1 Welcome to PBIS Tier 3 Leadership Team Training!Individualized Positive Behavior Support Planning Orange County Department of Education November 8, 2016 Handouts: EBL Mental Health Conditions (ADD, Anxiety, Depression) PPt. slides: Hypothesis Case Study/ Competing Pathways Blow-up: Blank competing Pathways Chart (1 per school) Slides (PTR Planning) f/b

2 Inclusion Activity: In a Word…As a school team, decide on ONE WORD that describes your school’s readiness to begin Tier Three PBIS implementation. Be prepared to share with the whole group. D

3 Day 6 Outcomes Build understanding of Tier Three Individualized Systems of Positive Behavior Supports within a PBIS Framework. Learn and practice a practical FBA Model for students with more complex behavioral needs. Use the Prevent, Teach, Reinforce (PTR) Model to identify Tier 3 intervention strategies. Engage in Tier III Team Progress Monitoring and Action Planning. D

4 Agenda Welcome and Inclusion ActivityReview Tier III within a Multi-tiered System of Positive Behavior Supports Practical Functional Behavior Analysis (FBA) for Educators Competing Behavior Pathways Tier 3 Case Study Prevent, Teach, Reinforce (PTR) Intervention and Problem Solving Strategies Progress Monitoring and Team Action Planning L

5 Group Norms Be Safe Be Respectful Be ResponsibleTake care of your own needs Be Safe Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Be Respectful Attend to the “Come back together” signal Active participation…Please ask questions Be Responsible L

6 “Touch each page: Tier Three Team Member HandbookPlease take a few moments to review the sections of your Team Member Handbook. D

7 Tier 3 Within an MTSS Intensive Individual Interventions: SpecializedIndividualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behavior Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings D– why focus on these student here? (NOT B/C we’re giving up!) 2 reasons – b/c prevention works! AND cut down to reasonable # will this be enough for all students? NO ~80% of Students Source: Sue Vande Voort, Highline Public Schools PBIS Specialist, November, 2013

8 A Layered Approach Every student has access to Universal supportsTier 3 Every student has access to Universal supports Some students also receive Targeted supports Few students also receive Intensive supports Tier 2 Tier 1 D

9 Quick Reflection With a partner:Briefly review your school’s Tier Three case study. How is this student currently accessing Tiers 1 and 2? What data support that additional layers of support are needed?

10 Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS)Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Assessment Intervention Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. D Take a minute to examine this model. What features do you notice about this model? Discuss with an elbow partner. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus Resource Mapping/ISF Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004

11 MTSS Observations Looking closely at the Positive Behavior Supports/MTSS Model on p. of your T3 Notebook… What are your observations? What processes stand out to you? What are the underlying concepts of the model? Share with your elbow partner. D

12 MTSS Inventory of Current Practices (p. 7)The goal of this activity is to identify programs and interventions in place in your school to support students. Step 1: Identify all supports (defined as programs/initiatives/interventions/common practices) that are in place at your campus. Step 2: Determine the Tier of support met by each intervention: Step 3. Use the triangle diagram to complete the inventory of practices/programs/ initiatives at each tier.

13 Building Your School’s Pyramid of SupportsPlace the supports (interventions, strategies, programs, initiatives) listed for your school where they best fit along the multi-tiered continuum. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/ Secondary Tier 3/ Tertiary Assessment Intervention Take a minute to examine this model. What features do you notice about this model? Discuss with an elbow partner. Which tier(s) are stronger? Where is the area of need? What resources are needed to fill the gaps? Adapted from: Illinois PBIS Network, Revised Aug. 2013

14 What are characteristics of T3 Selected Interventions?High intensity and specific Uniquely designed to meet student’s individual needs. Require frequent monitoring Linked to behavior function Linkages to Family and Community Supports Characterized by multi- disciplinary collaboration L

15 Tertiary Interventions:FBA (Functional Behavior Assessment) Behavior Support Planning T3 WR (Wrap around) Restorative Practices FBA Behavior Support Plan Wraparound/ Person Centered Planning Restorative Justice Individualized support L It is often the process that defines a tier 3 intervention: intensive, individualized, coordinated. In tier 3 it is often the process , not the specific intervention that is important.

16 Who Needs Tier III Interventions?Individual students who… Demonstrate intense (severe, chronic, and/or pervasive) behavior and/or academic needs. Continue to engage in chronic, frequent problem behavior, despite effective school-wide, universal Tier I interventions and supports. Demonstrate needs in multiple settings, e.g., multiple classrooms, school locations, and settings. Social or Relational Issues. L Teams Review your school’s case study. Does this student demonstrate a need for T3 intervention?.

17 Continuum of Support for ALL:“Molcom” Universal Targeted Intensive Anger man. Prob Sol. Technology Ind. play Adult rel. Attend. Self-assess NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Homework Coop play Peer interac Label behavior…not people Dec 7, 2007

18 Tier 3 Multi-disciplinary TeamingT3 Problem-solving teams are often expanded to include: Teachers Parent Student Person with Behavior Expertise Community based supports Specialists, as needed Administrator, or designee L

19 T3 Team CharacteristicsAre unique to the individual child & family Representatives who know the child best Natural supports may include family and community Meeting Process Meet more frequently Regular progress monitoring of interventions Collaborative and Multi-disciplinary T3 teams are collaborative and often involve multi- disciplinary stakeholders, e.g., school psychologist, community partner, Coach, Family Member, friend. Facilitator’s role is to bring team together; blend multiple perspectives.

20 Activity: Tier 3 TeamingIdentify team members involved in T3 Individualized Positive Behavior Support Planning at your school. What does each member bring to the team? Are any additional members needed for T3 Positive Behavior Support Planning? Specifically, a data system for decision making at Tier 3 should:  Gather multiple sources of data from across settings  Provide decision rules for which students access the interventions/supports  Monitor the impact of the Tier 3 interventions (progress monitoring of students)  Provide decision rules to monitor, modify, or discontinue student involvement in the Tier 3 interventions/supports, and when to consider additional or different Tier 3 or wrap-around supports  Assess the quality and fidelity of the Tier 3 problem-solving processes plus related interventions/supports

21 Principals of Behavior Support PlanningTMN pp

22 Jigsaw Activity: (pp.33-36)Number off at your table (1, 2, and 3s) #1s-Read Main Concept #1 (p. 34) #2s-Read Main Concept #2 (p. 34) #3s-Read Main Concept #3 (pp ) Summarize and share out the main ideas for each concept with your table group.

23 Key Concepts in Behavior Support PlanningProblem behavior serves a function. Behavior is related to the context/environment in which it occurs. Effective Behavior Support Plans (BSPs) must address both the Environmental Conditions and function of Behavior. Source: Diana Browning Writing, 2004

24 Main Concept #1 Problem Behavior is Related to the Context in which it Occurs. Environmental Events Specific instructions Peer interactions Disruptions in routine General Conditions Task/Activities Curricular Expectations Physical arrangement Physiological conditions (anxiety, hunger, fatigue, anger, illness, etc.)

25 Main Concept #2 Escape/ Avoid Problem Behavior Social Tangible SensoryProblem behavior serves a function: Problem Behavior Social Tangible Sensory Obtain/Get Escape/ Avoid

26 Main Concept # 3 Effective Behavior Support Plans (BSPs) address both Environmental Conditions and the Function of the problem Behavior. Environmental Conditions Noise level Temperature Stimulation Seating Disruptions Distractions Instructional Conditions Physical needs Fun Freedom Belonging Empowerment Physical Conditions Illness Allergies Attention Difficulties Stress Factors

27 Break

28 Introduction to Practical FBAFunctional Behavior Analysis for Educators

29 What is Functional Behavior Analysis (FBA)?FBA is a systematic, evidence-based process for assessing the relationship between problem behavior and the context in which that behavior occurs. D

30 Practical FBA vs Comprehensive FBAFor: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What: Relatively simple and efficient process to guide behavior support planning Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators) Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists) D

31 ABC’s of Understanding Problem Behavior:A= Antecedent(s). Find out the events that occur right before the behavior. Allows you to predict: Where (During routine)? & When (Trigger event)? B=Behavior. Find out what is the observable problem behavior? C=OutCome/ Consequence. Find out what happens after the behavior occurs? WHY? L Antecedent Behavior Consequence

32 Let’s Start with the Behavior!Functional Analysis always starts with the Behavior. A Antecedent/ Trigger: When _____ happens…. B Behavior: the Student does this … C Consequence Followed by this outcome or result… L

33 Defining a Problem BehaviorProblem behavior is: Observable Measurable Defined so clearly that someone unfamiliar with the student could recognize the behavior without any doubts. L

34 Examples: Jeff is disruptive:Jeff frequently is out of his seat, taps his pencil, makes noises and calls out during study time. Hailey is constantly off-task: During math lessons, Hailey frequently looks around the room, removes objects from her desk, draws or doodles, and leaves her book unopened. L

35 D Write an observable and measureable definition for each

36 Case Study Practice With your team, identify a specific Target behavior for your student (e.g., disruption, defiance, off-task). Now, describe that behavior in observable and measurable terms. Record your ideas on the worksheet.

37 A. Antecedents A B Behavior:Once you have defined the problem behavior…Where and When does the problem behavior occur? Examples: Physical setting, social setting, instructional strategies, scheduling, degree of independence A Antecedent/ Trigger: During…When, B Behavior: What happens… D Let’s practice: Practical FBA , TMN p. 52

38 Activity 4: Identifying the AntecedentIdentify the Antecedent in the following examples: When he goes to math class and peers tease him about his walk, A.J. calls them names and hits them. Bea stares off into space and does not respond to teacher directions when she doesn’t know how to do a difficult math problem. L Identify the behavior and antecedent in the following scenarios:

39 D Students can be homeless, dealing with divorce, poverty, mental health issues etc. However there is still usually a trigger or tipping point right before the behavior occurs that we do have some control over.

40 Setting event Setting Event:A significant event or condition that may precede the problem behavior: family, crisis, neurological Sometimes the Setting Event might be the antecedent for the problem behavior. Examples: Familial Stress, Poverty, Incarceration, Death, Neurological or Health Condition, Academic Skills Deficit, etc. D

41 Case Study Practice: AntecedentsWith your team, identify the possible antecedents (context, time of day, activity) for the target behavior for your case study. Record your ideas on the worksheet.

42 C: Consequences Once you have defied the behavior (the What) & know Where & When the behavior occurs: Then WHY does the behavior? What happens right after the behavior? What is the Outcome or Payoff for the behavior? A Antecedent/ Trigger: During…When, B Behavior: What happens… C Consequence/ Outcome . L Let’s practice: Practical FBA, TMN p. 53)

43 C=Consequences Consequences: What happens after the behavior occurs. Examples: When given a directive by the after school staff, Jeff mimics the aide and makes faces causing the other kids to laugh. Nancy cries during reading time whenever she has to work by herself. This results in the teacher sitting and reading with her. Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. (see worksheet # 2) D

44 D How we react can either exacerbate or perpetuate the problem behavior or decrease the likelihood that the behavior will happen again. Start by identifying your behavior first.

45 Types of Consequences Positive Reinforcement Negative/Maintaining Actions as a result of the child’s behavior that result in positive behavior change; desirable educational outcomes are achieved For example: Problem behavior is ignored and decreases Actions as a result of the child’s behavior that, through time, serve to reinforce and maintain the undesired behavior. For example: Problem behavior is given attention and continues. L It’s not the type of consequence, but the outcome of the behavior that determines the reinforcement. For instance, if an undesired behavior continues, the consequence was a negative reinforce. The behavior did not change. If the behavior changes, the consequence may be considered a ‘positive’ reinforce. Reinforcement is determined by the OUTCOME of the behavior.

46 Case Study Practice Identify the consequences that follow the problem behavior for your case study. Are the consequences reinforcing or maintaining the problem behavior?

47 Function of Behavior The Function of a behavior is the motivation or communicative intent. The child is trying to tell you something. He/she is trying to get a need met.

48 L https://www.youtube.com/watch?v=JvrDrrekiUg

49 What lies beneath the behavior?OBSERVABLE BEHAVIOR Defiance/Disruption What is contributing to this behavior? Lack of understanding of changing rules? Inability to communicate? Academic skill deficit Desires/needs? Sensory overload (too loud, crowds, under arousal UNDERLYING ISSUES L. Behavior does not occur in isolations. Many times I will hear that a behavior occurred out of now where, however this only occurs in .05% of cases and typically when that occurs it’s because of what we call pain attentuation, meaning that there was a medical reason that the person could not express. My story about seeing it happen 1x. A behavior has a cause…and many times we can change that behavior just by altering the environment so that the student does not need to engage in that behavior or by giving that child a set of skills. Differentiate instruction. We want to stray away from trying to discuss issues that we have no control over such as students that are homeless, or that parents have mental health issues and focusing on what we can manipulate within our own environment. Granted we definitely make less progress when we don’t get the parents support, but we do make behavior change.

50 Functions that behaviors serveL

51 Most Common Functions of BehaviorObtain/Get Escape/Avoid • Attention (Peer/Adult) • Desired activity • Desired object/ items • Sensory stimulation: Auditory, Tactile, etc. • Task (Difficult/Boring) • Physical demand • Non-preferred activity • Peer • Staff • Reprimands L

52 Case Study Practice: With your team, identify possible functions for the child’s problem behavior. Obtain/Get Escape/Avoid Record your ideas on the worksheet.

53 Behavior Hypothesis When… Student Does this… What Happens?The Behavior Hypothesis describes the relationship between the problem behavior and the context in which it occurs. When… Student Does this… What Happens? Because (Function) D The Hypothesis describes the Why of the behavior.

54 Team Practice: Writing a Behvavior HypothesisUsing your Case Study worksheet as a guide, write a Behavior Hypothesis in the table below. Antecedent Behavior Consequence Function When… During… (Setting Events, if applicable) What happens… Followed by.. Because…

55 Add effective & & remove ineffective reinforces Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient

56 Sample Behavior Pathway: Cesar Summary StatementDesired Alternative Typical Consequence Sample Behavior Pathway: Cesar Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Cesar has ADHD. Cesar is below grade level in math. Starts wandering around room, fiddling with Objects, Talking to peers Access to Sensory and Peer attention. Avoidance of task. When given an independent math worksheet. Acceptable Alternative Developed by Nishioka & Sprague, University of Oregon Used with permission for AHAA cuatro By Diana Browning Wright

57 Identifying Replacement BehaviorsAdvanced Behavior Support 12/4/2017 Identifying Replacement Behaviors Fundamental Rule: We should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior. Functionally Equivalent Replacement Behavior (FERB): Must meet same function as problem behavior, Be in the individual’s repertoire or easily taught, and represent the beginning point for teaching desired behavior. Have good contextual fit with the setting and situation.

58 Behavior Pathways Consequence Problem Behavior Function AlternativeDesired Alternative What is the desired behavior? Consequences/ Outcomes What are the positive outcomes for the desired behavior? Behavior Pathways Consequence What happens after the problem behavior occurs? Function What is your hypothesis about the function/motivation for the problem behavior? Setting Events Is there an underlying condition, event, or situation that contributes to the problem behavior? Triggering Antecedents What is the location, time, activity in which the problem behavior occurs? Problem Behavior Precision Statement Alternative Behavior What is an alternative behavior that might be taught until the desired behavior is achieved? Developed by Nishioka & Sprague, University of Oregon Diana Browning Wright

59 Sample Behavior Pathway Summary StatementDesired Alternative Typical Consequence Sample Behavior Pathway Summary Statement Start working On future projects, inhibition of inappropriate comments Gets ODR, Kicked out of class, re-direct To stop/go back To seat Setting Events Triggering Antecedents Out of seat, making Impulsive Disrespectful, offensive Comments, taking items From peers, Problem Behavior Maintaining Consequences Starts wandering around room, fiddling with Objects, peers give attention to get him Involved in conflict Has finished work needed to be completed for that day and is bored Access to Sensory and Peer attention Helps peer-attention Reads book-sensory Uses functional Communication to tell Peers “ I need to finish this Project” Or “I don’t want to Miss anything” Follows gesture to Think before speaking Acceptable Alternative Caesar Developed by Nishioka & Sprague, University of Oregon Used with permission for AHAA cuatro By Diana Browning Wright

60 12/4/2017 Desired Alternative Consequences/ Outcomes Let’s Practice: Place your Precision Statement in the center row. Advanced Behavior Support Setting Events Triggering Antecedents Problem Behavior Consequence Function Alternative Behavior Write the behavior hypothesis for your school’s case study in the middle row. Developed by Nishioka & Sprague, University of Oregon Diana Browning Wright

61 SWIS Motivation GuidelinesTeam Member Notebook, pp Explore strategies for your T3 Case Study using the strategies listed on pp Select 2-3 strategies that meet the function of your FERB behavior. Place these on the Competing Pathways Chart

62 Let’s Practice: Pathways to Behavior SolutionsUse the case study your team prepared to complete the Behavior Pathways Chart: Complete the middle row using your Behavior Hypothesis (ABC + Function of Behavior). Identify the Desired Behavior (behavior goal). Develop an alternative behavior that would meet the same function as the problem/undesired behavior. Discuss interventions (reinforcements) that may support the student to achieve his/her desired behavior goal.

63 Carousel Activity Transfer your school team’s completed Behavior Pathway to the chart provided. Review to make sure you have all the steps. Post the chart on the wall. Teams may rotate to review other school’s Competing Behavior Pathways chart. Use post- its to provide constructive feedback. Return to your table and review.

64 Behavior Support Planning ToolsOCDE Advanced Behavior Interventions Webpage: Behavior-Interventions.aspx FACTS Interview Checklists: Teachers, Student, Parent FAST Functional Assessment Interview BSP Fillable Form Individual Student Support Plan Flowchart SWIS Motivation Guidelines

65 Lunch Enjoy your lunch!

66 Prevent-Teach-Reinforce (PTR)The Prevent-Teach-Reinforce (PTR) model of behavior support is a team-based, systematic, process to support students with challenging behaviors. PTR is a structured Functional Behavior Assessment (FBA) process that is easily implemented by school- based teams. PADept. of Education, 2012

67 Tier III Problem solving strategy: Prevent, Teach, Reinforce (PTR)Make strategic changes to student’s activities, settings, or social circumstances. Prevent Select and teach appropriate replacement skills, or strengthen existing appropriate skills Teach Select effective and appropriate motivators to encourage desirable, pro-social behaviors. Reinforce L

68 Strengths and Benefits of PTREffective, Evidence-based Practices Increased buy-in and commitment due to team approach Selection of data collection methods not too cumbersome Process builds capacity rather than “silo” special and gen ed.

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70 Step 3: PTR Assessment (mini FBA)Antecedent When… Behavior S/He will… Consequence As a result, he/she Tools FACTS Checklist for Teachers FACTS Checklist for Students FACTS Checklist for Parents SWIS Motivation Guidelines FBA Prevent/Teach/Reinforce

71 Sample PTR Interventions ChecklistPrevent Interventions Teach Interventions Reinforce Interventions Providing choices Curricular Modifications Classroom management Modify environment (e.g., seating, proximity, noise level, workspace) Modify activities (e.g., social, demand, task) Transition supports Environmental supports Peer support Specific academic skills Targeted social skills Problem-solving Strategies Coping strategies Self Management Identify feelings Replacement behavior Self regulation skills Modify reinforcement Delayed gratification Home/School communication Reinforce replacement behavior Group contingencies Hand-out (use Don Kincaid’s)

72 Activity: Identifying PTR Solutions at Your SchoolOn post its, list all the strategies/interventions at your school for each of the following categories: PREVENT: Environmental factors, learning conditions, schedule change, seating change, task demand, peer interactions, etc. TEACH: Social skills strategies, re-teaching, redirection, peer modeling, etc. REINFORCE: Reinforcement strategies, continuum of reinforcement, validation, verbal praise, points, token economy, Home/School, etc. Facilitator collects the post-its and places on table. Sort into categories and chart for your school. L

73 PTR Solution ResourcesDomain Resources/ Solutions Person Responsible Training Required Perceived Impact (High, Medium, Low) Prevent Teach Reinforce Hand-out

74 PTR Individual Goal SettingStudent: ______________________ School:_______________________ Date:______________ Completed by: _______________ Hypothesis:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Interventions PREVENT TEACH REINFORCE Goal: Increase/Decrease Problem Behavior Observable Measurable Replacement behavior  Functional  Desired or pro-social Reinforce replacement behavior Behavior Social Academic HandWrite a behavior goal for your case study in at least one of the three areas: Behavior, Social, Academic Use the grid to develop individual interventions/ strategies for each PTR component: -out

75 Rose Iovannone, USF

76 School-wide PBIS Tiered Fidelity InventoryTFI Version 2.1

77 Source: Erin Chaparro; 2016 PBIS National Forum, Chicago

78 Source: Erin Chaparro; 2016 PBIS National Forum, Chicago

79 Summary Data and ReportsTotal Score Subscale Sub-subscale Individual Items

80 Total score (TFI)

81 Subscale Report

82 TFI Sub-subscale Score Report

83 Log-in Instructions for PBIS SurveysGo to PBISApps.org. Click on PBIS Applications Login located in the black bar (app bar) at the top right of the screen (see picture 1). Enter your address in the Username field, and enter your password associated with the PBIS Assessment account. If you do not have a password, click on Forgot Password. The system will prompt you by sending you an to create a password (see picture 2). Picture 1 Picture 2 Your address

84 TFI Pre-Administration DocumentationTier One Tier Two Tier Three School team organizational chart (if available) School/ District policies on social behavior/support Team meeting minutes (last 3 meetings) Student handbook Professional development plan for past year Prior PBIS fidelity measures (last two years) Student behavioral data summary for past month Major ODR/Day/Month compared to the national median Universal screening measures and process Any prior evaluation reports focused on social behavior Any reports to school administration or board focused on social behavior Tier II team meeting minutes (last two) Rubric for selecting students for Tier II support Tier II strategy handbooks, or procedures (i.e., CICO) Available Tier II data summaries (if possible for 2 months) Family communication systems Most recent fidelity measures for Tier II strategies Tier III team meeting minutes (last two meetings) Decision rules for selecting students for Tier III Assessment tools for Tier III (i.e., functional behavioral assessment, mental health, medical records, etc.) Three student support plans (randomly selected) Tier III data summary (last two reports)

85 TFI Action Planning ProtocolSelect 2-3 priorities based on your Tier One TFI data. Complete the Action Planning Protocol for those steps.

86 Next Steps Coaches’ Forum #2 Coaches’ Forum #3December 1, 2016 OCDE Coaches’ Forum #3 March 7, 2017 T3 Leadership Team Training, Day 6 March 16, 2017 Coaches’ Forum #4 May 1, 2017