T R I C I A HA G E RT Y & L O R I LY N A S S N W P B I S

W W W. P B I S N E T W O R K . O RG

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS – TIER 2

WARM-ACTIVITY

• Group yourselves by where you grew up. What impact did the place you grew up have on your life?

• With one other person in your group discuss the reason(s) you decided to become an educator.

10 Minutes

THE CHALLENGE

• Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)

• Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)

• Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)

THE RESPONSE

“Schools that are safe, effective, and controlled are not accidents.”

(Sugai, Sprague, Horner & Walker, 2000)

• Need • a prevention focus• to build school capacity to support all

students• a continuum of behavior support

TIER I - UNIVERSAL

• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule

violations• Procedures for monitoring & modifying procedures

TIER II - SECONDARY

Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive

reinforcement• Home-school connection• Individualized academic accommodations for academic

success • Planned social skills instruction• Behaviorally based interventions

TIER III - TERTIARY

Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior

support planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a

wraparound process

Systems, Data, Practices, Outcomes

ACTIVITY: WHAT IS OUR NEED?WHAT DATA CONFIRMS THIS?

• What Percentage of Students Are Responsive to Tier 1?

• What Percentage of Students Are In Need of Tier 2?

• What Percentage of Students Are In Need of Tier 3?

15 Minutes

TIER 2 INTERVENTIONS(HAWKEN, VINCENT, & SCHUMANN, 2008).

• Assumes Tier 1 School wide PBIS is in place – SET, BOQ• Involves a problem-solving focused behavior support

team• Screening to identify a % of students non responsive to

Tier 1• Readily available and easily accessible• Very low time commitment from teaching staff• Adequate resources allocated (admin, team)• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry, progress monitoring & exit criteria, with

non-responders moving to Tier 3

GOAL OF TIER 2 INTERVENTIONS

To Make the Problem Behavior:• Ineffective• Inefficient • Irrelevant • Unstable

* Some of this occurs through changes to the environment.

WHO IS APPROPRIATE FOR SECONDARY VERSUS TERTIARY INTERVENTION?

APPROPRIATE– Low-level problem

behavior (not severe)

– 2-5 referrals or internalizing issues

– Behavior occurs across multiple locations

– Examples talking out minor disruption work completion

INAPPROPRIATE– Serious or violent

behaviors/ infractions– Extreme chronic

behavior (6+ referrals)– Require more

individualized supportFBA-BIP Wrap Around Services

TIER 2: SMALL GROUP INTERVENTIONS

• Social Skills Groups (Redefining Counselor Groups)

• Check In/Check Out, Check, Connect & Expect• Executive Functioning Skill Groups

• Academic Support Groups• Self-Monitoring

BUILDING THE AIRPLANE WHILE FLYING IT

Social and Behavioral Support for All Students

IMPORTANT THEME

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

CHALLENGES TO TIER 2/TIER 3

• Students• Problem behaviors are high intensity &/or frequency• Too many students display significant problem behavior

at any one time• Problem behaviors are disrupting learning & teaching

environments• Problem behaviors are difficult to understand• Interventions are ineffective

CHALLENGES TO TIER 2/TIER 3

• Schools• Not enough minutes in the day to collect information and

develop interventions• Administrative leadership & support is lacking,

unavailable, or underdeveloped• Staff are unable or untrained to implement interventions• Overemphasis on form, policy, or regulation rather than

on process• Lack of continuum of positive behavior support

CONSIDERATIONS FOR TIER 2 & TIER 3

• Behavior must be considered within context in which it is observed

• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

ARE WE READY FOR TIER TWO?

• For Tier Two supports to be most successful, basic components of Tier One should be in place.

* Check Classrooms• Time must be dedicated

for Tier Two to be implemented.

• Support from staff and admin must be available.

• Professional development must occur.

IS TIER ONE IN PLACE IN THE CLASSROOMS?

• Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations

• Teaching classroom routines & cues taught & encouraged

• Ratio of 4-5 positive to 1 negative adult-student interaction

• Do Staff Agree with and Understand Classroom and Office Managed Behaviors

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent pre-corrections for chronic errors• Effective academic instruction & curriculum

READINESS ASSESSMENT & POSTER ACTIVITY

• Complete Tier 2 portion of the TFI, then On Your Poster List:• Ways We Are Ready For Tier 2• Readiness Steps That Need to Occur• Barriers to Tier 2 Implementation• Promoters to Tier 2 Implementation

20 Minutes

F I R S T T I E R 2 I N T E RV E N T I O N U P N E XT !

BREAK – 15 MINUTES

KNOWING FUNCTION OF BEHAVIOR TO DETERMINE INTERVENTION

“CAN’T DO VERSUS WON’T DO”

• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit

• Won’t Do- Function of Behavior

CAN’T DO: SKILLS BUILDING

• Social Skills Groups• Assertion Skills, Anger Management, Friendship Skills,

Empathy Skills

• Executive Function Skills Groups• Organization Skills, Emotional Control, Time Management

• Academic Skills Groups• Context Reading Skills, Math Skills

26

BEHAVIOR HAS 2 MAJOR FUNCTIONS

Research has shown that the more often a behavior meets it’s function, the more often it will occur.

WHY IDENTIFY FUNCTION?MANN & MUSCOTT (2005)

Behavior occurs to meet a need It serves a valued purpose for the individual

The most effective interventions occur when function is identified and plan is guided by the function of the behavior

Identifying function helps us to see children with strange, angry, annoying, exasperating, scary, unkind, avoidant behavior as real human beings

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WE ALSO HAVE TO THINK FUNCTIONALLY WHEN CHOOSING INTERVENTIONS

• “Problem Behaviors” are functional skills• Interventions must consider the purpose of behavior (from

student’s perspective)• Seek a match from intervention menu for the needs of each

individual student

TIMBERLINE HIGH SCHOOLS’ INTERVENTIONS

Blazer CheckAdult MentorCounselor Check InBECCA504 PlanOutside ResourcesMilitary Support Group Lunch Bunch*Ripple Effects*

THS TARGETED INTERVENTION QUICK SORT

Function of Behavior

/Student NeedsBlazer Check Mentoring

Academic Seminar/ Boot

CampBehavior Contract

Small Group Counseling Ripple Effect

Adult Attention X X X X X

Peer Attention X X

Encouraging Adult Relationship

X X X X

Learn Replacement Behavior

X X X X X

Prompts for Behavior Expectations

X X X X X X

Monitor Risk Factors X X X

Learn Problem Solving Skills X X X X

School/Home Communication System

X X X X

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A T I E R 2 I N T E RV E N T I O N

CHECK, CONNECT AND EXPECT: A CHECK-IN AND CHECK OUT

INTERVENTION

WHAT IS THE DIFFERENCE?

• Check and Connect

• Check, Connect and Expect

• Check-In and Check-Out Variations

• Behavior Education Program

• Academic Behavior Education Program

CHECK, CONNECT, & EXPECT (CC&E) PROGRAM

• Secondary-level intervention (Expanded CICO) implemented by a paraprofessional.

• Includes four program phases:• Basic • Self-Monitoring• Graduates• Basic Plus (Social Skills & Problem Solving)

Graduation

 

Self-Monitoring

Basic Plus Program (as needed)

Program Phases Daily Program Routine

Student Meets CC&E Criteria

Morning Check-in

ParentFeedback

Basic Program

Teacher Feedback

AfternoonCheck-out

VIDEO OF CHECK-IN AND CHECK OUT

ORGANIZATION AND STRUCTURE OF CCE

• Coordinator • Facilitates meetings, makes faculty

contact• CCE Specialist/Coach

• Check-in, check-out, data entry, problem solving

• 10-15 hours/wk• Meeting 45 min at least every other week

• Coordinator, Specialist, Psych, Counselor, Related Services

• All staff commitment and training• Simple data collection and reporting

system

BASIC PROGRAM

• Student check-in and check-out with coach• Teacher Feedback/Daily Progress Report• Problem solving if needed• Parent communication• Reinforcement & Criterion Shift for non-

responders

AT THE HEART OF SUCCESS: THE CCE COACH

COACH ROLE

• Serve as a positive role model & connect with student• Monitor progress of students with the Daily Progress Report • Inform parents of student progress • Complete daily data entry • Provide social skills instruction, problem solving instruction,

and academic support as needed• Review student progress with school coordinator

COACH DAILY SCHEDULE

• 8:45-9:15 Check-in • 9:15-9:45 Data entry or Problem Solving• 9:45-11:00 Learning Support (Special Education)• 11:00-12:00 Problem Solving• 12:00-12:30 Lunch• 12:30-2:45 Library Assistant• 2:45-3:15 Check Out• 3:15-3:45 Data entry & Prep

COACHES DAILY SCHEDULE

• 8:45– 9:15 Check-in • 9:15 – 9:45 Data entry/collection• 9:45-10:15 Class visits/ Parent Communication• 10:15 –10:30 Recess. Teacher communication/ Preparation time• 10:30 –10:45 Break• 10:45-12:00 Academic Tutoring/ Social Skills/ Problems Solving• 12:00-12:30 Lunch • 1:00-2:00 Academic Tutoring/ Social Skills/ Problems Solving• 2:00 – 2:15 Recess: Informal Connection, observations• 2:15-2:45 Classroom Visits/Teacher/Parent Contacts• 2:45 – 3:15 Check Out• 3:15- 3:45 Data summary and entry

BASIC CCE: CHECK-IN

• Convenient location; consistent routine; efficient

• Students receive the DPR with a goal• Coach collects signed DPR• Coach and students review expectations• Materials/Homework Check• Receive reinforcement for check-in• Positive Relationship building with students• Provide reminders of expectations, social

skills, and problem solving skills

CHECKING IN95% of

14,000

times

Success

BASIC CCE: CHECK-OUT

• Convenient location; consistent routine; efficient

• Positive end to the school day• Coach gives behavioral feedback• Coach totals DPR ratings• Coach collects DPR copy and sends one

copy home• Coach provides praise & reinforcement for

meeting goal

CHECKING OUT92% oftime

Terrific

CHECK-IN AND CHECK-OUT

• Where might check-in and check out occur within your school?

• What are you initial thoughts about who can serve in the role of a coach?

15 Minute

s

TEACHER’S ROLE• Score Students On The Daily Progress Report

Card At Designated Times• Give Student Behavioral Reminders about

Expected Behavior When Misbehavior Occurred

• Reminders Linked to Expectation, with a Description of the Problem Behavior and Desired Behavior.

• Give Positive And Corrective Feedback To Students At Each Scoring Period

• Work With Coach to Schedule Services

Student: __________________________________ Date: ____________ M Tu W Th F Goal: ______

ExpectationsMorning to Recess Recess to Lunch Lunch to Recess Recess to End Total

Tough Time

So-So

Good AWE some

Tough Time

So-So Good AWEsome

Tough Time

So-So Good AWEsome

Tough Time

So-So Good AWE some

Safe 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Honest 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Accountable 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Respectful 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Kind 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Totals

Comments: 4 = AWESOME: Met expectations with positive behavior; worked independently without any corrections/reminders.

3 = GOOD: Met expectations with only 1 reminder/correction

2 = SO-SO: Needed 2-3 reminders/corrections

Parent/Guardian Signature: ___________________________ 1 = TOUGH TIME: Needed 4 or more reminders/corrections

Note: Parent comments can be included on the back of this form

Checked in YES NO

Checked out YES NO

Has Materials YES NO

Parent Signature YES NO

Basic Plus

   Student:___________________ Date:____________ Goal:_________ 

Reading Math

Way to Go! (4): Met expectations with positive behavior. DAILY TOTAL_______Good (3): Met expectations with only 1 reminder or correction. OK (2): Needed 2-3 reminders or corrections.Tough Time (1): Needed 4 or more reminders or corrections.

 

Parent Signature:______________________Comments:   

Teacher: ___________ Comments:

Checked in Yes No

Checked out Yes No

Parent Signature

Yes No

Expectation

Tough Time

OK Good

Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsib

le

1 2 3 4

Social Studies/Science/Art Specialist

Expectation

Tough Time

OK Good

Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsibl

e

1 2 3 4

Expectation

Tough Time

OK Good

Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsib

le

1 2 3 4

Expectation

Tough Time

OK Good

Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsib

le

1 2 3 4

DPR SCORING DISCUSSION

10 Minutes

SCHEDULE OF REINFORCEMENT

• Daily - daily goal• 5 day - meets daily goal 5 times• 15 day - meets daily goal 15 times• Periodic Celebrations• Graduate celebrations - at graduation from the

program

Maintaining Consequence

Wants Attention Wants something

Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess

Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess

Computer time by self

Short breakAlternative activity

250 pts Computer with a friendExtra sharing time

More time for selected activityFree ticket to sporting event

Time aloneIndependent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post

THINGS ARE GOING WELL… WHAT NOW?

• The GOAL is always to “Graduate” students from our supports or Fade supports– Do so gradually and support the transition

1) Increasing student responsibility • Transition into a Self-Management/ Self-Monitoring program

2) Then, gradually remove or “Fade” components of the intervention

SELF-MONITORING (SM)• 6-8 weeks in Basic meeting criteria 80%

of the time• SM can be faded across 2-5 weeks• Students check-in and out and receive

DPR feedback from teacher• Students rate their own behavior on DPR• Teachers rate behavior on DPR• Coach determines partial agreement

(80%)• Coach reviews SM purpose with teachers

prior to starting

GRADUATION

• Celebrate each graduation

• Continue quarterly events

• Collect & enter monthly self-report DPR

• Consider Graduates as program assistants

Henry

Hammerhead

SHARK

Self Manager

Grade: 1

Teacher: Mr.

Haensel

Sunset

Elementary

Sunset Elementary

Tina TigerSHARK Self ManagerGrade: KTeacher: Mrs. Tran

VARIABLE OR UNSUCCESSFUL AT MEETING GOAL

• Problem Solve• Change Reinforcement• Change Criteria to 5% above current average

• Across 3 weeks Cecilia averages 55%, so her goal will be set at 60%. After 5 days of success at 60% her goal can be raised in 5-10% increments.

* BIG IDEA - Get Student to Experience Success!

MONITORING STUDENT PROGRESS

TRACKING STUDENT CICO PROGRESS (NUMBER = % OF TOTAL DAILY POINTS)

Date Jason Leanne Juan Kiran Alexa

1/16/03 85 95 100 80 65

1/17/03 100 100 100 75 77

1/18/03 77 0 100 85 63

1/19/03 80 75 95 92 85

1/20/03 50 89 77 89 90

1/23/03 45 0 100 95 95

1/24/03 65 67 85 100 78

PARENT PARTICIPATION

• Orientation and introduction for parents

• Review DPR with child

• Provide positive feedback for success

• Discuss plans for meeting expectations in future

• Sign DPR and send with student in morning

• Communicate with Coach about CCE Program

• Surrogate parent can be used if needed

ORIENTATION TO CCE

School Success is Dependant on being :  RELIABLE RESPECTFUL

RESPONSIBLE

Franklin High Connect Club 

 

Check Connect and Expect is…a positive approach to checking in with students as they arrive and before they leave school each day. Students are selected to be in CCE to improve their attendance and pro-social behavior each day in school and to build positive relationships with an adult at school.

Check & Connect is not…a disciplinary or negative response to student behavior.  Your child, ______________________has been selected to participate in a Check and Connect group. He/she will be checking in everyday at the beginning of each day and again before going home at the end of theday. We ask that you as a parent/guardian be an active part of our Check & Connect process. Your child will bring home a dailygoal sheet for you to see. Please praise your child and recognize those positive choices he/she made regarding behavior and remind him/her on how to make better choices when goals were not met.  The adult that your child will be checking in with is:

_______________________________

If you would like more information on PBIS or CCEplease contact: Ms. Smith; Principal

STAFF ORIENTATION

• How a students gets into check, connect and expect

• What time/support may be asked of staff• What can you expect to see from the CCE coach• What can you expect to see from the student

STUDENT ORIENTATION

• For all youth about the CCE intervention...‘some kids may have a card sometimes’

• For kids on intervention• Who, what, when, where• Precorrect: Teach students what to do when they

disagree with a score

• For youth who become CCE mentors/facilitators

FAMILY ORIENTATION

• All families...what is CCE• Inform during registration process• Address at open house, through newsletters,

newspaper and other…

• Families of kids on CCE...process for explaining/consent• Best if phone call is made directly to family • Followed by letter• Consent: check with your district’s decision makers

CCE FINAL DISCUSSION

• What do you see as the barriers to implementing CCE?

• What are your reservations about CCE?• What do you see that is needed to support CCE?• Can you identify 3-5 students to try this out with?

20 Minutes

LUNCH

TIER 2 - IT STARTS WITH THE TEAM

ESTABLISHING THE TIER 2 TEAM

• May be part of the existing PBIS leadership team.

• May be an extension of the existing PBIS leadership team.

• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school - SIT

team, Care team, MDT team.

TWO TEAM FORMAT

Universal PBIS TeamTier 1

Intensive PBIS Team

Tier 2 and Tier 3

3-Tiered System of Support

CICO

SSG

Exec Func Skills

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines

overall intervention effectiveness

Standing team; uses FBA/BIP

process for one youth at a time

Uses Process data; determines

overall intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

DERBY RIDGE ELEMENTARY TEAMING STRUCTURE

Special Education

Team

Tier 3 Team

Tier Two Team

CORE PBIS Team

Grade Level Teams

TIER 2/3 TEAM MEMBERS

• Tier 2 (Intervention)Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals

*FBA/BIP Knowledge

KEY TIER 2 TEAM ROLES

• Facilitator – runs the meeting• Time Keeper – on time and on task• Data Analysis – preps data ahead of time• Minute Keeper – records notes & decisions

* Not Your Administrator

COORDINATOR/FACILITATOR

• Takes care of requests for assistance – need to be in 48 hours ahead of meeting

• Organize and maintain records• Gather data & supplemental information

for meetings• Prioritize students for team meetings• Update teachers on student’s identified

goals and progress (initial, during, exiting)• Collaborate with coach(es) outside of team

meetings

TEAM MEMBERSHIP AND ROLES

• Review pages 8-11 in your workbook.

• Look over questions on page 8 with your team.

• Before your first team meeting lay out the roles and responsiblities of the team as shown on pages 10-11.

15 Minutes

SET A STANDARD MEETING FORMAT

BEFORE THE MEETING

• Referrals Are Gathered 48 Hours Prior• Facilitator Gathers Needed Data and Has It

Available Electronically If Possible• ODR Data• Screening Data• Academic Data• Absentee/Tardy Data• Health History• Other (Parent, Teacher, Student Input)

• Update student files for recheck• Populate the Meeting Minutes Form

REFERRAL FOR ASSISTANCE/REFERRAL FORM

• Using a standard process aids team to gather needed data for the meeting

• Encourages staff to use less intensive in-class supports before resorting to Tier 2

• Helps to assess the function of the behavior

IDENTIFYING STUDENTS FOR TIER 2/3:

• Behavioral Screening Data• Teacher/Counselor/Parent Request • Office Referral Data• Academic Data• Classroom Minors Data• Attendance• Mental Health Concerns• Drug/Alcohol Concerns

SET A STANDARD MEETING PROTOCOL

• To Do List From Last Meeting (5 Minutes)• New Student Referrals (25 Minutes)• Progress Updates/Rechecks (15 Minutes)• Meeting Analysis (5 Minutes)

* Once per month review intervention fidelity and outcomes

USE A STANDARD PROBLEM-SOLVING FORMAT DURING THE MEETING

1. Define the problem(s)

- Analyze the data2. Determine the function of behavior3. Consider 2-3 interventions that might work4. Evaluate each option:

- Is it doable?- Will it work?

5. Choose an option to try6. Determine the timeframe to evaluate

effectiveness7. Evaluate effectiveness by using the data

DURING THE MEETINGDiscuss students (Quick review of data)Determine function of behavior (Using Efficient

FBA process or other data)Match behavior to intervention (Interventions

should start within 1 week from referral)Determine check back timeline

STREAMLINE YOUR PROCESS

1000 Sheets Of Paper 1000 Sheets Of Paper

ALL DATA HYPER-LINKED

BART SIMPSON – SAMPLE DATA

Link to Student Study Team Checklist• SWIS Data• Grades• Attendance• Confidential Teacher Report

WHAT IS THE FUNCTION OF THE

BEHAVIOR?

Seek Adult/Peer AttentionAvoid Adult/Peer AttentionAvoid Task/ActivityObtain an Item

DETERMINE TIER 2 INTERVENTIONS THROUGH

STREAMLINED MEETING PROCESS

THS TARGETED INTERVENTION QUICK SORT

Function of Behavior

/Student NeedsBlazer Check Mentoring

Academic Seminar/ Boot

CampBehavior Contract

Small Group Counseling Ripple Effect

Adult Attention X X X X X

Peer Attention X X

Encouraging Adult Relationship

X X X X

Learn Replacement Behavior

X X X X X

Prompts for Behavior Expectations

X X X X X X

Monitor Risk Factors X X X

Learn Problem Solving Skills X X X X

School/Home Communication System

X X X X

REGULAR RECHECKS FOR STUDENTS IN TIER 2/3 SUPPORTS

Transcripts Grades Behavior Monitor standardized testingWeekly follow up task list

MONITORING PROGRESS IN TIER 2

• Each Student Should Be Monitored At Least Twice Monthly to Determine :• If they are responding to the intervention• If the intervention is the correct intervention• If the intervention needs to be adjusted• If the student is ready to exit

MEETING STRUCTURE

• How Is This Different or The Same As Your Current Meeting Structure?

• Can You Set Your Tier 2 Team Meetings for The Year?

10 Minutes

FINAL ACTIVITY

Baseline Assessment and Action Planning

Complete the Tier 2 Action Planning Checklist and Start to Build Your Tier 2 Action Plan

45 Minutes