Transcript Slide 1

PBIS Tier 2
New Team Member Training
Day 3
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
• Teacher claps twice and says “1,2” while
Students say “eyes on you.” Students finish
their conversation/ thought.
• Then the teacher claps twice and says “3,4”
holding up the corresponding fingers and
students say “talk no more.”
Introduce Yourself!
Your name
School
Your position
If you could compete on any reality show which would
show would you want to compete on?
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?
-----• Identifying Students
• Check-In / Check-Out
Day 2
Review
Day 3
Review
---------
---------
• SAIG
• Individualized CICO
• BAIP
EXCEED
Data
BIT Meetings
-------Summary
Today’s Agenda
•
•
•
•
•
REVIEW of Day Two (BAIP, SAIG)
Special Education
Exceed/ Data
BIT
Review
REVIEW
• Modified 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
• (closed or open enrollment)
– Focus on a skill(s)
– Monitor with DPR
SAIG Lesson Format
•
•
•
•
Learning Intention and Success Criteria
Materials Needed
Restorative Circle
Teaching Procedure
–
–
–
–
–
Welcoming
Opening question/ prompt
Explain need for skill
Teach skill
Model examples and non-examples
• Practice/ Role Play
– Various activities to practice/ reinforce
Tweet Out
• On a sticky note- tweet out a best practice you
have around CICO and/ or SAIG.
• Hashtag which intervention (#cico #saig)
• Example:
– Teachers practice how to give corrective feedback
#cico
– Students have a weekly personal goal #saig
Brainstorm
Discuss each of these common complaints and discuss
how you/ an administrator can address them:
1.
2.
3.
4.
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.
REVIEW
• BAIP
– After CICO, SAIG, Modified 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
BAIP
• After students have not responded to CICO,
Modified CICO, SAIG; before any Tier 3
interventions are attempted
• A static team meets on a individual student
– Teacher invited to meeting
– Data is brought to meeting
• Teacher interview worksheet
– Team creates a Behavior Pathway to find a summary
statement and replacement behavior
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
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)
• 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
• 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 students are asked to work silently and
independently at their desks, Bruce gets up and
starts making quack quack sounds and walks
around the room trying to distract others (see
teacher interview at table)
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
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)
• Use a DPR
• A percentage (0-100%) is inputted into Exceed
Discussion
• What do you need to implement or improve
upon in your building to begin using BAIP as
an intervention for students before entering
Tier 3?
Special Education
• Being in special education is not an
intervention in and of itself
• All special education students can receive Tier
2 interventions
– No need to hold an IEP, may want to ensure
special education is aware
BAIP vs FBA/BIP
• Special Education students with behavior in their
IEP should skip the BAIP and instead have an IEP
meeting to update their FBA/BIP, and then begin
to progress monitor implementation of the FBA
• Special Education students without Behavior in
their IEP should have a BAIP first, if it does not
work, should hold an IEP and create a FBA/BIP to
be included in their IEP and then progress
monitored
The Importance of our Work
• Nicole
• http://youtu.be/Z3Wb5-Sm0MQ
Data into Tier 2
• Report: Referrals by Student
– Data Warehouse Reporting/ Discipline/ School/
PBIS
– Data Warehouse Dashboard/ click on suspensions
graph (takes you to Discipline Dashboard)/ bottom
of screen will have the “Big 5”
Pop Quiz
• Thumbs up or thumbs down• Every PBIS intervention conducted at your
school must be progress monitored and put
on Exceed.
Data system for EXCEED RtI
• How is data collected daily?
– Don’t just throw into a folder
• Who organizes data?
– Data organized by day, and by student
• Who is putting data on Exceed?
– Additional staff member to put on Exceed
– Someone outside the team
– Data goes on weekly
• Data monitored at meetings
EXCEED
• EVERY intervention conducted at your school
must be on Exceed
• Exceed should be updated REGULARLY
– WEEKLY
• Used to progress monitor, not just store data
• Find someone in building who is not
implementing the interventions to update
Exceed data regularly
• Organizing data is essential
Creating an Intervention Plan
• A Plan has 4 tabs to be completed
– Plan Details (date, staff members, etc)
– Select Goals
– Plan Goals (determine baseline and target)
• Behavior: always 40 for baseline and 80 for target
– Intervention (when and what is the intervention)
• USE THE TEMPLATES
Entering Score
• Blue Gear (insert picture of scores screen)
• Can enter student percentage
• Can enter points earned and total possible points
(Exceed will calculate percentage)
• Not Tested option
• Ignored Option
• Narrative
• Don’t put in zeros
– Not tested or baseline
Old Plans
• Can view details of current and old plans
• RtI page- upper right change Currently
Active to whichever year looking for
Viewing Scores
• Click on Student
• Click on monitoring
– A graph of their scores will appear
– See legend to the right
– Print capabilities
Old Data
• Can view prior year data
• Monitoring- upper right change to ALL
Exceed Data in Data Warehouse
• Easier to see data in number format
– No graphs (only in Exceed)
• DW Dashboard
– School Leader Dashboard, right hand side
– “School Intervention Summary”
– Filter for behavior plans
• DW Reporting: Folder: Response to Intervention / School
Intervention Summary
– Enter School Code, Year, Active or Inactive plans, Run Query
Select School Here
School Intervention
Summary
Pop Quiz
• What percentage of students receiving a Tier 2 or
Tier 3 intervention should respond and be
successful?
1. 20%
2. 50%
3. 70%
4. 80%
5. 100%
Success of
Tier 2/3 System
• Individual Student success determined by
earning 80% on their DPR for 80% of the time
• School-wide system fidelity determined by 70%
of students responding to their intervention and
deemed successful
• If less than 70% of students are being successful
with intervention, address the system, NOT the
individual student
Discuss
• Look at graphs provided:
– Is CICO at system fidelity?
– What conversation might you have around the
system fidelity data?
– What 2 students could be transitioned off CICO?
– What 2 students are in need of further
interventions?
– How do you know this?
Building Intervention Team
• Team at your school that meets and looks at
behavior and academic intervention data
• Look at system fidelity
– Problem Solves around the data
• Looks at individual student data
– Make decisions around if student is responding to
intervention, has been successful with
intervention, or needs additional interventions
BIT Members
• The following positions are required for the
Building Intervention Team:
– Regular Education Teacher(s)
– Special Education Teacher(s)
– Support Staff member(s) i.e. Counselors, Social
Workers, Librarians, Instructional Coaches,
Assistants, etc.
• Depending on availability (FTE allocation),
responsibilities, and skill set.
– Administrator (as needed)
BIT Roles
• Once the Building Interventin Team members
are identified, each BIT is required to have a
Team Coordinator(s) and several members
trained in PBIS Tier 2 and 3 processes.
• The Building Intervention Team members
should fill the following roles:
– Team Coordinator(s) (required)
– Data Coordinator
– Record Keeper (minutes)
Expertise
• When collaborating with teacher teams
around individual and student group data and
interventions, the Team Coordinator(s) may
invite additional teachers, coaches or other
staff members that can help address the area
of concern.
– i.e. Teacher with expertise in reading
Meetings
• BIT should meet at least twice a month.
• The PBIS Universal Team, The Learning Team,
and the BIT have different roles and
responsibilities and should not be meeting as
one large group.
– It is recommended that there is either a member
who is a liaison between teams or a method of
communication is established between the two
teams (such as email or a TLC).
Meeting Calendar
BIT Responsibilities
Four Main Responsibilities:
1. Ensure Tier 2 and Tier 3 Intervention Systems
Are In Place (and at fidelity)
2. Screen Students for Behavior Interventions
(Check-In/Check-Out)
3. Review Individual Student Data
4. Review Intervention Systems Data
PBIS Tier 2
• BIT could have a PBIS subcommittee
– Ensures CICO has essential elements (greeters,
creates and copies DPRs, provides PD and updates
to staff, etc)
– Ensures SAIG, BAIP, etc has essential elements
• Discussions around data and system/ student
successes occurs at the BIT
Tier 2 Elements
• Have a Tier 2 Facilitator
• Exceed Staff Member
• Greeters for CICO
– Location?
• A liaison between Tier 1
and Tier 2 (separate
meetings)
• Universally Screen all
students
• Staff aware of students
on Tier 2
• Staff trained on their
role with Tier 2
• A form for staff to refer
students to Tier 2
• Created a DPR
• Have acknowledgement
• Contact parents about
Tier 2
• Have exit criteria from
CICO
• Have SAIG curriculum
• SAIG DPR (could be
same as CICO)
• Have staff member,
time, location for SAIG
• Standing BAIP team
• Teachers trained on
their involvement with
BAIP
• All data entered into
Exceed weekly
• BIT formed to discuss
system and individual
student fidelity with
Tier 2
As a Team
• Wisdom of Geese
• http://youtu.be/5rOg4WfNDfM
Resources
• MPS RtI Website (under Resources)
– http://www5.milwaukee.k12.wi.us/dept/rti/
• MPS PBIS YouTube Channel
– http://youtube.com/mpspbis
• MPS PBIS Pinterest Page
– http://pinterest.com/mpspbis/
• MPS PBIS Twitter Feed
– https://twitter.com/MPSPBIS
• Monthly Newsletter (available on RtI Website)
• Contact your Coach
Tier 2 Day 3
MPS Board of School Directors
Senior Team
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
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives