THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK
ALBANY, NY 12234

OFFICE OF VOCATIONAL AND EDUCATIONAL SERVICES
FOR INDIVIDUALS WITH DISABILITIES
SPECIAL EDUCATION SERVICES

QUALITY INDICATOR REVIEW AND RESOURCE GUIDES
for
 BEHAVIORAL SUPPORTS AND INTERVENTIONS

1. School-Wide Positive Behavioral Systems (PBS)
2. Classroom Management 
3. Targeted Small Group Behavioral Interventions
4. Intensive Individualized Behavioral Interventions

Available in PDF Format for Printing

The Special Education Training and Resource Center (SETRC) network is one of VESID’s primary resources for school improvement in New York State. This Quality Indicator Review and Resource Guide is one of a series that has been developed for use by the SETRC network to guide their work in assessment of programs and provision of professional development, support and technical assistance to districts and schools to improve results for students with disabilities.

The Guides are intended to be used to support a process that includes:

• Assessing the quality of a school district’s instructional programs and practices in the areas of literacy, behavioral supports and interventions; and delivery of special education services;
• Determining priority need areas; and
• Prescribing and planning activities to change practices and improve outcomes for students with disabilities.

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  School-Wide Positive Behavioral Systems (PBS)

Indicator: School-Wide Discipline System

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:   School-Based Team

There is a school-based team with oversight responsibility for the school’s discipline system.

• School-based leadership team is identified
• Team represents all stakeholders--all. levels of staff, general & special education, parent/student.
• School administrator is an active member.
• School team receives on-going training/TA in school-wide behavioral support systems.
• School team has meetings at least monthly.
• School team evaluates program implementation annually.
• School team has a 3-5 year action plan, reviewed annually.

Team roster, meeting minutes, training schedule, evaluation report, written action plan

Component 2:  Political Support & Visibility at School level

The school-wide discipline system is supported by and is a priority for school staff.

• At least 80% of staff support and participate in program.
• School improvement plan lists improving behavior support systems as a priority.
• Schoolwide behavior policy statement developed and endorsed.
• Behavior support efforts are coordinated with other schoolwide efforts.
• School received benefits of district funding and support for behavioral support systems.

 Staff survey, school improvement plan, school code of conduct, team membership, funding records, staffing/time allocations

Component 3: School-Wide Behavioral Expectations

The school has a limited number of expectations for student behavior which are positively stated.

• 3-5 school-wide behavior expectations are defined.
• Behavior expectations are documented.
• Expectations are posted throughout building.
• Expectations are operationalized for various classroom and non-classroom settings.
• Expectations are positively stated.
• Expectations are observable and measurable.
• Expectations are appropriate for the entire community served by that school.

Team documents, school code of conduct, posters in school, expectations Matrix

Component 4: Instruction in Behavior

All students are taught behavioral expectations.

• Lesson plans for expectations are developed.
• Schoolwide behavioral expectations have been taught directly & formally to all students.
• Students and staff know expectations
• Lessons are re-taught as needed based on analysis of data.

Lesson plans, schedule for teaching, Schoolwide Evaluation Tool (SET) results/ Survey

Component 5: School-Wide Behavioral Expectations

Students are acknowledged for demonstrating expected behaviors.

• Acknowledgement system is defined and in place.
• Staff use active monitoring strategies to “catch” students demonstrating positive behaviors.
• System for collecting data on acknowledgements is in place.
• Students are acknowledged more frequently for positive behavior than for infractions.
• All teachers acknowledge students for positive behavior.
• Acknowledgements are appropriate for the entire community served by that school.

Acknowledgement menu, data report, observation, school records

Component 6:  Consistent Behavioral Consequences

Students are acknowledged for demonstrating expected behaviors.

• Consequences for behavioral infractions are clearly defined and documented.
• Classroom and administrator managed behaviors are clearly delineated.
• All teachers know consequences.
• System for collecting data on infractions is in place.
• Frequently broken rules are re-taught.
• Consequences are appropriate for the entire community served by that school and applied proportionately.

Teacher handbook, student handbook, interview/survey, school reports, lesson plans, discipline data

Component 7:  Data Collection and Analysis

Data on student behavior are collected and used to inform and improve the behavioral system.

• Office discipline referral form collects all necessary information.
• Office discipline data are gathered monthly and entered into database.
• Team summarizes existing discipline data monthly and reports to staff, including suspension data.
• Strengths and areas of focus are identified monthly based on data.
• Discipline data are used to make decisions and action plans.

Discipline referral form, school data reports, monthly data reports, team minutes, action plans

Component 8: On-going staff development

All staff understand and implement the school-wide discipline system with fidelity.

• School staff are trained in schoolwide plan.
• New personnel are oriented to program.
• Technical assistance is provided to teachers about components of plan.
• Re-training provided as needed to staff on program components.
• Reports are made regularly to staff on student data.
• Staff are regularly acknowledged for their implementation of the program.
• Professional development includes training on selecting expectations and acknowledgements that are appropriate for the entire school community.

Training enrollment records, coach report, team action plan, faculty meeting minutes, staff surveys, teacher acknowledgement menu, training materials

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  School-Wide Positive Behavioral Systems (PBS)

Indicator: District Level Support

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:   District-Level Leadership Team

Schools receive support at the district level in implementing positive school-wide discipline systems.

• District leadership team is identified.
• District team represents range of stakeholders, both general & special education.
• District-level administrators are active members.
• District team is trained; i.e., can identify critical elements and has reviewed PBS-related research.
• District team meets at least biannually and coordinates efforts between schools.
• District team has a 3-5 year district action plan that addresses behavior.

Team roster, attendance, meeting minutes, training dates, written action plan

Component 2:  Political Support & Visibility at District level

The school community is aware of and supports the school’s discipline system.

• District lists improving behavior support systems as a priority and provides funding.
• Parents are informed about district behavior program and district ensures parents are welcomed in all schoolwide planning.
• Behavior program data are reported regularly to school Board.
• Activities and accomplishments of behavior program are shared with larger community.

District strategic plan/ PDP, PTA minutes/ agenda, district newsletter, Board minutes, newspaper articles

Component 3:   Professional Development & Technical Assistance

The district provides professional development and technical assistance to support schools. 

• District has established trainers to build and sustain behavioral support practices in schools.
• Training is provided for new district team members.
• External coach (expert available to all school-based teams) is identified.
• Internal coaches (school team leaders) meet at least twice a year to discuss district goals.
• Parents receive training.
• A set of materials has been developed to sustain plan.

Trainer agreements, training schedule, sign-ins, PDP/ QIP, coach meeting minutes, handbook/materials

Component 4:  District Program Evaluation

The district evaluates and helps to improve school-based systems of discipline.

• Baseline data are collected in first year of implementation.
• Evaluation process is in place for assessing extent to which schoolwide behavior support plans are implemented.
• Impact of program on student outcomes is assessed annually.
• Impact of program on staff time is assessed annually.
• Action plan is reviewed annually for extent of implementation.

 VADIR report, suspension/dropout records program evaluation report, district strategic plan

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  School-Wide Positive Behavioral Systems (PBS)

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Classroom Management

Effective classroom management strategies are used in all classrooms.

• Classroom behavioral expectations are aligned with school-wide behavioral expectations.
• Classroom behavioral expectations are explicitly taught in all classrooms.
• Consequences for problem behavior in the classroom are consistent with school-wide plan.
• Students in every classroom receive a greater number of positive than negative acknowledgements.
• Students in every classroom are engaged in meaningful academic work.
• Routines from one classroom to the next are not in conflict.

Posters of class rules, teacher/student interview, lesson plans, student interviews,
office discipline referral forms, observations

Component 2:  Non-Classroom Behavioral Supports

Effective management strategies are used in non-classroom settings.

• Behavioral expectations for hallways, playgrounds, buses, cafeteria, bathrooms & other non-classroom settings are aligned with school-wide behavioral expectations.
• Behavioral expectations for each setting have been explicitly taught.
• Consequences for problem behavior in these settings are consistent with school-wide plan.
• Students receive a greater number of positive than negative acknowledgements in these settings.
• Paraprofessionals and other staff responsible for these settings have been trained in the school-wide program.
• Paraprofessionals and other staff responsible for these settings receive data on program implementation.

Posters in each setting, lesson plans, office discipline referral forms, student/staff interviews, training schedule, sign-ins, staff meeting minutes

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  School-Wide Positive Behavioral Systems (PBS)

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  High Quality Small Group Intervention

Evidence-based small group interventions for behaviorally at-risk students are in place.

• There is a consistent and timely referral process in place to identify students for small group intervention.
• A team develops, monitors, and assists with implementation of targeted interventions.
• The team conducts monthly updates on targeted interventions, implementation and student progress.
• Targeted strategies build on school-wide practices (e.g. use same set of school rules, teach similar expectations, use school reinforcement system).
• School has evidence-based practices for small group interventions.

 At risk criteria policies, monitors are identified, training dates, written description of secondary strategies, written action plan

Component 2:  Intensive Individualized Behavioral Interventions

Evidence-based intensive individualized interventions for students with chronic and severe behavioral difficulties are in place.

• School maintains and reviews records of student behavior in order to identify chronic behavior concerns.
• Support teams are available to staff when concerns arise regarding student behavior.
• Functional assessments are conducted for all students in need of an individualized behavior plan.
• Individualized behavior plans are implemented with fidelity.
• Individualized strategies to address student behavior are implemented across all school environments.
• Quality assessments are completed on a timely basis.
• Individualized assessment and intervention strategies build on school-wide practices.
• School has established team to work with community agencies and families to provide wraparound services.

Behavioral incident reports, team roster, staff memos, FBAs, BIPs & teacher reports, anecdotal records

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

Indicator: Caring & Supportive Relationship with and among Students

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:   Positive Classroom Climate

The teacher has created a positive, warm and accepting environment for all students in the class. 

• The teacher respects students and conveys personal acceptance of each student.
• The teacher greets students by name.
• The teacher is aware of personal goals, interests and activities of students and builds classroom connections.
• The teacher engages class in specific classroom-community and trust-building activities (e.g. shared chores).
• The teacher holds high expectations of students which are clearly articulated.
• Students are engaged in specific activities to build positive peer relationships, like peer tutoring, social groups, and after-school activities.
• Students are engaged in specific activities to build positive student-staff relationships, including mentoring and tutoring.
• The teacher quickly addresses potential problems in the classroom.

Observation, lesson plans, student and teacher interviews, activity schedules

Component 2:  Culturally Responsive Classroom Practices

All students feel valued and accepted by adults and peers in the classroom.

• Instructional strategies reflect and respond to cultural values, experience and learning styles of students in the class.
• Opportunities for community engagement are a priority for school and teachers.
• Teacher response to student behavior reflects an awareness of cultural differences in verbal and non-verbal cues.
• Teacher understands the cultural components of the “conflict-cycle” and intentionally avoids escalating interactions.
• Classroom establishes a system for regular home-school communication.
• Students engage in self-study and learn about the norms and values of their culture.

Observation, lesson plans, classroom newsletters, communication logs,  student and teacher interview

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

Indicator: Instruction Designed to Optimize Learning and Engagement

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Instruction is Planned

Lessons are carefully planned to accommodate the needs of all students.

• The teacher has spent time preparing the lesson.
• The teacher has adjusted both content and strategies to students’ developmental levels.
• The teacher incorporates strategies to address individual student needs based on their disability.
• Complex tasks are broken into small steps.
• The teacher attends to and adjusts pacing, minimizing time in non-instructional activities.
• Regular times are scheduled into the day to provide feedback on independent work.
• Activities have clear beginnings, ends and efficient transitions.

Lesson plans, alternative materials, class schedule

Component 2:  Instruction is Structured and Predictable

Lessons are carefully structured and students are aware of lesson objectives and structure.

• The teacher clearly communicates directions and objectives so that students have a clear plan of action; e.g., teacher uses an advance organizer.
• Instruction follows a sequential order that is logically related to skill development.
• The teacher’s instructional presentation includes explanation and modeling, followed by coaching, guided and independent practice and timely feedback.
• The teacher provides guided practice with error-correction and re-teaching until students attain 80% mastery.
• The teacher monitors independent practice at 90-100% mastery.

Observation, student work

Component 3:  Instruction is Interactive and Engaging

Teachers use multiple and varied techniques to engage students in the material in meaningful ways.

• Instruction includes research based strategies to engage students; e.g., high rates of opportunities to respond, choral reading, direct instruction, computer-aided instruction, class-wide peer tutoring, and guided notes.
• The teacher employs a variety of grouping options including whole group, small and cooperative learning groups, and individual instruction.
• The teacher uses strategies to ensure high frequency learning trials and response opportunities; e.g. choral responding, individual response card, and peer tutoring.
• Instructional materials are used that students find educationally relevant.
• The teacher gives both written and oral feedback that is specific, provides information about accuracy, and recommends alternatives; feedback is timely.
• The teacher uses variations in voice, movement and pacing to reinforce attention.
• The teacher explicitly points out the connection between effort and outcome.

Lesson plans, observation

Component 4:  Instruction is Direct and Explicit

Students learn to independently use strategies that will help them to successfully acquire and retrieve learned materials.

• The teacher provides instruction in cognitive strategies; e.g., taking notes or asking questions, as well as  meta-cognitive strategies; e.g., planning, monitoring, and evaluation.
• The teacher provides direct instruction in strategies to assist students to acquire new information and learn skills; e.g., activating prior knowledge or think-alouds.
• The teacher provides direct instruction in strategies to store and retrieve information by pairing new information to existing knowledge using a visual device; e.g., mnemonics or concept maps.
• The teacher provides direct instruction in test-taking strategies which focuses attention on critical aspects of test items, question answering, etc.

Lesson plans, observation

 Component 5:  Learning is Actively Monitored

Students and teachers are continually assessing effectiveness of lessons.

• Students are held accountable for completing work on time.
• Students are held accountable for performance; teacher provides feedback on all assignments.
• The teacher grades student work regularly and frequently.
• The teacher systematically collects, graphs, and reviews student data.

Student work, grade books, progress monitoring data

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

 Indicator: Classroom Managed to Support Student Engagement

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Organized Physical Setting

Classroom is physically arranged to promote positive interactions.

• The physical arrangement of the room minimizes crowding and distraction.
• Classroom design (i.e., placement of furniture, traffic flow) allows physical and visual access to materials for all students.
• Students have a clear view of the teacher, and vice versa, at all times.
• Classroom arrangement allows the teacher to be in close proximity to students with special needs and behavioral difficulties.
• Classroom design has clearly defined spaces within the classroom that are used for different purposes.
• Classroom arrangement has different seating arrangements designed to match activities.
• Signs are posted in the room stating behavioral expectations in positive terms.

 Posters, observation, accessibility walk-through

Component 2:  Behavior Expectations Established and Taught

There is a system in place to establish and teach clear rules, procedures  and consequences.

• Classroom behavioral expectations are consistent with school-wide expectations.
• A small number (3 – 5) of classroom behavioral expectations are defined.
• When possible, students and classroom staff are partners in the development of the behavioral expectations.
• Behavioral expectations are positively stated and easily understood.
• Behavior expectations are directly and systematically taught.
• Behavioral expectations are reviewed frequently and posted about the room.
• The teacher provides pre-correction and prompting for behavior expectations as well as ongoing feedback.
• Students know the acknowledgements for appropriate behavior, as well as the consequences for inappropriate behavior.

 Lesson plans, posters, classroom rules or behavioral matrices, observation, student interviews, classroom list of acknowledgements and consequences.

Component 3:  Behavior is Monitored

The teacher actively supervises the classroom, including watching for behaviors to acknowledge and behaviors to correct.

• The teacher engages all children and calls students by name.
• The teacher knows what the students are doing and what is going on in the classroom.
• The teacher moves around the classroom at regular intervals.
• Teacher is able to anticipate and prepare for potential behavioral issues.
• The teacher actively supervises and monitors by scanning/looking around, interacting frequently with students, correcting errors and providing acknowledgements for behavior consistent with expectations.
• Behavioral interruptions are dealt with quickly with little or no interruption to the learning process.

Observation

Component 4:  Planned Responses to Appropriate Behavior

Students are acknowledged for demonstrating expected behaviors.

• The teacher provides specific praise for specific academic and social behaviors linked to classroom expectations.
• Acknowledgement for appropriate behavior occurs four times as frequently as acknowledgement for inappropriate behavior.
• The teacher uses a wide repertoire of acknowledgements (e.g., tangible, verbal, social, activities) that are valued by the students.
• Acknowledgements are delivered to individuals, small groups and/or the whole class.
• Acknowledgements are attainable by students at all levels.
• Students can verbalize their successes.

Acknowledgement menu, acknowledgement data, student interviews

Component 5:  Planned Responses to Inappropriate Behavior

Students clearly see the connection between the inappropriate behavior and its consequences.

• Consequences have clear connections to student behavior.
• Consequences are always paired with re-teaching of appropriate behavior.
• Consequences are commensurate with the inappropriate behavior.
• Consequences are delivered promptly, consistently and equitably.
• Punishment occurs only in the context of a strong program of teaching behavior and providing positive consequences for appropriate behavior.
• Punishment is administered matter-of-factly without anger, threats or moralizing.

Office discipline referrals, behavioral data, observation, student interviews

Component 6:  Transitions are Managed

Classroom transition time results in very few discipline issues, and students move to and from their activities successfully.

• Transition time is kept to a minimum and results in minimal loss of instructional time.
• The teacher provides instruction and practice in transition procedures at the beginning of the year.
• The teacher use cues to signal upcoming transitions.
• Transition procedures are reviewed and re-taught as needed throughout the year.

Observation, lesson plans

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

Indicator: Direct Instruction in Student Behavioral Self-Management

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Promotion of Self-Regulation

Students learn to initiate, persevere and complete tasks, to monitor and change behavior, and to plan future behavior when faced with new situations.

• The teacher provides direct instruction in self- management, self-reinforcement, self-evaluation, self-instruction and self-talk.
• The teacher provides opportunities for students to practice setting personal short- and long-term behavioral goals.
• The teacher and students have a system in place to provide feedback on goals.
• The teacher uses signals and cues to alert students to assess and monitor their own behavior.
• The teacher provides opportunities for students to measure their own progress and chart their successes.

Observation, lesson plans, behavioral charts, student interviews

Component 2:  Promoting Thinking about Behavior

Teacher encourages, and students engage in, systematic problem-solving about behavior.

• The teacher provides direct instruction in problem solving strategies for decision-making, exploration, classification, and hypothesizing about behavior.
• The teacher allows/encourages students to engage in problem solving model.
• The teacher provides think-aloud demonstrations about behavior and social problem-solving.
• The teacher encourages students to talk about their thinking about their behavior; i.e., discuss what they know and don’t know, participate in paired problem-solving, write in a thinking journal.
• The teacher poses questions about behavioral and social situations which promote thinking.
• Teacher allows wait time when eliciting a response after a student has been questioned.

Lesson plans, observation, student interviews

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

Indicator:  Professional Development/District Support

Quality Indicator

Description/Look Fors:

Comments/Evidence

Teachers are supported in developing and implementing evidence-based classroom management strategies by the district and school leadership.

• District/school prioritizes the establishment of and training in School-Wide Positive Behavior Support.
• At the beginning of the year, teachers collaborate on shared student expectations and management strategies.
• New teachers receive training in SWPBS, classroom management, and individual student support in their first year.
• School administrators and leaders support and participate in training on Positive Behavior Support.
• Teacher personnel development plans include specific goals related to the use of positive classroom management strategies.
• The need for targeting additional professional development is determined based on the collection and analysis of school wide behavioral data.

 PDP, QIP, training schedules, school and district improvement plans

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Classroom Management

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Small Group Interventions (SGI) for At-Risk Students

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  District and Administrative Support

There is visible district and administrative support for implementing targeted small group interventions.

• The principal is an active participant in planning and implementing small group interventions.
• Principal and district administration provide program oversight to ensure program is being delivered as designed.
• Adequate resources and programmatic flexibility are provided to implement small group interventions with fidelity.
• The district governance (e.g., Board) and school community are informed, at least annually, of program effectiveness.

Meeting rosters, memos, records of classroom visits, budgets, schedules, job descriptions, BOE minutes, newsletters/website

Component 2:  Intensification of School-Wide System

The school-wide behavioral system is intensified for targeted students and settings.

(See VESID QI Form on School-Wide PBS for Quality Indicators of a school-wide behavioral system.)

• There is a consistent school-wide positive discipline system in place.
• Team uses on-going behavioral data, like office discipline referrals, to identify both students and school settings in need of intensive interventions.
• When at-risk students are identified, a plan is developed and implemented to increase intensity of school-wide program for those students; (e.g., re-teaching and pre-teaching expectations, increasing frequency & relevance of acknowledgements, modifying procedures and/or increasing consistency of consequences for those students).
• When a problem setting is identified, a plan is developed and implemented to increase intensity of the school-wide program in that setting; (e.g., re-teaching expectations, increasing acknowledgements, modifying procedures and/or increasing consistency of consequences in that setting).
• Frequency of monitoring of behavior for those students and/or that setting increases during intervention.

School-wide program evaluation, action or implementation plan, office discipline referrals, data records, team minutes, monitoring checklists/forms

Component 3:  Data-Based Decision-Making

An effective data-based decision-making process is in place.

• A decision-making process is in place to identify students in need of additional small group or individual intervention.
• The process includes analysis of root causes and selection of interventions based on common needs.
• Data from multiple sources are used to determine which at-risk students are in need of small group interventions.
• A team reviews behavioral and social/emotional data of students in small group interventions at least monthly to determine effectiveness and need for continued intervention.
• A school-wide team reviews building data at least monthly to evaluate overall effectiveness of small group behavioral interventions and shares with school community.

Evaluation report, team minutes

Component 4:  Evidence-Based Interventions

The research and evidence base is reviewed in selecting targeted small group interventions.

• The school has a process for selecting small group interventions that includes reviewing the research to determine whether those interventions:
  • have been, or have elements that have been, evaluated in a peer-reviewed journal.
• have been replicated across investigators, settings and participants.
• have proven effective in settings similar to this school.
• have been shown to produce outcomes like the desired outcome.
• Evidence is collected on an on-going basis on the effectiveness of the intervention.

Web-based resources below, journal articles, team notes, data analysis reports

Component 5:  Integrated Delivery of Services

Targeted small group interventions are integrated seamlessly into school-wide programs.

• There are a range of planned alternative interventions for at-risk students.
• Small group intensive interventions are continuously available and access to interventions is rapid and efficient.
• Small group intensive interventions are consistent with school-wide interventions.
• Small group interventions are available in the district across all grades levels, emphasizing early identification in grades K to 3.
• The continuum includes alternative instructional settings for students at greatest risk for dropping out, like: school within a school,  evening school, and alternative school.

School-wide discipline plan, QIP, district plan
Special Education BOE report

Component 6:  On-going staff development

There is high-quality, on-going staff development that includes technical assistance in implementing best practices.

• All school staff are knowledgeable about small group interventions and at least 80% support the program.
• Appropriate school staff are fully trained in providing general and disability-specific small group interventions.
• New personnel are oriented to interventions.
• Technical assistance is provided to teachers about components of interventions.
• A system is in place to check fidelity of implementation and provide re-training as needed.
• Staff regularly share effective practices across and within grade levels.
• Staff are regularly acknowledged for their implementation of the program.

Survey results, attendance records, training evaluations, teacher report, surveys, observation checklists

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Small Group Interventions (SGI) for At-Risk Students

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Family/School Connection

There are systems in place to maintain and strengthen the family/school connection.

• Behavior is viewed as an interaction between school, home, student, and community.
• Intervention plans are developed in collaboration with family and student.
• Parents are provided training in positive discipline procedures and problem-solving.
• Parents are provided training in supporting their children in school/academic activities.
• Parent-to-parent connections are developed through parent group meetings.
• School staff make home visits.
• Strategies are in place to increase home-school communication and a working partnership.
• Families are connected to community/social services.
• School works actively with community-based organizations.

Surveys, plan sign-off, attendance and training evaluations, notes home, phone logs, service logs, meeting minutes, collaborative programs

Component 2:  Relationship Building

Activities are in place that are designed to connect at-risk students to all parts of the school and community.

• There is a positive school climate in which at-risk students are included and feel accepted.
• Students are engaged in specific activities to build positive peer relationships, like peer tutoring, social groups, and after-school activities.
• Students are engaged in specific activities to build positive student-staff relationships, including mentoring and tutoring.
• Students are engaged in specific activities to build a positive connection to the school, including extracurricular activities and cross-age tutoring.
• Students are engaged in specific activities to build positive family relationships, like family recreational activities.
• Students are engaged in specific activities to build positive community relationships, like service internships.

Surveys, enrollment records, attendance

Component 3:  Social Skills Instruction Selected and Provided

A research-supported social skills curriculum is taught to targeted students.

• At-risk students are instructed utilizing a supported and consistent social skills curriculum using cognitive-behavioral principles.
• Instruction addresses the following types of skills:
  • effective communication
  • group participation and cooperation strategies
• managing and expressing emotions
• empathy and perspective taking
• ability to set and achieve goals
• problem-solving and conflict resolution
• developing a self-reflective, open approach to daily living
• self-monitoring, self-regulating, and self-reinforcement strategies
• team building
• Curricular materials provide technical validation data including results of outcome studies.
• Curricular materials include assessment procedures for screening, monitoring progress, and instructional decision-making.
• Instructional strategies include modeling, role-plays, feedback and generalization training.
• Adults model positive social interactions.
• Students are engaged in activities in which they are supported in generalizing skills, like after-school recreational programs, internships, play and social groups, and hands-on learning.

Curriculum guide, lesson plans, observations, enrollment records, attendance

Component 4:  Academic Support

Additional academic supports are provided to behaviorally at-risk students.

• Classroom instruction is engaging and instructional techniques/methods are varied for non-traditional learners.
• Match between student abilities and instruction level is assessed and addressed.
• Tutoring is provided in areas of academic delay.
• There are research-based small group and individual academic interventions.
• Instructional techniques/methods are reflective of differences in student experiences, interests, and cultures.
• Social-emotional skills and strategies are included in all academic instruction.
• Students are taught meta-cognitive skills; i.e., they learn to think about how they learn.
• Assessment and instruction in vocational skills is provided, if appropriate.

Enrollment records, attendance, student work product, evaluation results, lesson plans, school plan, assessment report

Component 5:  Transitions Addressed

Programs are in place to help students make successful transitions of all types.

• Proactive strategies are in place for students transitioning from home to school.
• Proactive strategies are in place for students transitioning from school system to school system.
• Proactive strategies are in place for students transitioning from class to class.
• Proactive strategies are in place for students transitioning from program to program.
• Proactive strategies are in place for students transitioning from building to building.
• Proactive strategies are in place for students transitioning from school to post-secondary.

School plan, common planning schedule, meeting records, transition plans, IEPs

Component 6:  Effective In-School Suspension

In-school suspension has the elements required to insure success.

• In-school suspension programs have a coordinator and a consistent set of written policies.
• In-school suspension classes have low student-teacher ratios.
• Classroom teachers provide daily assignments for students in in-school suspension.
• In-school suspension programs include time for assessment and intervention focused on developing replacement behaviors.
• Parents are notified of in-school suspensions and involved in the process.
• In-school suspension options are offered that include service to the school community.

Program description, school plan, daily program records, lesson plans, FBAs

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Small Group Interventions (SGI) for At-Risk Students

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Classroom Management

Effective classroom management strategies are used in all classrooms.

• Classroom behavioral expectations are aligned with school-wide behavioral expectations.
• Classroom behavioral expectations are explicitly taught in all classrooms.
• Consequences for problem behavior in the classroom are consistent with school-wide plan.
• Students in every classroom receive a greater number of positive than negative acknowledgement.
• Students in every classroom are engaged in meaningful academic work.
• Routines from one classroom to the next are not in conflict.

Posters of class rules, teacher/student interview, lesson plans, student interviews, office discipline referral forms, teacher/student interview, observations.

Component 2:  Non-Classroom Behavioral Supports

Effective management strategies are used in all non-classroom settings.

• Behavioral expectations for hallways, playgrounds, buses, cafeteria, bathrooms& other non-classroom settings are aligned with school-wide behavioral expectations.
• Behavioral expectations for each setting have been explicitly taught.
• Consequences for problem behavior in these settings are consistent with school-wide plan.
• Students receive a greater number of positive than negative acknowledgements in these settings.
• Paraprofessionals and other staff responsible for these settings have been trained in the school-wide program.
• Paraprofessionals/other staff responsible for these settings receive data on program implementation.

Posters in each setting, lesson plans, office discipline referral forms, student/staff interviews, training schedule, sign-ins, staff meeting minutes

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Small Group Interventions (SGI) for At-Risk Students

SGI Indicator:  Interventions for students with chronic difficulties

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Intensive Interventions for Students with Chronic Behavioral Difficulties

Evidence-based intensive individualized interventions for students with chronic and severe behavioral difficulties are in place.

• School maintains and reviews records of student behavior in order to identify chronic behavior concerns.
• Support teams are available to staff when concerns arise regarding student behavior.
• Functional assessments are conducted for all students in need of an individualized behavior plan.
• Individualized behavior plans are implemented with fidelity.
• Individualized strategies to address student behavior are implemented across all school environments.
• Quality assessments are completed on a timely basis.
• Individualized assessment and intervention strategies build on school-wide practices.
• School has established team to work with community agencies and families to provide wraparound services.

Behavioral incident reports, team roster, staff memo, FBAs, IEPs, BIPs & teacher reports, team minutes

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR:  Small Group Interventions (SGI) for At-Risk Students

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions

Indicator: School Infrastructure

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:

There is an effective positive school-wide discipline system in place.

• There is a school-wide system for addressing discipline that includes:
  • increasingly intensive interventions;
  • on-going assessment to determine student need for intervention; and
  • use of a data-driven problem-solving process
• Principal provides oversight of system, including process for implementing individualized interventions, to ensure it is being delivered as designed.
• The principal is an active participant in planning and implementing intensive individualized interventions.
• Adequate resources and programmatic flexibility are provided to implement individualized interventions with fidelity.
• Access to school-based intensive interventions is rapid and efficient

Written, school-wide discipline procedures, meeting rosters, memos, records of classroom visits, budgets, schedules ,job descriptions, plan description, IST or referral records

Component 2:  Professional Development

Staff are trained in effective intensive individual behavioral interventions.

• Appropriate school staff are fully trained in providing intensive individual interventions.
• Appropriate school staff are fully trained in their role in assessing the functions of student behavior.
• Technical assistance is provided to responsible parties about components of intervention plans.
• A system is in place to check fidelity of implementation and provide re-training as needed.
• Staff regularly share effective practices across and within grade levels.
• Staff are regularly acknowledged for their implementation of the program.

Attendance records, training evaluations, teacher reports, surveys, observation checklists

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions

Indicator: Behavior Management

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  Classroom Management

Effective classroom management strategies are used in all classrooms.

• Classroom behavioral expectations are aligned with school-wide behavioral expectations.
• Classroom behavioral expectations are explicitly taught in all classrooms.
• Consequences for problem behavior in the classroom are consistent with school-wide plan.
• Students in every classroom receive a greater number of positive than negative acknowledgements.
• Students in every classroom are engaged in meaningful academic work.
• Routines from one classroom to the next are not in conflict.

Component 2:  Non-Classroom Behavioral Supports

Effective management strategies are used in non-classroom settings.

• Behavioral expectations for hallways, playgrounds, buses, cafeteria, bathrooms & other non-classroom settings are aligned with school-wide behavioral expectations.
• Behavioral expectations for each setting have been explicitly taught.
• Consequences for problem behavior in these settings are consistent with school-wide plan.
• Students receive a greater number of positive than negative acknowledgements in these settings.
• Paraprofessionals and other staff responsible for these settings have been trained in the school-wide program.
• Paraprofessionals and other staff responsible for these settings receive data on program implementation.

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions

Indicator:  Interventions for At-Risk Students

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1:  High Quality Small Group Intervention

Evidence-based small group interventions for behaviorally at-risk students are in place.

• There is a consistent and timely referral process in place to identify students for small group intervention.
• A team develops, monitors, and assists with implementation of targeted interventions.
• The team conducts monthly updates on targeted interventions, implementation and student progress.
• Targeted strategies build on school-wide practices (e.g. use same set of school rules, teach similar expectations, use school reinforcement system).
• School has evidence-based practices for small group interventions.

At risk criteria policies, monitors are identified, training dates, written description of secondary strategies, written action plan

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions

Indicator: Developing Intensive Individualized Behavioral Interventions:  Functional Behavioral Assessments

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1: FBA Team Composition & Assessment Process

FBAs are comprehensive and incorporate information from multiple individuals and sources.

• Team that contributes to development of FBA consists of persons who know the student across multiple settings (e.g., teachers, student, parents, support staff, administrators)

FBA team list, FBA, survey, implementation fidelity, team interview, team notes, BIP, defined behavior in FBA, copy of data collection tools/summary of data, progress monitoring report at least monthly (dated)

• Composition of team ensures fit to student’s culture and community

• Team includes people who understand the FBA process, can conduct functional assessments, and can analyze data

• Team can articulate established problem solving process

• Team reviews and summarizes data, refines description of problem behavior, develops BIP as needed

• Problem behavior is defined in concrete, measurable and observable terms:  Behavior is described in sufficient detail so a stranger can identify it if s/he sees it

• Only one target behavior is described at a time

• Multiple sources of relevant data are collected using a variety of tools, including but not limited to:
• direct observation of the student
• review of student records
• interviews with the parent/s and student
• surveys/checklists

• Team monitors implementation of intensive interventions and student progress

Component 2:  Baseline is established

The FBA includes baseline data.

• Baseline measures were taken to determine occurrence/non-occurrence of problem behavior across:
• activities
• settings
• people
• times of day

Copies of data collection tools/summary of data, IEP

• Baseline measures include frequency, duration, intensity and/or latency (how long it takes a student to respond)

• Behavioral needs are documented and referenced in the development of the IEP

Component 3:  Contextual Factors:  Factors Influencing Behavior

Factors that maintain the problem behavior are identified.

• Factors that increase the likelihood of the behavior are identified (such as problems at home, on the bus, classroom activities, tasks).

FBA, record review, Interview

• Relationships between antecedents (people, events, activities that occur before the problem behavior) and the problem behavior are identified

• Sequences of student behavior that consistently precede target behavior are identified

• Responses/consequences that maintain the problem behavior are identified

• Consideration is given to:
• Medical/psychological/psychiatric diagnoses
• Parental input
• Cultural/ethnic factors
• Gender
• Developmental/maturational level

Component 4:  Hypothesis development

The function of the behavior is identified.

• Hypothesis (an informed opinion as to the function the problem behavior serves for the student) predicts setting events, antecedents, trigger, conditions

FBA

• The hypothesis is a testable statement; i.e., the hypothesized function is observable and measurable

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions

Indicator: Developing Effective Behavior Intervention Plans

Quality Indicator

Description/Look Fors:

Comments/Evidence

Component 1: Behavior Intervention Plan

Comprehensive BIPs are developed based on the FBAs, and are implemented with fidelity.

• FBA data are used to develop planned interventions.
• Parent(s) participate in the development of the plan.
• BIP is in written form.
• BIP includes:
  • Identification of the problem behavior
• Hypotheses as to why behavior occurs
• Intervention strategies
• Intervention strategies are proactive and positive, designed to reduce problem behavior and increase replacement behavior.
• Individuals responsible for implementing plan are identified on BIP.
• Responsibilities for BIP implementation are clearly communicated to all those involved in implementing the plan such as: general/special education teacher, related school staff, non- teaching staff; e.g., bus driver.
• Administrator(s)/teacher(s) support plan.
• Interventions begin on planned dates.

BIP linked to hypothesis, team membership/participation, BIP, plan is implemented, progress monitoring data

Component 2:  Replacement Behaviors

Behaviors are identified and taught that are intended to replace the problem behavior.

• Reasonable replacement behaviors are developed based on presumed function.
• Baseline frequency of replacement behavior is collected.
• Specific plans for teaching replacement behaviors are identified.
• Replacement behaviors are appropriate to the age of the student and the setting where the behavior is expected to be demonstrated.
• Replacement behavior is identified as addressing either:
  • Skill deficits (a skill the student needs to learn), or
• Performance deficit (skill student has but doesn’t perform consistently).
• Replacement behaviors are selected so that they successfully serve the same function as the problem behavior.

FBA/BIP, progress monitoring data

Component 3:  Consequences

The consequences of the behavior are managed in order to decrease problem behavior and increase expected behavior.

• Artificial & natural consequences are identified.
• Student preferences for reinforcement are identified.
• Positive and negative consequences in response to the student’s behavior are identified.
• Student is aware of and/or has participated in selection of natural and artificial positive/negative consequences (when appropriate).
• Frequency/intensity/duration of consequences (positive and negative) are the least amount required to result in the desired behavior.
• Schedules for reduction/fading of reinforcers are noted.
• Interventions are designed to accomplish long-term change, not just to react to immediate situations.

FBA, BIP, IEP

Component 4:  Plan for Teaching Replacement Behavior

Replacement behaviors are explicitly taught.

• Settings and conditions where replacement behaviors are expected to occur are identified.
• Procedures/routines are defined for preventing problem behaviors.
• Plans clearly identify skills that need to be taught to student.
• Strategies to reinforce replacement behaviors are determined.
• Plans provide specific details regarding instruction and teaching strategies to be used.
• Staff involved have skills and resources needed to implement the plan.

Survey, BIP, progress monitoring data

Component 5: Supports to facilitate success

Proactive strategies are used and modifications are made to the plan as needed.

• Necessary changes are identified:
• Environment (e.g., physical arrangement of the room, adult patterns of behavior)
• Schedules or routines
• Instruction
• Academic tasks/assignments
• Identified prompts, cues and pre-corrects are specifically described (time/place of usage).
• Strategies are defined that will increase the occurrence of replacement behaviors (e.g.,  modeling behavior, signals).
• Contingency/crisis plan is developed.
• Planning and supportive services include participation of multiple agencies (strength-based; wraparound).

BIP, progress monitoring data, survey, classroom observation, teacher interview

• A schedule for a simple, efficient data collection system is developed:
• to monitor fidelity of implementation of plan.
• to monitor student outcomes.
• BIP includes a schedule to periodically analyze the effects of the intervention.
• Process is in place to document and report the results of progress monitoring to parents and CSE/CPSE.
• BIP is revised based on progress monitoring data.
• Results of the progress monitoring is considered in decisions to revise student’s program or IEP.

BIP, CSE/CPSE Minutes, IEP (PLEP)

QUALITY INDICATOR REVIEW AND RESOURCE GUIDE
BEHAVIOR: Intensive Individualized Behavioral Interventions