Meeting Structures

Meetings are a structured, systematic process involving the following features and activities:

1) Core instruction with fidelity;

2) Universal screening;

3) School-wide planning;

4) Interventions with fidelity;

5) Progress monitoring;

6) Teaming/data-based decision making, including disaggregated data;

7) Individual problem solving/intensifying interventions;

8) Ongoing school-wide reflection and action planning on our capacity to serve all students well, with particular attention to equity. An asset based paradigm means recognizing and amplifying the strengths each person brings to the community and not associating systemic barriers with students and families (for example, historically underserved students, students navigating poverty, emerging bilingual students, students experiencing chronic absenteeism.)

Team membership: Leadership by the principal is essential. Team membership also must include classroom teachers representing grade levels, Title 1 Teacher, School Counselor or School Psychologist, Speech and Language Pathologist, and specialists from Special Education and ELD programs.

School Wide CRPBIS

Purpose of meeting: To evaluate and review the effectiveness of core social- behavioral instruction and school-wide systems and make adjustments at the grade level that meet the needs of all students.The stronger the core programming, the less support students will need through interventions. Examination of the school wide disaggregated data includes a close look at instruction, curriculum, and environment. This examination leads to a collaborative approach to planning, including student voice and cultural considerations, in addition to a culture of continuous improvement and commitment to ALL students.

Team members: Principal, Classroom teacher(s), Counselor; may include Title I teacher, Special Educators, ELD teacher, and other specialists, as determined by the school’s CRPBIS team.

Documents and materials for CRPBIS Meetings

CRPBIS Meeting Agenda (Fill out data portions prior to the meeting)

SWIS Data

Data Based Decision Rules for CRPBIS Meetings

Look for patterns in location, time, grade level, classroom, type of behavior, and frequency of incidents.

• If more than 20% of all students received 2 or more major referrals: revisit the core.

• If more than 30% of major referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately.

• If more than 40% of major referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms.

Look for patterns in the disaggregated data of groups of students whose needs are not being met by the school-wide systems. Create specific action steps to address the needs of those students.

IPBS:

Purpose of meeting: To review data to determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.

Team members: Principal, general education teacher representative, special educators, counselor, and district behavior specialist and/or school psychologist.

Documents and materials for (IPBS) 20% Meetings

iPBS Agenda

iPBS Tracking Sheet

CICO Data

Behavior Support Plan Data

Each IPBS team convenes every four to six weeks to evaluate discipline and intervention data. These teams review intervention data to determine if a student’s plan is successful, and also to assess efficacy of the group intervention. For example, if a majority of students are not meeting CICO goals, the entire CICO program may need to be modified. A suggested agenda includes:

1. Task Check

2. Review CICO data including the number of students meeting CICO goals

3. Determine next steps which may include: address fidelity, modify intervention, or contact appropriate district behavior specialist for support.

4. Review data on individual intervention plans

5. Determine next steps

6. Task list for next meeting

The team reviews progress-monitoring data for each student. One of four different decisions may be made at this meeting for each student being reviewed:

1) The intervention has been successful and the team makes a plan to fade the intervention,

2) The intervention is working for the student and should continue with monitoring,

3) The intervention is not working for the student and should be revised or modified; or,

4) The student has not made adequate progress during two intervention periods taught with fidelity and appropriate intensity and the team will refer the student for a Functional Behavior Assessment or contact district specialist for support. Intervention periods should be two to six weeks.