this year. She
feels that the 8th grade students should know how
to behave at this point in their educational
experience, and that they do not need to be
rewarded for doing things that they are already
supposed to be doing.
102DSTP Scores
- Gr. 1 Keisha
- No scores available
- Gr. 5 Deonte
- 4th Rdg Below Math Meets Writing Below
- 3rd Rdg Meets Math Meets Writing Below
- 2nd Rdg Below Math Meets Writing Below
- Gr. 8 Jerry
- 7th Rdg Below Math Below Writing Below
- 7th Rdg Meets Math Meets Writing Below
- 6th Rdg Meets Math Below Writing Below
- 5th Rdg Meets Math Meets Writing Meets
103Data for Decision-making
104Develop and use data systems for decision-making
- Existing behavior data
- Develop, as needed, additional data tracking
tools and determine who is responsible for
keeping the data
105Daily Progress Report
106Daily Data Used for Decision Making
107Daily Data Used for Decision Making
108Importance of Functional Assessment in BEP
109Sample Point Card Data
110Data Collection for Decision-Making
- Monitor BEP points earned each day
- Office Discipline Referrals
- Regular use of data by BEP team
- Outcome Data
111Determine criteria for graduation from program
- Average daily point criteria over time
- Sampling of data points
- Reduction in number of referrals
- Completion of program (anger management, skills
workshops, etc.) - Reach level of Self-monitoring
112One of Four Decisions
- Student is ready to be phased out of targeted
intervention - Things are going fine, but student needs to stay
in program - Student is having some problems, what simple
additions can be made (Who is responsible?
Timeline?) - Student is having bigger problems, refer for full
FBA/BSP (Who is responsible? Timeline?)
(Crone, Horner, Hawken, 2004)
113Self-monitoring
- Use the same or similar card for self-monitoring
- Start with teacher and student both rating the
behavior simultaneously - Compare ratings at the end of the class
- Student can earn small reinforcer for rating the
same as the teacher - Return to reinforcing the appropriate behavior
once students self rating is reliable
114Self-monitoring
- Fade teacher rating
- Continue data collection during the
self-monitoring process - Make sure the discussion with the student about
self-monitoring is positive and emphasizes
accomplishments, not removal of support - If the student wants to continue, then stop the
data collection, but the student can continue to
check in and self-monitor
115Student Data Plans
- What data do we currently have?
- What data do we need?
- How are we going to involve students in the
process? (interviews, data collection,
self-monitoring, goal setting, etc.)
116Sharing Information with Staff
117Provide information to all staff regarding
procedures and outcomes
- Inform staff about how to refer students and
interview processes - Staffs role in providing feedback regarding
targeted student behavior - Provide regular updates to School-wide PBS team
and the whole staff
118Staff Updates and PBS Team Updates
- PBS Team Updates
- Share data back and forth regarding the students
in the Yellow Zone - Keep communication open between teams dual
members is great, but consider a standing agenda
item to prompt quick updates/questions/ - discussions
- Staff Updates
- Keep everyone up to date about the work of the
Targeted Team - Share general data and progress with staff
- Gives opportunity for questions or discussion
119Staff Update Example
- Current enrollment in Targeted Interventions 23
- Number of students that graduated this month 7!
- Staff must fill out a referral form to begin a
student in the targeted process. See Mrs. Klein
if you have any questions about the form. - Thanks to the following staff who have been
active with the Hug program so far this year.
To join us see Ms. Siegel. Wed love to have
you! - Check out our current data. If you have data
questions please see Mr. Rozumalski.
120Behavioral Referral Data
121Weekly Progress on Individual Goals
122Information Sharing with all staff
- Team Activity
- Create a one minute commercial to announce
Targeted Team concept to the staff. Creativity is
encouraged!
123Team Activity
- Targeted Team Implementation Checklist and
- Action Planning
124Evaluation and Reflection Time
www.delawarepbs.org