**Appendix C : Behavior Team Leader Protocol**  **Protocol A**  **: Behavior Team Leader**  **(Fall 2015; Spring 2016; Spring 2017)** These questions are from the School

- wide Evaluation Tool (SET) 1 and Individual Students

Systems Evaluation Tool (ISSET) 2 and stay the same at each wave. Date: Interviewer_ID: District_ID: School_ID: STAFF _I D: **Introduction (Introduction Will Be Repeated Each Wave)**  Good morning/good afternoon. My name is [name] and Iwork with the Multi

- Tiered Sy stems of Support for Behavior (MTSS

- B) study t eam. We are conducting interviews with behavior team leader to learn their thoughts about behavior support practices at their school. We anticipate the interview will take about [30 minutes (BAU schools)/ 45 minutes (program schools)]. Before we begin, I would like to ask y ou to review this consent form and let me know if you agree to be interviewed and if Ican audio

- record the interview. We record the interviews to ensure that we do not miss any relevant information. All the informatio n we collect is confidential, and you, yo ur school, or an yone working at or attending your school will not be identified by

name. You can ask me to stop recording at an y time. (Review consent form.) Do y ou have an y questions before we begin? First, let’s talk about your Behavior Support Team and the processes associated with the team. 1) How man y people are on the team and what are their roles in your school? 2) Is there a process for requesting assistance from the team for a student that may need extra behavior support? Yes No If yes, what is the process?

__________________________________________________________ (Get copy of Request for Assistance forms ) 3) Have at least 4 of 5 of the most recent requests for assistance received support (meeting held or had an FBA conducted/started and/or intervention planned) within 10 s chool day s of the request? Yes No

1 Sugai et al., 2005 2 Anderson et al., 2014.4) Do an y BST team members attend annual professional development training in targeted and

intensive interventions? Yes No If so, how man y? 5) When the team meets to complete an FBA, does the team include individuals with knowledge about: The student? Yes No The setting in which the problem behavior usuall y occurs? Yes No An understanding of functional behavior assess ment and building behavior support plans linked to the funct ional behavior assessment? Yes No What about when the team meets to complete a BSP, does the team include individuals with knowledge about: The student? Yes No The setting in which the problem behavior usuall y occurs? Yes No An understanding of functional behavior assessment and building behavior support plans linked to the functi onal behavior assessment? Yes No **Now let’s talk about Targeted and Intensive Interventions:** A targeted intervention is defined as an intervention designed for students who are not responding to universal interventions. These interventions are implemented in a similar manner for all students receiving it. Eligible students might need additional soci al, academic, and/or organizational support. An intensive individual intervention is defined as an intervention for students who need individualized behavior support. 6) Does your school have any targeted interventions available to stud ents who might n eed them? Yes No If yes, what are they ?

__________________________________________________ Do y ou have an ything written down that describes these interventions? Yes No (If no, skip targeted interventions questions 7, 8, 18

- 21) Which one is most commonly used? ____________________________ (When referring to the school’s targeted intervention for the remainder of the interview, use the name provided by the BST Leader.) 7) In reference to (the most commonly used targeted intervent ion) (G et written information about this intervention to score for documentation.)a. Is the intervention organized around SW expectations or SW academic goals?

Yes No b. I s the intervention available for students to enter at any time? Yes No c. When students are identified for the intervention do they begin the intervention within 3 school day s of determination? Yes No d. Do student assessment/progress data prompt the need for modification? Yes No e. Does the intervention include struct ured prompts for what to do during the day (relevant situations)? Yes No f. Do students on the intervention receive positive feedback from staff on a daily basis? Yes No g. Does the intervention include a weekl y check

- in with the student’s family ? Yes No h. Are orientation materials available for students entering the intervention? Yes No i. Are orientation materials available for staff/substitutes/volunteers that have students using the intervention? Yes No j. Do students using the inte rvention have daily opportunities to use their new skills? Yes No If yes, tell me about that process. Give me an example. 8) Who manages, coordinates and monitors the (most commonly used targeted intervention, their program name) ? Does this person have formally allocated time apart from their other job responsibilities for this coordination? Yes No Is that documented in their job description? Yes No If yes, ask to see the job description. (If ye s, ask for a cop y) 9) Are office discipline referral data reviewed and used to identify students who currently

are not receiving an intervention but who might benefit from a targeted o r intensive intervention? Yes No If yes, how often? ______________ 10) Do you have a process for determining if a student begin s a targeted intervention? Yes No If yes, tell me about the process. How about a process for determining if a student begins an intensive intervention? Yes NoIf yes, tell me about the process.

11) Do you monitor the outcomes for students receiving targeted and intensive behavior support? Yes No If yes, how often? ____________ 12) If a behavior support plan focuses on a problem behavior that places a student or others at phy sical risk, does the team have a strategy for identifying risk and implementing a safet y plan if needed? (H6) Yes No (see BSPs for documentation) 13) Does a team (school

- wide or BST) review data across all students across the school (e.g., ODR patterns, formative evaluation) to determine whether the school needs to develop or modify their existing targeted an d intensive interventions? Yes No If yes, how often? _________ 14) Does the school

- wide team monitor the number of students on targeted and/or individual supports? Yes No If yes, how often? ____________ 15) Once it has been determined that a student needs targeted and intensive support, is there a process for notifying and including famil y members? Yes No If yes, is the process written down for both targeted and intensive? Yes No (ask to review) Once an intervention has been implemented, do parents continue to receive information about their child’s progress? Yes No 16) Do you notify staff members inv olved with those students? Yes No If yes, is the notification process written down for both targeted and intensive? Yes No (ask to review) Once an intervention has been implemented, does staff continue to receive information about their student’s progress? Yes No 17) How are decis ions made about how to monitor and when to modify or discontinue a targeted intervention?

_______________________________________________________________ Are there written decision rules or a process for how this happens? Yes No (ask to review them)18) How much time does the (most commonly used targeted intervention) require per day for instructional staff to implement/monitor (this refers to instructional staff who implement the program with students during the school day)?

_______________

_______ 19) How do you train or orient staff, volunteers, substitutes, students and families about the (most commonly

used targeted intervention) ? _______________________________ Do y ou have an ything written down that describes thi s orientation or tra ining? Yes No (ask to review it) 20) Does the team collect and review data at least once a ye ar to evaluate that the (most commonly

used targeted intervention) is being implemented as planned (with fidelity)? Yes No **Protocol B: Behavior Tea**  **m Leader of Program Schools Supplement (Fall 2015)** I would now like to ask you a few questions about the readiness activities that took place last spring and earl y summer to establish the infrastructure to implement MTSS

- B in your school. 1. As part of the readiness activities last spring, y our school established a School Leadership Team (SLT). Did you find the CSBS trainer helpful in the process of creating the SLT?
a. If **Yes,** then ask: How did he/she help y ou or the school staff to establish the team? [Probe: For example, did y ou see a webinar about the MTSS

- B study in general and about the role of the SLT? Did you discuss the roles and functions of the team members with the CS BS trainer?] b. If **No,** then ask: What kind of additional support would have been helpful in establishing the SLT? 2. Did y our school modify the office discipline referral process and forms last spring?
a. If **Yes,** then ask: Did the CSBS trainer provide support for modifying the process? For example, did the CSBS trainer: i) provide yo u with an example ODR form, and ii) explain why

the forms needed to be changed? i. If **Yes,** then ask: Was the support helpful? Can y ou gi ve examples? Can yo u think of an y additional supports that could have been helpful? ii. If **No,** then ask: What kind of support would have been helpful for your school staff?b. If **No,** then ask: Could y ou explain briefly wh y the office discipline referral process was not changed? For example, did the CSBS trainer agree that the process was close enough to the process they usually recommend? 3. Your school was provided with the SWI S behavior monitoring s ys tem to document and monitor student behavior. How did y ou find the process of getting the s ys tem set up for yo ur staff? 4. Did the CSBS trainer support you and/or your staff getting started with SWIS?
a. If **Yes,** then ask: Was the support helpful? Can y ou give examples? [Probe: For example, did he/she get you a cop y of the licensing agreement? Answer questions about the sy stem? Help you identify appropriate staff for SWI S training? Make sure that staff could log into the sy stem?] Are there any additional supports that could have been helpful? b. If **No,** then ask: What kind of s upport would have been helpful for your school staff? 5. How man y people from your school participated in the trainings for the Schoolwide In formation Sy stem (SWIS)? 6. These school staff were trained b y CSBS in the use of SWI S. In y our opinion, how useful was the training? How do you know it was useful? [Probe: Was the training long enough and covering enough content? Was the training hands on with real examples using the software?] 7. In your opinion, do the school staff feel read y to use the SWI S sy stem at this stage?
a. If **Yes,** then ask: How do y ou know? Can y ou give examples? [Probe: For example, have you or yo ur staff started to use the sy stem? I s someone assigned to enter ODRs? How about someone assigned to regularly print out reports? Are y ou or y our staff usi ng or planning to use them during SL T or other meetings?] Can yo u think of an y other supports that could have been helpful? b. If **No,** then ask: What kind of support would have been helpful for your school staff? 8. Has your school contacted CSBS for additional s upport regarding SWI S?
a. If **Yes,** then ask: On what topics? Why was extra support needed? Was the extra support helpful? Can you give examples? [Probe: For example, did the trainer provide responses in a timely manner? Answer questions about the sy stem? Was the trainer knowledgeable about the s ys tem? (For example, did the trainer explain how to change passwords? How to locate additional resources? How to export and import data to the sy stem?)] Can you think of an y other supports that could have been helpful?b. If **No,** then ask: Is there a kind of support that would have been helpful to your school?”? 9. As a school implementing the MTSS

- B program in this study , your school was assigned an MTSS

- B coach. Do you know who the assigned MTSS

- B coach is for your school?
a. If **Yes,** then ask: What is the name of the MTSS

- B coach? b. If **No,** say : OK

—we will make sure the coach comes to y our office next time he/she is around. 10. What is the role of the MTSS

- B coach in y our school? [Probe: What do you think the coach is supposed to do?] 11. How did the CSBS trainer explain the role and function of the MTSS

- B coach? Was the CSBS trainer helpful in explaining the role and function of the MTSS

- B coach?
a. If **Yes,** then ask: Was the support helpful? Can y ou give examples? [Probe: Did yo u receive i nformation about the role of the MTSS

- B coach? Do y ou know how often the coach will be in your school? Were you given information about areas in which the coach will provide support to your teams?] b. If **No,** then ask: What kind of support would have been helpful for your school staff? 12. Were there an y other t yp es of support that you or your school staff received from the CSBS trainer before the summer trainings took place?
a. If **Yes,** then ask: What type of support? Was the support helpful? Can you give examples? [Probe: For example, technical assistance via email? Phone calls?] Can yo u think of an y other supports that could have been helpful? b. If **No,** then ask: What kind of additional support would have been helpfu l for y our school staff? 13. You, y our school’s SLT and the MTSS

- B coach were trained during the summer by CSBS. As part of this, you and y our school’s SLT and coach were expected to start creating your school plan for implementing MTSS

- B. Can you tell me ab out the process of creating and finalizing the plan? Did the CSBS trainer help you set up a process, after the summer trainings to finalize the school’s implementation plan and to prepare the school for the kick

- off meeting?
a. If **Yes,** then ask: Was the sup port helpful? Can y ou give examples? [Probe: For example, technical assistance via email? Phone calls?] Can you think of any other supports that could have been helpful? b. If **No,** then ask: What kind of additional support would have been helpful for your scho ol staff?14. In your opinion, are you and your staff read y to implement MTSS

- B Tier I ?
a. If no, then ask: Why d o you not feel read y? W hat challenges do you anticipate facing? What additional support would have been helpful for y our school staff. These were al l the questions I had. Is there an ything else you would like to share with me about the support yo u have received for implementing the MTSS

- B program? Thank you so much for yo ur time.
**Protocol C:**

**Behavior Team Leader of Program School Supplement (Spring 2 016)**  I would like to ask y ou a few questions about the support activities that have taken place over the last few months to implement MTSS

- B in your school. Iwould especiall y l ike to learn about the activities the CSBS trainer engaged in **over the last tw o months**  and their usefulness for MTSS

- B implementation in your school. Iwould like to ask a set of questions about the kind of activities the trainer could be engaged in. Are you read y? 1. Most schools participating in the stud y were encouraged to change their rewards and consequences s ys tem regarding student behavior and discipline. Was that true for you? Did y ou change the s ys tem in your school?
a. If **Yes,** then ask: Can y ou briefl y describe how the system changed? Did the CSBS trainer help you to modify the s ys tem? i. If **Yes,** then ask: What kind of supports did he/she provide? Can you give examples? [Probe: Did the trainer discuss the benefits or reasoning be hind having positive reinforcement sy stems in place and changing the focus from negative consequences to positive reinforcements? Did the trainer provide examples of sy stems other schools have established? Technical assistance via email or phone?] Can you think of any other supports that could have been helpful? ii. If **No,** then ask: What kind of additional support would have been helpful for your school staff? b. If **No,** then ask: What were the reasons for not modifying your current rewards/consequences s ystem? [Pr obe: Did the current s ys tem alread y align with the MTSS

- B approach? Did you think that changing the s ys tem was unnecessary ?] 2. Has the CSBS trainer conducted webinars about the classroom components **over the last**  **two months** ?
a. If **Yes,** then ask: Who participated in the webinars? Do y ou think your staff and teachers found the information in the webinars useful? Do you think they areusing the specific strategies and tools? How do you know? Can y ou think of an y other supports that could have been helpful? b. If **No,** th en ask: Do you know why the webinars did not occur? 3. Has the CSBS provider conducted an y on - site trainings in y our school **over the last two mo**  **nths** ?
a. If **Yes,** then ask: Who participated in the trainings? What was the content of the trainings? Do you think your staff and teachers found the trainings useful? How do y ou know? Do y ou think they are using the specific strategies and tools covered in the trainings? Can y ou think of an y other supports that could have been helpful? b. If **No,** then ask: Do you know why the trainings did not take place? 4. Has the CSBS trainer specificall y addressed MTSS

- B implementation in classrooms during the site visits **over the last two months** ?
a. If **Yes,** then ask: Can y ou provide some examples? For example, did the trainer conduct a training on the Positive Behavior Game? Or did the trainer conduct classroom walkthroughs? b. If **No,** move on to the next question. 5. Did the CSBS trainer help with analyzing student data, and did he/she use the data to help modify

the school’s implementation plan?
a. If **Ye s,**  then ask: Who did the CSBS trainer work with to help with the analy sis of student data from SWI S? Do y ou think your staff and teachers found the support from the CSBS trainer useful? How do you know? Do y ou think they are applying the skills they

learne d in anal yz ing student data and reports from SWI S? Can y ou think of any

other supports that could have been helpful? b. If **No,** then ask: Do you know why the CSBS trainer has not been helping staff to anal yz e student data? 6. Did the CSBS trainer address an y spec ific problems that the school experienced with implementation (for example, a specific classroom struggling with behavior; a specific area in the school, such as the cafeteria)?
a. If **Yes,** then ask: Can y ou provide some examples? b. If **No,** move on to the next question. 7. Was the CSBS trainer helpful in structuring and supporting facult y meetings where MTSS

- B implementation was presented?
a. If **Yes,** then ask: Can y ou provide some examples? (For example, did he/she help with student data, preparing slides, and so on?)b. If **No,** move on to the next question

8. As a school implementing the MTSS

- B program in this study , your school was assigned an MTSS

- B coach. In yo ur opinion, is the MTSS

- B coach successfull y integrating him/herself into the school? For example, do you belie ve teachers find the coach knowledgeable and a valuable source of support? 9. Has the MTSS

- B coach supported the SL T and school staff in implementing the MTSS

B program?
a. If **Yes** , then ask: Has the coach been helpful? Can y ou give examples of the activities th e MTSS

- B coach has engaged in? [Probe: For example, has the MTSS

- B coach attended or participated in the SLT meetings? Provided one

- on one coaching or small group trainings to the school staff? Helped with analy zing student behavior data?] Can you think of an y other supports that could have been helpful? b. If **No** , then ask: What kind of support would have been helpful for your school staff? These were all the questions Ihad. Is there any thing else yo u would like to share with me about the support y ou have rec eived for implementing the MTSS

- B program? Thank y ou so much for yo ur time. **Protocol D:**

**Behavior Team Leader of Program School Supplement (Spring 2017)** I would like to ask y ou a few questions about the support activities that have taken place over the last few months to implement MTSS

- B in your school. Iwould especiall y l ike to learn about the activities the CSBS trainer engaged in **over the last two mont hs**  and their usefulness for MTSS

- B implementation in your school. Iwould like to ask a set of questions about the kind of activities the trainer could be engaged in. Are you read y? 1. Has the CSBS provider conducted an y trainings in your school **over the l ast two**  **mo nths**  ?
a. If **Yes,** then ask: Who participated in the trainings? What was the content of the trainings? Do you think your staff and teachers found the trainings useful? How do y ou know? Do y ou think they are using the specific strategies and tools cove red in the trainings? Can y ou think of an y other supports or training that could have been helpful? b. If **No,** then ask: Do you know why the trainings did not take place? 2. Has the CSBS trainer specificall y addressed MTSS

- B implementation in classrooms during th e site visits **over the last two months** ?a. If **Yes,** then ask: Can y ou provide some examples? For example, did the trainer conduct retraining or a booster session on the Positive Behavior Game? Or did the trainer conduct classroom walkthroughs? b. If **No,** move on to the next question. 3. Did the CSBS trainer help with analyzing student data, and did he/she use the data to help modify

the school’s implementation plan?
a. If **Yes,** then ask: Did the trainer help both with SWI S and the SWI S [CI CO] component? Who did the CSBS trainer work with to help with the anal ys is of student data from SWI S and/or the SWI S [CI CO] component? Do you think your staff and teachers found the support from the CSBS trainer useful? How do y ou know? Do you think they are appl yi ng the skills they learned in anal yz ing student data and reports from SWI S? Can y ou think of any other supports that could have been helpful? b. If **No,** then ask: Do you know why the CSBS trainer has not been helping the staff to analyze student data? 4. Did the CSBS trainer address specific problems that the school experienced with the implementation (e.g., a specific classroom struggling with behavior; a certain area in the school, such as the cafeteria)?
a. If **Yes,** then ask: Can y ou provide some examples? b. If **No,** move on to the next question. 5. Has the CSBS trainer specificall y addressed MTSS

- B implementation in classrooms during the site visits?
a. If **Yes,** then ask: Can y ou provide some examples? For example, did the trainer conduct retraining or a booster session on the Positive Be havior Game? Or did the trainer conduct classroom walkthroughs? b. If **No,** move on to the next question. 6. Was the CSBS trainer helpful during the facult y meetings where the MTSS

- B implementation was presented?
a. If **Yes,** then ask: Can y ou provide some examples? ( For example, did the trainer help with student data, preparing slides, and so on?) b. If **No,** move on to the next question. 7. Has the CSBS provider worked with the Targeted Team regarding implementation of [CI CO]?
a. If **Yes,** then ask: What kind of supports did she /he provide? Can you give examples? [Probe: For example, has the provider helped the team to identifystudents who are not responsive to Tier I and who would benefit from (CICO)? Helped the team to create behavior expectations for students? Modeled giving feedback to students?] b. If **No,** then ask: What kind of additional support would have been helpful for your school staff? 8. As a school implementing the MTSS

- B program in this study , your school was assigned an MTSS

- B coach. In your opinion, is the MTSS

- B coac h successfully integrating him/herself into the school? For example, do you believe teachers find the coach knowledgeable and a valuable source of support? 9. Has the MTSS

- B coach been supporting the SLT, the Targeted Team, and the school staff in implementi ng the MTSS

- B program?
a. If **Yes,** then ask: Has the coach been helpful? Can y ou give examples of the activities the MTSS

- B coach has engaged in? [Probe: For example, has the MTSS

- B coach attended or participated in the SLT meetings? Provided one

- on one coach ing or small group trainings to the school staff? Helped with analy zing student behavior data? Helped the Targeted Team with day

- to
- day implementation of (CI CO)?] Can you think of any other supports that could have been helpful? b. If **No,** then ask: What kind of support would have been helpful for your school staff? 10. In your opinion, how is the MTSS

- B program implementation going in yo ur school? [Probe: Are all elements implemented consistently? (SL T meets regularl y, SWI S and behavior data are used for decision making), Do most teachers use the Positive Behavior Game in their classrooms? Are staff being supported b y the MTSS

- B coach?) I s it different as compared to last y ear? 11. What barriers or obstacles do y ou believe have hindered implementation of the MTSS

B p rogram in your school? Was the CSBS trainer and/or the MTSS

- B coach helpful in addressing these obstacles? Have there been specific features about your school that have helped in the implementation of the MTSS

- B? 12. What are your plans regarding MTSS

- B imple mentation next year? These were all the questions Ihad. Is there any thing else yo u would like to tell me about the support y ou have received for implementing the MTSS

- B program? Thank y ou so much for y our time.