Columbia Public Schools

Behavior Support Master Document 2017-18

This document is intended to be a comprehensive source of resources needed to improve

student behavior. All forms titles are hyperlinks and will bring you directly to the form.

• Process (Start Here!)

o Problem Solving Flowchart – All Students
o Problem Solving Flowchart – IEP Students (only after exhausting All
Student Flowchart)

• Student Plan and Referral Documents

o Least-Restrictive Environment (LRE) Checklist
o Function-Based Problem-Solving Worksheet
o Function-Based Problem-Solving Worksheet Fidelity Check
o Behavior Intervention Plan BIP (IEP Students Only)
o Behavior Intervention Plan Fidelity Check
o Behavior Support Committee (BSC) Referral Form

• Behavior Resources (More Coming Soon!)

o Universal behavior expectations

• CPS and Columbia-Specific Resources

o Professional Development Menu
o District Support Contact Information
o Boone County Schools Mental Health Coalition Contact Information
o Columbia Community Agencies

Updated 10/6/2017
 Problem Solving in General Education

Academic and/or behavioral concerns persist for a

student despite effective core instruction and
appropriately applied universal behavioral
expectations

Meet with PLT/Grade Level Team (consider inviting a PST member).

Complete an Academic Plan or a Function-Based Problem Solving Worksheet

After about 4-6 weeks, did progress

monitoring data show strategy
effectiveness?
No, take student to building PST (or revisit concerns with
PLT/Grade Level Team). Document on Academic Plan or
Yes, continue to implement Function-Based Problem Solving Worksheet
strategies/interventions and fade
supports when possible **For general education students email Vince Thompson

Did progress monitoring data show

strategy effectiveness?

Yes, continue to implement No, continue problem solving with the PST.
strategies/interventions and fade Document on Academic Plan or Function-Based
supports when possible Problem Solving Worksheet

Did progress monitoring data show

strategy effectiveness?

Yes, continue to implement

strategies/interventions and fade No, consider accessing district and
supports when possible community supports

February 2017
 Problem Solving in Special Education
Updated 9/22/17
Student has undergone an evaluation and qualified for services

Student has gone through general education PST process.

Appropriate district wide support has been contacted.

Did Progress monitoring data show strategy

Yes, turn function based problem solving effectiveness? No, open an evaluation to conduct a
worksheet into a BIP and attach to IEP and FBA, if appropriate, and use this
continue to take data information to form a BIP.
Fade supports when possible.
After 4-6 weeks of implementation
of BIP with fidelity checks, did No, and fidelity checks showed under
progress monitoring data show 80% fidelity in implementation
strategy effectiveness?
Provide Professional Development (see
PD menu provided by district support)
Yes, turn function based problem solving
worksheet into a BIP, attach to IEP and continue Observations
to take data.
Weekly communication with team
Fade supports as appropriate.
No, and fidelity checks showed over Consider revisions to BIP
80% fidelity in implementation.

Consider Behavior Support Committee

No, and fidelity checks showed under 80%

fidelity in implementation.

Provide Professional Development (see PD

menu provided by district support)
Observations

Weekly communication with team

After 4-6 weeks of implementation
and fidelity checks conducted by Consider revisions to BIP
district support, did progress
Yes, continue to implement
monitoring data show strategy
strategies/interventions, fade supports
effectiveness?
as appropriate and continue to collect July 2017
data No, and fidelity checks showed over
80% fidelity in implementation.

Consider level of services.

 Updated: 10/9/17
LRE CHECKLIST
STUDENT NAME: CASE MANAGER/SCHOOL PSYCH:
_______________________________________________ _______________________________________________
Support/ LEAST MOST
Intervention is in RESTRICTIVE RESTRICTIVE
place: Chronological Student requires a
The supports/ progress monitoring more restrictive
This checklist is a tool designed to be used in conjunction with interventions listed graphs show a environment (this
a school’s data decision rules when a student exhibits below are being positive trend line in does not necessarily
implemented LRE mean CORE)
behaviors that may interfere with his/her learning or that of
others “YES” “YES” “INCONSISTENT” “NO”
If answer is “YES,” If answer is “YES,” If If answer is “NO,”
place a in the box place a  in the box. intervention/support place a  in the
This checklist should be filled out by the case manager/School and monitor progress is in place in some box.
If answer is “NO,” go settings but not
through chronological
Problem Solving Team and reviewed by the process graphs
to the next column. others and/or the This student may
coordinator/district support personnel. trendline is flat, require a more
If answer is “NO,” place a in the box restrictive
implement for a min. 3 and re-examine if environment.
weeks & re-do changes are needed
checklist
PRO-ACTIVE/UNIVERSAL SUPPORTS:
Classroom/environmental supports are in place and reviewed at
least once a week (school and classroom wide expectations are
posted, etc.)
• Are they effective?
Systematic reinforcement system is in place
• Is it effective?
Visual supports (schedule, 5 point scale, visible progress
monitoring form, point sheet etc.) are in place
• Are they effective?
Data collection system is in place (to track target behavior) and set
data decision rules
Highly preferred activities, adult or interests are incorporated into
the student’s day
Student’s day provides ample opportunities for active engagement
Contact with parents has been made
• New meds? New changes/routines at home?
• Outside agencies? Strategies working at home?
Consistent response to target behavior by all staff with fidelity
checks and AT LEAST 80% accuracy on fidelity checks
Contact with school psych has been made YES: ______________ NO: ______________
BEHAVIORAL INTERVENTIONS:
A Function Based Problem Solving WS is in place
• Chronological progress monitoring graphs show a positive trend line?
• If NO: After multiple (2-3) revisions, contact district support
A Behavior Improvement Plan (BIP) in place
• Is BIP recent? Do chronological progress monitoring graphs show a
positive trend line?
• If YES: continue to track data
• If function unidentified: Conduct new FBA
A FBA has been completed (district support/psych)
• Current FBA accurately describes current problem behavior and
function?
o If NO: conduct a new FBA
o If YES: new FBA is not needed
Continued data collection to track target behavior YES: ______________ NO: ______________
• Shared and reviewed with district support/psych
ADDITIONAL BEHAVIOR CONSIDERATIONS:
Referral to Behavior Support Committee (BSC)
• Consult with district support and school psych(s)
Refine interventions based on advice from BSC
• Implement for at least 3-4 weeks
Continued data collection to track target behavior YES: ______________ NO: ______________
• Shared and reviewed with district support/psych
*See Behavior Support Master Document for information regarding Function Based Problem Solving Worksheet/Behavior Improvement Plans*
Student Name: ___________________________ Version #: _____________________________
Grade/Teacher: __________________________ Date of Current Version: __________________

Function-Based Problem Solving Worksheet

At a minimum, a new version of this form should be used when the behavior or function of the behavior has changed.

What are the student’s strengths?

Summary of the most problematic behavior: We have the most problems during __________________________________________
(Time of day/class/activity/routine)

Antecedent Problem Behavior Outcome/Response Function/Pay Off

(Trigger/Predictor)

When… The student will… When this happens… So, the function of the behavior is to
(teacher does…) (pick one)…

Get: ______________
or
Avoid:______________

Desired Replacement Behavior:

• List the behavioral goal (desired replacement) – what do we want the student to do instead of the problem behavior? Be specific and
list an observable skill:

• How will staff reinforce this desired replacement behavior? See column C.

Prevention of Problem Behavior:

• List a strategy to prevent the problem behavior from occurring. Strategies must connect back to the function of the behavior (see
column A for preventative strategy suggestions):

• List a strategy for responding after the problem behavior has occurred. These strategies must connect back to the function of the
behavior (see column B for responsive strategy suggestions):

Monitoring Progress of Strategy #1:

Start Data Collection Person Strategy Decision Date of

Date Method Responsible Review Date -Continue to monitor Decision
(implement for at least (attach relevant (review frequently) -Modify strategy
4-6 weeks) graphs) -Try new strategy
(complete next section)
Student Name: ___________________________ Version #: _____________________________
Grade/Teacher: __________________________ Date of Current Version: __________________

Monitoring Progress of Strategy #2 (change ONE aspect below):

Change the Reinforcer (specify):

or

Change the Prevention Strategy (specify):

or

Change the Responsive Strategy (specify):

Start Data Collection Person Strategy Decision Date of

Date Method Responsible Review Date -Continue to monitor Decision
(implement for at least (attach relevant (review frequently) -Modify strategy
4-6 weeks) graphs) -Try new strategy
(complete next section)

Monitoring Progress of Strategy #3 (change ONE aspect below):

Change the Reinforcer (specify):

or

Change the Prevention Strategy (specify):

or

Change the Responsive Strategy (specify):

Start Data Collection Person Strategy Decision Date of

Date Method Responsible Review Date -Continue to monitor Decision
(implement for at least (attach relevant (review frequently) -Modify strategy
4-6 weeks) graphs) -Try new strategy
(complete next section)

Preventative Strategies (not exhaustive)
Column A
Start of the Day
Check-in with the student
-provide adult interaction/attention
immediately upon student arrival
-food, sleep, medications,
hygiene, clothing, etc.
-organize materials
-practice replacement behaviors
Structured daily schedule for
on-task activities
-visual schedule
Teach the student to "wait"
-a wait card
-timer
-first-then board
Sensory Needs
Provide appropriate sensory
input before the student needs
it and/or provide it on a regular
basis
-wiggle seat
-Velcro under the desk
-buddy bands on chair
Provide an alternative sensory
strategy that may give the
student the same type of
sensory input as the problem
behavior does
-for a student who cannot stay
in their seat, provide a space in
the back to walk or stand
Menu of Strategies for
Behavior Intervention Planning
Attention-Seeking
Increase positive recognition
-give student leadership responsibility
-give student a class job which
requires the student to interact with
staff
-increase positive home/school
communication
Increase opportunities to respond
to teacher questions
Do not provide attention for
inappropriate behavior
-no eye contact
-no verbal comments
-neutral body language
Increase active supervision
-schedule more frequent
interactions
Increase opportunities for positive
peer interactions
Escape/Avoid Task
Teach procedures
-asking for help
-individualize procedure for use of
resources (e.g., help bucket, peer
support, etc.)
-check to see if student has needed
materials and if not, provide them
before they are needed
Address task difficulty
-design assignments to meet student
instructional/skill level (e.g., chunking
work)
-pre-teach content
-modify amount or type of activity
-provide extra help/checks for
understanding
Provide choice
-provide choices such as what to do
first or what tools to use
-provide an opportunity to engage in a
preferred activity first
-sequence tasks
Responsive Strategies (not exhaustive)
Column B
Responding to Problem
Behavior
Attention-Seeking
Teach specific ways to ask for
attention
-differentiate if strategy changes across
conditions or settings (e.g., large group,
small group, independent work, cafeteria,•
hallway)
-use If/Then chart (visual if needed) to
link situation (i.e., work, effort,
completion) to a reward
-assist the student into a safe situation
without verbal comments if safety is a
concern
Teach self-management skills
-have student observe/record his own
behavior
-set goals together
-have the student evaluate her own
behavior
-have the student participate in
strategy instruction
Escape/Avoid Task
Teach how to ask for a break
Teach how to ask for an alternative
activity/assignment
Teach student how to ask for
assistance
Teach student how to use resources •
Teach specific academic skills to
avoid frustration
Column C
Reinforcing Replacement
Behavior
Attention-Seeking
• Respond quickly when the
student asks for attention
appropriately
Give frequent attention for any
appropriate behavior
• Allow student to earn opportunity
to pick activity for group or class
• Provide opportunity for peer
interaction
Provide opportunity for the
student to act as a mentor in a
younger class
Escape/Avoid Task
• Provide opportunity to earn
breaks after specified number of
completed tasks
• Provide opportunity to earn time
doing self-selected activity
• Reward student for attempting
tasks and staying focused on the
task
Responses to Make Problem
Behavior Ineffective
Provide consistent and calm
responses
• Limit verbal interactions for
problem behaviors
. Create a signal that prompts
student to stop and/or return to
desired activity
• Prompt peers to ignore problem
behavior
• Offer brief assistance with task or
activity
• Offer alternatives to complete the
task
• Schedule standard times to
complete unfinished work
 Function-Based Problem Solving Worksheet
Fidelity Check

Student: _______________ Date: ________________ Completed by:________________

0 = Not Implemented 1 = Somewhat Implemented 2 = Mostly Implemented 3 = Fully Implemented

0 1 2 3 N/A
Specific replacement behavior: ___________________
Replacement

0 1 2 3 N/A
Behavior

Student prompted to use replacement behavior

0 1 2 3 N/A
Student competent with replacement behavior

0 1 2 3 N/A
Staff reinforce replacement behavior

Notes: ______________________________________________________________ Average: _________

Strategy 1: 0 1 2 3 N/A
Preventative
Strategies

Strategy 2: 0 1 2 3 N/A

Strategy 3: 0 1 2 3 N/A

Strategy 4: 0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Response

Behavior

Consistent response across staff 0 1 2 3 N/A

to

Response relates to function of behavior 0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Data collection system in place to monitor progress 0 1 2 3 N/A

Progress
Monitor

Review plan regularly to evaluate effectiveness 0 1 2 3 N/A

Make necessary changes if progress is not demonstratted 0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Overall Average Fidelity Score _____

Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:

Columbia Public Schools

Individual Behavior Intervention Plan
Guided By: ☐ Function Based Problem Solving Worksheet ☐ FBA

Description of Problem Behavior(s): The following provides an overview of the current behavior per the
Function Based Problem Solving Worksheet or FBA

Antecedent Problem Behavior Outcome/Response Function/Pay Off

(Trigger/Predictor)
When… The student will… When this happens… So, the function of the
(e.g., teacher, peers, behavior is to (pick
administration) one)…

Get: ______________
Behavior 1

or
Avoid:______________

When… The student will… When this happens… So, the function of the
(e.g., teacher, peers, behavior is to (pick
administration) one)…

Get: ______________
Behavior 2

or
Avoid:______________

When… The student will… When this happens… So, the function of the
(e.g., teacher, peers, behavior is to (pick
administration) one)…

Get: ______________
Behavior 3

or
Avoid:______________
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:

Teaching & Promoting Replacement Behavior

(This section focuses on identifying and teaching replacement behaviors)
Student Barriers:
Skill Deficit(s): (students does not currently have the skills):
•

Performance Deficit(s): (student has the skills needed but either chooses not to do so or, for some reason
such as anxiety, anger, lack of generalization, lack of motivation, etc., cannot perform the behavior):
•
Replacement Behavior(s): (what we want the student to learn how to do instead of the problem behavior(s)
Short term (within IEP cycle):
•
Long term:
•

Measurable Goal(s) – to match relevant IEP goal(s):

Measurable Goal #1 Data Collection Method
☐ DPR
☐ Behavior Sheet
☐ Electronic Forms
☐ Other: ________________________
Implementation of Strategies & Goal (who will implement Person responsible for fidelity check:
and where will instruction occur):

Measurable Goal #2 Data Collection Method

☐ DPR
☐ Behavior Sheet
☐ Electronic Forms
☐ Other: ________________________
Implementation of Strategies & Goal (who will implement Person responsible for fidelity check:
and where will instruction occur):

Measurable Goal #3 Data Collection Method

☐ DPR
☐ Behavior Sheet
☐ Electronic Forms
☐ Other: ________________________
Implementation of Strategies & Goal (who will implement Person responsible for fidelity check:
and where will instruction occur):
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:

Preventative Strategies
(Strategies used to minimize the likelihood that the behaviors will occur)
Strategies (environmental or instructional such as but not limited to: quiet work area, frequent feedback,
sensory input, etc.) See menu of additional interventions on Function Based Problem Solving Worksheet
Column A)
•
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:

Frequency, Duration, and Intensity (FDI) Plan and/or Safety Plan

Does the student have a FDI ☐ Student does not have a FDI and/or Safety Plan
and/or Safety plan? ☐ FDI (if checked, include the plan in the space provided below
☐ Safety Plan (if checked, include the plan in the space provided below

Reactive Strategies to Behavior (desirable and problem behaviors):

(Specific language and actions staff will take in response to student behavior)
Response to Behavior (desirable and problem behaviors):
Problem Behavior #1: Replacement Behavior: Function:
If the
student
does… Get: ______________

or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
do this…
Avoid:______________

Problem Behavior #2: Replacement Behavior: Function:

If the
student
does… Get: ______________

or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
Avoid:______________
do this…

Problem Behavior #3: Replacement Behavior: Function:

If the
student
does… Get: ______________

or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
Avoid:______________
do this…
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:

BIP Review
(Should be reviewed no sooner than 3 weeks following implementation and no later than semester/trimester)

Date of Review: Participated in Review: Decision Made:

☐ Administrator ☐Continue plan and monitor
☐ Special Educator ☐ Modify strategy
Review 1

☐ School Psychologist ☐ Try new strategy

☐ General Educator ☐ Fade reinforcement
☐ Other: _________________ ☐ Change data collection system
☐ Other: _________________
Date contact made with parents (to review decisions made regarding BIP review): __________________
Date of Review: Participated in Review: Decision Made:
☐ Administrator ☐ Continue plan and monitor
☐ Special Educator ☐ Modify strategy
Review 2

☐ School Psychologist ☐ Try new strategy

☐ General Educator ☐ Fade reinforcement
☐ Other: _________________ ☐ Change data collection system
☐ Other: _________________
Date contact made with parents (to review decisions made regarding BIP review): __________________

Date of Review: Participated in Review: Decision Made:

☐ Administrator ☐ Continue plan and monitor
☐ Special Educator ☐ Modify strategy
Review 3

☐ School Psychologist ☐ Try new strategy

☐ General Educator
☐ Other: _________________
Date of Review: Participated in Review:
☐ Administrator
☐ Special Educator
Review 4
☐ Fade reinforcement
☐ Change data collection system
☐ Other: _________________
Decision Made:
☐ Continue plan and monitor
☐ Modify strategy

☐ School Psychologist ☐ Try new strategy

☐ General Educator ☐ Fade reinforcement
☐ Other: _________________ ☐ Change data collection system
☐ Other: _________________
Date contact made with parents (to review decisions made regarding BIP review): __________________
 BIP Fidelity Check

Student: _______________ Date: ________________ Completed by:________________

0 = Not Implemented 1 = Somewhat Implemented 2 = Mostly Implemented 3 = Fully Implemented

0 1 2 3 N/A
Modifications

0 1 2 3 N/A
Instructional

0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

0 1 2 3 N/A
Environmental
Modifications

0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Plan to Teach Replacement Behaviors 0 1 2 3 N/A

Behavior
Replace-

Use of Self-Monitoring 0 1 2 3 N/A

ment

Positive Incentives for Replacement Behavior Available 0 1 2 3 N/A

Positive Incentives are Provided at High Frequency 0 1 2 3 N/A
s

Notes: ______________________________________________________________ Average: _________

Response to Problem Behavior #1 0 1 2 3 N/A

Behavior
Problem

Response to Problem Behavior #2 0 1 2 3 N/A

Response to Problem Behavior #3 0 1 2 3 N/A
Debrief Procedure 0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Met Regularly to Evaluation Progress 0 1 2 3 N/A

Evaluation

Made changes if Not Successful 0 1 2 3 N/A

Communicated with Home as Indicated 0 1 2 3 N/A

Notes: ______________________________________________________________ Average: _________

Overall Average Fidelity Score _____

 Submitted on: _______________

Behavior Support Committee

(To be completed by School Psych)

❏ Consultation with designated District Support within the last month (Check one)
❏ Dan Ellis
❏ Claire Hunt
❏ Angela Jasper
❏ Lukin Murphy
❏ Vince Thompson
❏ Jaime Kerpash
❏ Function Based Problem Solving Worksheet OR Behavior Intervention Plan (attach)
❏ Progress Monitoring chronological line graphs over a minimum of 3 weeks (attach)
❏ If applicable, prior PST or team meeting documentation (attach)
❏ If applicable, fidelity checks (attach)
❏ Updated data graphs turned in to Jodi Durran (Jdurran@cpsk12.org) before Wednesday
prior to BSC meeting
❏ Completion of the referral form (see below)

Name: ___________________________ Grade Level: ______________________

Educational Diagnosis: _______________ Teacher: __________________________

School Psych: _______________________ Medication(s): _______________________

School(s) of attendance for past 3 years: ___________________________________

Recent Outside Supports:

❏ Interagency ❏ FACE within a year
❏ Boone County ❏ Family Counseling Date(s):_________
Mental Health Services ❏ Thompson Center
Coalition ❏ Psychiatric Out- ❏ Juvenile Office
❏ BRIDGE Patient Services ❏ Children’s Division
❏ Burrell ❏ Psychiatric In- ❏ Other:__________
❏ BCFR Patient Services

Relevant strengths and challenges (include info about social relationships, attendance,
academics, cognitive abilities, parental involvement, etc.)
Strengths:

Challenges:
 UNIVERSAL BEHAVIORAL EXPECTATIONS

Teaching and using universal behavioral expectations will help students form routines to
meet expectations in our buildings. Clear expectations, taught and consistently enforced
coupled with relationship building, are the most critical tools to create a functional and
productive learning environment.

8 EFFECTIVE SCHOOL/CLASSROOM PRACTICES:

1. Clearly defined expectations and rules

2. Clearly defined procedures and routines
3. Continuum of strategies to acknowledge appropriate behavior
4. Continuum of strategies to respond to Inappropriate behavior
5. Active supervision
6. Multiple opportunities to respond
7. Activity sequence and offering choices
8. Academic success and task difficulty

GUIDELINES FOR WRITING EFFECTIVE SCHOOLWIDE/CLASSROOM

EXPECTATIONS/RULES:

1. Observable
2. Measurable
3. Positively stated
4. Understandable
5. Always applicable – something that adults can/will consistently enforce

CONTINUIUM OF RESPONSES FOR PROBLEM BEHAVIORS:

1. PROMPT
• Visual or verbal cue
2. Redirect
• Restate desired behavior (refer back to behavioral matrix if you have one)
3. Reteach
• Tell, show, practice, acknowledge
4. Provide Choice
• Range of alternatives
5. Conference with student
• Praise in public/discipline in private

Taken from Essential Classroom Features – MO SWPBS powerpoint

 CPS Professional Development in Behavior
Teaching and Individual Student Self-Care Topic Specific Training Behavior and The Science of
Managing Behavior Needs by Topic Interventions Behavior
(School wide and
Classroom)

CONTACT ANY DISTRICT SUPPORT PERSONNEL OR STUDENT SUPPORT PROGRAMS COORDINATOR

(unless otherwise specified)

Expectations and Rules Proactive Teacher Appropriate Sexual Implementing Universal Science of Behavior
• Transitions from
Stress Relief Strategies Behavior Strategies
Break
CONTACT: BCMHC CONTACT: Dan Elis or
Procedures and Routines • Passive/relational Identifying, Prioritizing
Coordinator Jaime Kerpash 8 Essential Features
Aggression and Defining Behavior
Continuum of Strategies • Positive Peer
Reporting Compassion Fatigue: Tier 2 Strategies
to Acknowledge & Trauma-Informed Care Data Collection
• Tootling Presented by BBH CONTACT: Boone County
Respond to Appropriate & Adverse Childhood
Mental Health
Behavior • Working with CONTACT: Angela Experiences: Presented
Jasper Coordinator LRE Checklist
Families by BBH
Multiple opportunities to • Function based CONTACT: Angela Jasper
Thinking Executive Functioning Behavior: A
respond Reinforcement for
• Appropriate use of Your Staff CONTACT: BCMHC Non-traditional
visuals to promote Youth Mental Health – Approach
Coordinator
Active supervision Overview of Mental CONTACT: Angela Jasper
desirable behavior
• Promoting Creating Calm Rooms Health and Behavioral
Academic success & task for Staff and/or Motivational
Independence Disorders: Presented by
difficulty Students Interviewing Common Mental Health
• Token Economies BBH CONTACT: BCMHC Diagnoses and
• Picture Schedules CONTACT: Angela Jasper Coordinator Pharmacological
Effective Relationships: • Picture Exchange
Interventions:
Part I and II Communication
Rules of Reinforcement Presented by MUPC
CONTACT: Angela Jasper • Functional Suicide Prevention,
CONTACT: Angela
Communication CONTACT: &
Response Postvention:
Dan Ellis, Jasper
Training Presented
Reesha Adamsonby: BBH De-Escalation Training
Curriculum Development
• Antecedent CONTACT: Angela Jasper Min. 15 people
CONTACT: Jaime Kerpash
Interventions Vince Thompson How to make Fidelity
• Consequence CONTACT: Lukin Murphy Data work for you
Social Skill Curriculum: Bullying & Mental
Interventions or Claire Hunt SCM: Safe Crisis
An introduction to Health: Presented by
• Autism Spectrum Management Function of Behavior
resources BBH
Disorder CONTACT: Principal
CONTACT: Angela Jasper
• Other topics available verifies need and
PST or Building Data based on need. contacts Vince
Teams: Best Practices Understanding Mental Thompson
CONTACT: BCMHC Health in Students w/ ID
Coordinator CONTACT: Jaime Kerpash
Updated 10/6/2017
 District Behavior Support Personnel

Angela Jasper Claire Hunt Dan Ellis Lukin Murphy Jaime Kerpash Vince Thompson
Elementary - Behavior Elementary - Autism Secondary - Behavior Secondary - Autism Elementary & Elementary &
(IEP Students) (IEP Students) (IEP Students) (IEP Students) Secondary Secondary Behavior
Developmental (Non-IEP/504
Disabilities Students)
(IEP Students)
AJasper@cpsk12.org CHunt@cpsk12.org DEllis@cpsk12.org LMurphy@cpsk12.org JKerpash@cpsk12.org VThompson@cpsk12.org
 Boone County Schools Mental Health Coalition:
2017 – 2018 Regional Coordinator Assignments
 

Chelsea  Clark  ,  Ed.S.   Janna  Buell,  Psy.D.   Tara  Collier,  MSW  

Clarkcm@missouri.edu   Buellj@missouri.edu   Colliertl@missouri.edu    
     
Cedar  Ridge  Elementary     *Centralia  School  District   Beulah  Ralph  Elementary  
Derby  Ridge  Elementary     *Sturgeon  School  District   West  Elementary    
Oakland  Middle     Midway  Heights  Elementary   Paxton  Keeley  Elementary    
Two  Mile  Prairie  Elementary     Fairview  Elementary   West  Middle    
    Battle  High    
     
Lindsay  Oetker,  LCSW   Jenna  Strawhun,  Ph.D.,  PLP   Becky  Hart,  LMSW  
Oetkerl@missouri.edu   strawhunj@missouri.edu   Hartrl@missouri.edu  
     
   

Grant  Elementary     *Hallsville  School  District   *Southern  Boone  School  District  

Lee  Elementary     Lange  Middle  School   Rock  Bridge  Elementary  
Mill  Creek  Elementary   Douglass  High  School   Parkade  Elementary  
Jefferson  Middle     Hickman  High   Rock  Bridge  High  School  
Smithton  Middle     Russell  Boulevard   Gentry  Middle  
     
 
 
 
 
 Shannon Holmes, Ph.D. Tyler Smith, Ph.D. Lauren Henry, M.A.
holmessr@missouri.edu   smithtyle@missouri.edu lshgfd@mail.missouri.edu  
 
 
Alpha  Hart  Elementary   Battle  Elementary   Center  on  Responsive  Education  
(CORE)  
Benton  Elementary   New  Haven  Elementary   Ridgeway  Elementary    
Shepard  Elementary    
 
 

Lou  Ann  Tanner-­‐Jones,  Ph.D.,  NCSP   Sarah  Owens,  Ph.D.,  NCSP,  PLP  
Director   Associate  Director  
tannerjonesl@missouri.edu   owenssar@missouri.edu  
   

*Private  and  Parochial  Schools   *Harrisburg  School  District  

  Blue  Ridge  Elementary  
 
 Community Agencies 2017-2018

Boone County Children’s Division

Contact person: Michelle Roberts (michelle.j.roberts@dss.mo.gov)
http://dss.mo.gov/cd/office/boone.htm
(573) 441-5952
212 Portland Avenue, Columbia, MO 65201
Missouri Child Abuse and Neglect Hotline: 1-800-392-3738

Boone County Family Resources

Contact people: Shireen Razavi (srazavi@bcfr.org) or Michelle Aylward (maylward@bcfr.org)
https://www.bcfr.org/
(573) 874-1995
1209 East Walnut Street, Columbia MO 65201

Boone County Juvenile Office

Contact person: Ruth A. McCluskey (ruth.mccluskey@courts.mo.gov)
http://www.courts.mo.gov/hosted/circuit13/courtoffices/juvdivhome.htm
(573) 886-4200
Boone County Courthouse, 705 East Walnut Street, Columbia, MO 65201

Boone County Schools Mental Health Coalition

Contact person: Lou Ann Tanner-Jones, Ph.D., NCSP (tannerjonesl@missouri.edu)
- Or contact your designated regional coordinator (link below)
http://bcschoolsmh.org/for-schools/who-is-your-coordinator/
University of Missouri, 205 London Hall, Columbia, MO 65211

Burrell Behavioral Health

Contact person: Rachel Jones, M.Ed., LPC (rachel.jones@burrellcenter.com)
http://www.burrellcenter.com/
(573) 777-8330
3401 Berrywood Drive, Suite 104, Columbia, MO 65201

Family Access Center of Excellence (FACE) of Boone County

https://faceofboonecounty.org/
(573) 771-3223
105 East Ash Street, Suite 100, Columbia, MO 65203

Family Counseling Center of Missouri, Inc.

Contact person: Whitney Hines, M.Ed.
http://compasshealthnetwork.org/location/columbia/
(573) 449-2581, ext. 8476
117 North Garth Avenue, Columbia, MO 65203
Thompson Center for Autism and Neurodevelopmental Disorders
https://thompsoncenter.missouri.edu/autism-services/make-an-appointment/
(573) 884-6052
University of Missouri, 205 Portland Street, Columbia, MO 65211

Thrive Autism Solutions

http://www.thriveasd.org/
(573) 514-8735 (email: info@thriveasd.org)
2620 Forum Boulevard, Suite E, Columbia, MO 65203