Transcript Slide 1

PBIS Tier 2
New Team Member Training
Day 2
PBIS District Team
2014
Expectations
• Be Respectful
– Listen to others
– Take phone calls out of room
• Be Responsible
– Take notes as needed
– Go back to your school and implement
• Be Safe
– Take care of yourself
– Use the bathroom as needed
Attention Signal
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Teacher claps twice
Students finish their thought/ sentence
Teacher says “Everyone in the house”
Students say “Is quiet as a mouse”
• Everyone re-focuses attention to whole group
Meet Your Family!
Your name
School
Your position
*If you could have any food for the rest of your life (with
no health repercussions) what would it be?
Learning Intention
• Participants will be introduced to Tier 2 of
PBIS, experience and discuss their role in their
school's PBIS framework, and understand their
school’s current fidelity with implementing
PBIS Tier 2.
Success Criteria
You know you are successful when:
• You have a clear understanding of your role as a
trained PBIS Tier 2 team member in your school’s
implementation of the PBIS framework
• Understand and can implement PBIS Tier 2
Interventions and best practices around your school.
6 Hours of Training
Day 1
Intros
What is Tier 2?
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Day 2
Review
Day 3
Review
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• Identifying Students
• Check-In / Check-Out
• Individualized CICO
• SAIG
• BAIP
EXCEED
Data
BIT Meetings
http://mps.milwaukee.k12.wi.us/en/Familie
s/Family-Services/Intervention--PBIS/Professional-Development.htm
-------Summary
Today’s Agenda
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REVIEW of Day One
Individualized CICO
Social Academic Instructional Groups (SAIG)
Behavior Assessment/ Intervention Plan (BAIP)
Group/Partner Work
• Working in Families
• Duck, Goose
• Power Dating at 9:00, 2:00, and 7:00
• http://youtu.be/oG08ukJPtR8
REVIEW
• Tier 2 is for those students that need “a little
more” around reaching the expectations
• Entrance Criteria
– Data Based
• 1 ODRs in 20 school days for K-5th Grade
• 3 ODRs in 20 school days for 6th- 12th Grade
• 2 suspensions in 90 days
– Teacher, parent, student referral for support
Review
• CICO Basic Framework (7 Crucial Elements)
– Check-in with assigned adult upon arrival to school
• Each adult can meet with multiple students
– Carry a DPR to progress monitor
• Times, expectations, rubric, signatures, goals, etc
• Is it completed regularly?
– Meet with teacher in each class/ time period
• Teacher discusses something positive (Power of Words)
• Works with students on areas that need improvement
• This is the intervention, it is the adult’s responsibility
– Check-out at end of day
• If time, otherwise occurs in morning
• Need DPR collected daily
– Acknowledgement
• Acknowledged for participating
• Acknowledged for reaching goal
• Connect to Tier 1, separate raffles and contests, etc
– Monitor student’s progress
• Goal is to receive an 80% on their DPR for 80% of the time for 4
consecutive weeks
• Enter data on Exceed
– Communication to families
• Weekly summary, daily score, letter, postcard, etc
Watching our Words
• http://youtu.be/u2HD57z4F8E
• Share a success story when you or a student
overcame an obstacle?
Brainstorm
Discuss each of these common CICO hindrances and
brainstorm possible ways they can be addressed:
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5.
Why can’t I just give the child a punishment?
What if the student doesn’t carry the card?
Why is this my responsibility as the teacher?
I don’t have time to complete the DPR.
I don’t know when I should be doing this.
All adults are involved in the actual
intervention, it is not just the support staff.
Let’s focus on the Positives
The Importance of our Work
• Tariq
• http://youtu.be/1lUO5ko4ew8
How could have CICO been used to support
Tariq?
Reflection/Action Item
How can you increase student participation and
excitement in the CICO process? (get more
students to meet in morning, carry DPR, etc)?
3 minutes
http://timer.onlineclock.net/
Individualized CICO
• All students first enter CICO THE SAME
• Can choose to alter an aspect of CICO for an
individual student (becomes Indiv. CICO)
• Do sparingly, don’t want to be altering CICO
constantly
• The power of CICO is that it is simple and easy
to implement with any student
Individualized CICO
• Same as CICO framework except make one of the
following adjustments for an individual student:
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Change location of morning greeting
Change time of morning greeting
Adjust who holds the DPR (student, teacher, etc)
Personalized goal on DPR
Add additional meetings with greeter
Change who is morning greeter
Reflection/Action Item
What next steps do you need to do in your
school to begin using Individualized CICO as a
PBIS Behavior Intervention?
3 minutes
http://timer.onlineclock.net/
Social Academic Instructional Group
• Students who don’t respond to CICO alone
• Need an additional support towards meeting
the behavior expectations of the school
• Can be paired with CICO or in lieu of CICO
– Student still checks in every day with greeter if
student is involved in CICO.
• Can be led by any staff member
• Student is progressed monitored using DPR
SAIG
• Students unsuccessful with CICO
– Success criteria of CICO: receiving a 80% on their DPR
80% of the time for 4 consecutive weeks
• Students to receive SAIG for 9 weeks
• Monitored with a DPR
– DPR still completed in the natural setting, the
classroom, not just in the SAIG
• Parent updated on progress
– Passive consent of involvement
• Open Enrollment
– Students can enter and exit whenever, lessons are
not built upon last lesson, are always cycling
through lessons
• Closed Enrollment
– SAIG starts at week 1, no students enter or exit
until 9 weeks is over, start again with new
students, lessons build upon each other
SAIG Curriculum Options
1. Re-teaching of school-wide expectations (use Tier 1 lessons)
• Smaller group or in natural location (in cafeteria)
• Increased acknowledgement
• More frequent pre-corrects
2. Modified behavior lesson format (deeper use of Tier 1 lessons)
• More concrete examples/role playing
• Differentiated modality of presentation
3. Instruction in smaller skill set (separate curriculum)
• Use of new, outside curriculum (i.e. Restorative Justice,
Second Step, Love & Logic)
• New curriculum (use MPS curriculum)
MPS SAIG
• District curriculum created (optional to use)
• http://mps.milwaukee.k12.wi.us/en/Families/Fa
mily-Services/Intervention---PBIS/SAIGCurriculum.htm
– K- 8th Grade: Classroom Survival Skills and Emotional
Management (open enrollment)
– High School: schools have choices of weekly topics
(closed enrollment)
• 9 weeks in length
SAIG Lessons Learned
• Base students’ entrance on data
– Behaviors as a result of life circumstances, not on
life circumstances alone (pregnant teens)
• Try CICO with fidelity first
• Pull students from different classes/ times
– Classes they are not struggling in
• Progress Monitor
Progress Monitoring of SAIG
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Daily Progress Report
Same DPR for all students in SAIG
Same DPR for entirety of SAIG
Goals specific to SAIG skills or use same DPR
as CICO with school-wide expectations
• Put on Exceed weekly
• Monitored and used to make decisions
Reflection/Action Item
What next steps do you need to do in your
school to begin using SAIG as a PBIS Behavior
Intervention?
5 minutes
http://timer.onlineclock.net/
Behavior Assessment Intervention Plan
(BAIP)
• Before any Tier 3 interventions are attempted a BAIP
should be considered.
• BAIP used after students have not responded to CICO,
Individualized CICO, or SAIG.
• A “static” team meets on a individual student
– Teacher invited to meeting
– Data is brought to meeting
• Teacher interview (The Functional Assessment Checklist for
Teachers and Staff)
– Team creates a Behavior Pathway to find a summary
statement and replacement behavior
BAIP Teaming
• A “static team” meets on students in need of a
BAIP at the school
• Members are likely part of the BIT team or a
sub committee of the BIT
• Membership is the same for each student
needing a BAIP with usually the addition of
the classroom teacher
– Student and family not a part of this team (that
occurs at Tier 3)
Teacher Interview
• Form completed by classroom teacher
• Used to gather information about what is
occurring and why:
– Describe problem behaviors
– Routines and activities that trigger behavior
– How often and intensity of behavior
– Setting Events
– Function of behavior
• Student strengths
– What are areas/ skills the student excels in
• Problem behavior
– What is the measurable and observable behavior
that is the problem behavior with student
– Is an action an can be seen (counted or timed)
– hits with his fist –NOT- aggressive
– out of seat 55% of time –NOT- hyperactive
• Predictors in the Environment
– Antecedents occur immediately before, “trigger” the
behavior
• When asked to read aloud, when a peer yells at him
– Setting events indirectly “set up” the problem
behavior
• Lack of sleep or food, fought with mom in morning
• Function
– Obtain something
– Avoid something
– Answer is NEVER “Power”
Discuss
What could be the function of each behavior?
1. Student wanders/ walks around room
2. Student refuses to do math work
3. Student used disrespectful language towards
peers
4. Student plays aggressively
5. Student makes sounds during test/ quiz
• Replacement Behavior
– Serves the same function as the problem behavior
– A behavior a student can learn that will lead them
to their desired behavior
Discuss
What could be a replacement behavior for
each?
1. Student wanders/ walks around room
2. Student refuses to do math work
3. Student used disrespectful language towards
peers
4. Student plays aggressively
5. Student makes sounds during test/ quiz
BAIP Pathway
Complete a Pathway for the following situation:
When Jason is asked to outline a book chapter in
Language Arts, he argues and uses profanity.
Speaking to the teacher it has been determined
that this behavior is more likely when Jason has
an altercation on the bus.
http://timer.onlineclock.net/
BAIP Best Practices
• Sharing creative intervention ideas with other support staff
• Take time to prep the teachers about what the BAIP process is,
how the meeting is conducted, and asking them to bring
supporting data
• Team needs to have a reliable system for informing parents
about the BAIP and inviting their support, just as you would for
an academic intervention.
• Each idea within the BAIP is accepted or rejected by the teacher,
with no judgment from the facilitator. Teachers have to know
and feel that interventions are under THEIR control
and realistic to implement.
Intervention Plan (IP)
• Setting Event Strategies
– Eliminate or neutralize setting events or triggers
• Environmental Strategies
– Modify triggers to prompt alternative behaviors
• Instructional Strategies
– Teaching replacement behavior
• Consequence strategies
– Minimize reinforcement for problem behaviors
– Reinforced desired behaviors
http://timer.onlineclock.net/
Progress Monitoring of BAIP
• Weekly or Daily monitoring of a specific goal- the
student’s use of their new replacement behavior
• Monitor the same behavior in the same manner
for the entire time (don’t want a moving target)
• Can use a DPR, scatter plot, or other monitoring
tools
• A percentage (0-100%) is inputted into Exceed
REVIEW
• Individualized CICO
– All students should receive CICO as is, the same
for every students
– For some students you can modify an aspect of
CICO (locations, time(s), DPR, greeter)
• SAIG
– Meet weekly for 9 weeks
– Focus on a skill(s)
– Monitor with DPR
REVIEW
• BAIP
– After CICO, SAIG, Individualized CICO
– Before any Tier 3 interventions are attempted
– A static team meets on a individual student
• Teacher invited to meeting, completes form
– Team creates a Behavior Pathway to find a
summary statement and replacement behavior
Resources
• MPS RtI Website
– http://www5.milwaukee.k12.wi.us/dept/rti/
• MPS PBIS YouTube Channel
– http://youtube.com/mpspbis
• MPS PBIS Pinterest Page
– http://pinterest.com/mpspbis/
• Monthly Newsletter (available on RtI Website)
• Contact your External Coach
PBIS Tier 2
New Team Member Training
Day 2
MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Senior Team
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen R. Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, CPA, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives