1. MU Center for SW-PBS College of Education University of Missouri Team Workshop for Emerging Advanced Phase SW-PBS Teams: Session 1 – Sustaining & Maintaining Tier 1 MO SW-PBS Training

2. MO SW-PBS School Support Marsha Confluence Desoto Northwest SLPS mhightower@edplus.org Karen Francis Howell Language Immersion SLPS Wentzville kwesthoff@edplus.org

3. MO SW-PBS Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group MO SW-PBS

4. Roles and Responsibilities Resource Manager Quality Control ( reminder cards) Secretary Reporter

5. MO SW-PBS Agenda SET and the Recognition Process Important Dates School Outcome Data Revisiting the 7 Components for Tips for Sustainability Review Readiness Requirements for Tier 2 Classroom practices: Activity Sequencing and Choice

6. All Schools at Emerging Advance Level are required to have a (SET) Schoolwide Evaluation Tool during the 2014-2015 school year

7. MO SW-PBS SET Evaluates Across 7 Feature Areas: Expectations Defined Behavioral Expectations Taught Acknowledgement Procedures in Place Correction Procedures in Place Monitoring and Evaluation (Data) Evidence of Established Management Procedures Evidence of District-level Support

8. MO SW-PBS Data Sources for SET: Discipline Handbook School Improvement Plan SW-PBS Instructional Materials SW-PBS team records ODR data SW-PBS Consultants conduct External Observations Brief Student and Staff Interviews

9. MO SW-PBS Applying for State Recognition Achieve an 80/80 on the SET

10. MO SW-PBS Criteria is Based on Systems Data Practices

11. MO SW-PBS Systems A team is in place and meets at least monthly Current Action Plan Consistent team membership & attendance by administration Expectations & strategies communicated to all staff, students and families A continuum for encouraging expected behaviors is documented A continuum for discouraging inappropriate behaviors is documented

12. MO SW-PBS Data All required forms submitted on time Evidence of ongoing data being collected, reviewed and analyzed for decision making at the Tier 1 level Evidence Big 5 reports are developed, reviewed and analyzed for decision-making by the team at least monthly Evidence Big 5 reports are presented by the team, then reviewed and analyzed by the full staff at least monthly Evidence of maintaining or improving student outcomes

13. MO SW-PBS Examples of Data Documentation Timely submission of surveys/documents PBIS APPS Self-Assessment Survey (SAS) School Safety Survey (SSS) MOODLE Uploads Monthly Team meeting minutes Quarterly reports

14. MO SW-PBS Practices Expectations posted in all non-classroom settings Evidence of regularly teaching social/behavioral skills in all schoolwide settings Lesson Plans Annual Teaching Schedule Evidence classroom rules and procedures align with schoolwide expectations (posted in classrooms)

15. MO SW-PBS Submit all information in an organized manner by March 31st

16. MO SW-PBS Mark Your Calendars SWIS Data Training: Sept. 29 th Administrator Networking Meeting: October 2 nd SET Training: December 17 th (Optional) Summer Institute: June 10-12 at Tan Tara

17. MO SW-PBS Survey Dates 2014-2015 PBIS APPS: www.pbisapps.org School Safety Survey: Aug. 4 th - Sept.30 th Self Assessment Survey: January 19 th - March 31 st Schedule your SET prior to March 23, 2014

18. MO SW-PBS Due Dates 2014-2015 Monthly Minutes Quarterly Data: 1 st – Oct. 24, 2014 2 nd – Jan. 30, 2015 3 rd – March 27, 2015 4 th – May 22, 2015 *Upload to MOODLE

19. MO SW-PBS MOODLE www.edplus.org Upload by Due Date Monthly Minutes ( PBS Secretary) Quarterly Data ( Data Manager) Additional Resources Websites (PBIS Apps & Missouri pbis.org) Standard Documents ( Action Plan, Universal Checklist, Data Alchemy, Teacher Tools, Monthly Tips)

20. MO SW-PBS Tips for Tier 1 Chairperson/Team

21. MU Center for SW-PBS College of Education University of Missouri School Outcome Data

22. MO SW-PBS School Outcome Data Data to be collected: 1.Student Assistance Referrals 2.Referrals by Student 3.Office Discipline Referrals by Grade Level School Outcome Data Directions

23. MO SW-PBS Student Assistance Referrals

24. MO SW-PBS 1. Student Assistance Referrals Count of students nominated to general education team(s)*, within the school that review concerns related to academic and/or behavior BEFORE special education referral is considered. *General Education Team = Student Support Team, Student Study Team, Student Assistance Team, Student Improvement Team, Problem-Solving Team, Tier 2 or Tier 3 Team

25. MO SW-PBS Student Assistance Referrals General Education Team: Pre-SPED referrals to Student Assistance Team (includes Tier II/III Team)  Academic Support  Social/ Behavioral Support Special Education  Referred  Qualified Outside Agencies

26. MO SW-PBS Outside Agencies Examples County Health Department County Mental Health Other Mental Health Providers Dental assistance Eye care assistance Food Pantry

27. MO SW-PBS Assistance Referrals Documentation

28. MO SW-PBS Special Education

29. MO SW-PBS Referrals by Student Documentation

30. MO SW-PBS

31. Referrals by Grade Documentation

32. MO SW-PBS 3. Referrals by Grade Level Total Office Discipline Referrals per Grade Level Disaggregated by IEP and Non-IEP

33. MO SW-PBS Data is Used To… School Chart your progress by student outcomes Action plan at the school level Region Provide targeted assistance State SW-PBIS Team Adjust training content Identify exemplar schools Chart progress of Missouri PBIS National Chart progress of Missouri Schools Identify areas for research

34. MO SW-PBS Data is NOT Used To… Hold individual schools accountable

35. MO SW-PBS DUE DATE October 31 st : 2013-2014 June 30 : 2014- 2015

36. MO SW-PBS Submit this worksheet to: moswpbs@missouri.edu PLEASE BE SURE TO INCLUDE THE FOLLOWING IN THE BODY OF THE EMAIL: Contact Name & Email School and District Name

37. MO SW-PBS Emerging Advanced Outcomes “The Year of Insurance” Assess current reality using data Revise and continually strengthen existing systems of Tier 1 Evidence of all staff implementing the 8 Effective Classroom Practices effectively Identify and measure Tier 2 readiness requirements MO SW-PBS

38. Supporting Tools Action Plan Template The Universal Support Checklist *Hard Copies are Provided *Electronic access on Moodle MO SW-PBS 35

39. MO SW-PBS Activity: Essential Components Review 8 Station Review Activity Number off 1-8. Bring a marker with you. Go to your designated starting station. Appoint a recorder and a reporter. Discuss and chart ideas concerning the questions about this MO SW-PBS Essential Component. Rotate to the next station when signaled and add to the discussion. Be prepared to share out at your last station.

40. MO SW-PBS Session 1 Outcomes At the end of today’s session, you will be able to… Engage staff in renewing ongoing commitment to a positive, proactive and instructional approach to discipline. Readiness requirements for Tier 2 with faculty and staff. Selectively use the classroom practice, activity sequencing and choice, as needed to maintain student engagement.

41. MO SW-PBS Session 1 Outcomes At the end of today’s session, you will be able to… Engage staff in renewing ongoing commitment to a positive, proactive and instructional approach to discipline. Readiness requirements for Tier 2 with faculty and staff. Selectively use the classroom practice, activity sequencing and choice, as needed to maintain student engagement.

42. MO SW-PBS Common Philosophy & Purpose All good discipline approaches begin with the examination of each individual’s philosophy about human behavior. This philosophy drives all decisions regarding clarifying, teaching, encouraging, and discouraging behavior.

43. MO SW-PBS Why are we implementing SW-PBS?

44. MO SW-PBS Keep the Focus on Students

45. MO SW-PBS Discussion: Common Philosophy & Purpose Have all staff members adopted a positive and proactive philosophy concerning student behavior? Do they believe that all students can change? Do teachers feel they have the skills necessary to influence change? Do you need to Encourage staff re-commitment due to changes staff or implementation fatigue?

46. MO SW-PBS Goal: Complete Your Team Puzzle Following the directions provided assemble the puzzle as a team. Skills needed are: Communication nonverbal and verbal Problem Solving Access to Resources

47. MO SW-PBS Phase 1 Directions for the First 30 seconds: Assemble pieces alternating turns. One person put down a piece, then the next person and so on. Use a Voice Level Zero Only Touch 1 puzzle piece at a time and only when it is your turn Nonverbal communication is prohibited

48. MO SW-PBS Phase 2 Next 30 seconds Continue assembling the puzzle without talking You can touch each others’ pieces

49. MO SW-PBS Phase 3 Next 60 seconds As a team complete your puzzle using all available resources Talking is now permitted

50. MO SW-PBS Debrief Related to the Team Process…. What insights do you have about this activity?

51. MO SW-PBS Puzzle Activity Purpose Team Composition and Effectiveness Do you have a solid team in place? Does each person on your team have a specific role? Have you established a team member rotation method? Is there a system in place to mentor new Tier 1 Team members? Are your Tier 1 systems solidly in place? Do you have a current action plan? Who can you ask if you need some assistance? Consultant PBS team members Other schools 51

52. MO SW-PBS Session 1 Outcomes At the end of today’s session, you will be able to… Engage staff in renewing ongoing commitment to a positive, proactive and instructional approach to discipline. Readiness requirements for Tier 2 with faculty and staff. Selectively use the classroom practice, activity sequencing and choice, as needed to maintain student engagement. Use effective action planning to guide and monitor development and implementation tasks.

53. MO SW-PBS Tier 2 Readiness Requirements Schoolwide Evaluation Tool (SET) = score (80/80) for the 2014-2015 school year Schedule your SET prior to March 23 rd.

54. MO SW-PBS Tier 2 Readiness Requirements Self-Assessment Survey (SAS) = 80% of staff report that Schoolwide, Non-Classroom & Classroom Systems are ‘In Place’

55. MO SW-PBS SAS was a significant predictor of sustained implementation ~ McIntosh 2013

56. MO SW-PBS

57. Discussion: Self-Assessment Survey Review the Schoolwide, Non-Classroom, and Classroom Subscales of your SAS Results and discuss the following with your team… Do you have 80% or above on these 3 subscales? If yes, how will you sustain this level of implementation? If no, what items need to be added to your action plan in order to reach this level of implementation? How will you communicate these results and next steps to your faculty and staff? MO SW-PBS

58. Tier 2 Readiness Requirements Office referral data indicates 80 percent of students in the 0-1 referral range System in place to document classroom minors ( Minor Tracking form) Consistent use of school-wide data for making decisions ( Tools: Monthly Big 5 Data Report, Decision Making Model, Data Alchemy) MO SW-PBS

59. Discussion: ODRs, Minors, & The Big 5 Review your ODR Data from the end of last year and discuss… Do you have 80% of students in the 0-1 referral range? Do you have a system in place to document classroom managed behaviors (minors)? Does your SW-PBS Leadership Team consistently use Big 5 Data Reports (at least monthly) for decision making? MO SW-PBS

60. Tier 2 Readiness Requirements Administrator and core group of staff will serve as Tier 2 Team. Determine a core group of team members who will attend trainings Crossover membership with Tier 1 Team At least one member with behavioral expertise At least one member with academic expertise Access to district level support MO SW-PBS

61. Discussion: Leadership Team & Support Discuss the following with your team… Do you have an administrator and core group of staff that will serve as a Tier 2 Team? Do you have access to district level support in regard to SW-PBS implementation? MO SW-PBS

62. Barriers to Success Lack of administrative support & leadership Effective system for communication not in place Classroom System implementation not in place Documentation of classroom infractions (minors) not in place Data decision rules are not in place or not followed Fidelity of Implementation is not checked

63. MO SW-PBS TIER 2 TRAINING REQUIREMENT Administrator and tier 2 team required to attend all 4 trainings

64. MO SW-PBS Discussion: Readiness for Tier 2 With your team… Review each Tier 2 Readiness Requirement. Discuss where your building is on the continuum for each statement. What evidence do you have? What can you celebrate? What steps can be taken to improve? Not In Place Partially In Place In Place

65. MO SW-PBS Session 1 Outcomes At the end of today’s session, you will be able to… Engage staff in renewing ongoing commitment to a positive, proactive and instructional approach to discipline. Review Readiness Requirements for Tier 2 with faculty and staff. Selectively use the classroom practice, activity sequencing and choice, as needed to maintain student engagement.

66. MO SW-PBS Effective Classroom Practices 1.Classroom Expectations 2.Classroom Procedures & Routines 3.Encouraging Expected Behavior 4.Discouraging Inappropriate Behavior 5.Active Supervision 6.Opportunities to Respond 7.Activity Sequencing & Offering Choice 8.Task Difficulty

67. MO SW-PBS Activity Sequencing & Choice For students who can do the work but choose not to due to… Inadequate reinforcement Lack of Motivation MO SW-PBS 345

68. MO SW-PBS Activity Sequencing & Offering Choice: Defined Activity Sequencing Alter the manner in which instructional tasks, activities are ordered in such a way that promotes learning and encourages appropriate behavior. Offering Choice Providing options in activities such as the type, order, materials, who, where and when they occur. MO SW-PBS

69. Activity Sequencing & Offering Choice Increases student engagement with learning and task completion. Decreases disruptive behavior. Improves student perceptions of assignments previously considered too difficult. Helps build positive adult-student relationships. MO SW-PBS 345

70. MO SW-PBS Task Interspersal Definition A simple strategy of interspersing tasks that have already been mastered within an assignment of new learning. MO SW-PBS 345

71. MO SW-PBS Activity Sequencing Sequencing content to promote learning and appropriate behavior. Two strategies: Task Interspersal–Intermingle easier tasks among longer or more difficult tasks. Behavior Momentum–Using simple instructions to precede more difficult instructions. MO SW-PBS 345

72. MO SW-PBS Task Interspersal– Continued Why? Can promote greater confidence and motivation to both begin and finish the activity. Positively impacts overall perception of the assignment. Students perceive interspersed tasks as taking less time to complete, being less difficult and requiring less effort Allows for review of previously learned content while heading off frustration. MO SW-PBS

73. Task Interspersal Who? Students who become frustrated with work perceived as difficult, requiring a slower pace, or more effort. Individual intervention for a student experiencing frustration and poor task completion. MO SW-PBS

74. Task Interspersal When? Incorporate into instructional materials for all students. Used as an individual intervention for a student experiencing frustration and poor task completion. MO SW-PBS

75. Example of Task Interspersal Emily is an average math student, but when given more difficult problems she works for a while, then quits and refuses teacher help. She has already mastered multiplication with one and two-digit numbers. To help Emily, the teacher arranges her work to include a mix of three-digit, two-digit, and one-digit problems. The assignment includes more two- and one-digit problems than three- digit. When she finishes a series of problems, Emily is asked to raise her hand. The teacher praises Emily for effort and work completion. This series is repeated and the teacher increases the number of harder problems, checking to see that Emily is successful each time. Eventually, Emily is able to complete a full series of three-digit problems with accuracy. Colvin, 2009 MO SW-PBS

76. Guideline for Using Task Interspersal An item must be truly at mastery level before using for interspersing. Students prefer assignments when up to 30% of items are new. Intersperse in a ratio of 1:3; one mastered to every three new items. Slowly fade the mastered items as fluency builds with new content. Eventually disperse and eliminate the already mastered items. Logan and Skinner (1998) MO SW-PBS 345

77. MO SW-PBS Activity: Task Interspersal Personal Reflection Think of the subjects or content you teach. List several of the activities or assignments students complete in your class. Identify ways you could mix in mastered material with new material in each activity or assignment. Share with a partner 346

78. MO SW-PBS Behavioral Momentum What? Using the momentum of easier tasks or requests to build energy or motion to complete requests or activities of greater difficulty. Who? Can be used with individual students or the entire class. Why? Increases likelihood that the more difficult task will be completed. MO SW-PBS 347

79. MO SW-PBS Behavior Momentum– Continued How? Identify behaviors that have a high probability of completion. Then precede more difficult requests by giving three or more requests the student can readily do. After successful completion, reinforce the student. Then present the task that is known to have a lower probability of being completed. Again, reinforce the student. Gradually reduce the number of easier requests. MO SW-PBS 347

80. MO SW-PBS Example of Behavior Momentum Miguel does not like to read, and in the past when asked to read he hangs his head and closes his eyes. Today, his teacher begins the small group reading by reading to him briefly. Then she asks him to follow along and read with her. When he does she praises him then asks him to read every other sentence on his own. She praises him again and now asks him to continue reading by himself. MO SW-PBS

81. Discussion: Behavior Momentum Think about your classroom and students. What do you already do to sequence activities or requests to produce behavioral momentum? What students or tasks could benefit from this strategy? How will you incorporate this into your daily practices? Be prepared to share. MO SW-PBS 347

82. MO SW-PBS Student Choice What? Providing students with a choice of activities, materials, etc. When? Who? Used selectively with the entire class or individuals. Frequently used with students at-risk who are provided choice on the sequence of their day’s work or with a student who has multiple unfinished tasks to complete. Why? Choice appears to help with both compliance and task completion as well as affect or positive student feelings for school and their teacher. Used class-wide, it can have a positive group effect. MO SW-PBS 346

83. MO SW-PBS Student Choice– Continued What Choices? Type of activity or mode of the task (e.g., written, oral, project, etc.). Materials used to complete an assignment. Order or sequence in which tasks are completed. How the work will be done or with whom to work (e.g., work in a group, pairs, individually). Where to work. What to do when task is done. MO SW-PBS

84. Activity: Student Choice Read the scenario from Mr. Franklin’s class on handout Effective Classroom Practice – Student Choice. Underline when he offered choice. Be prepared to share with the group. 348

85. MO SW-PBS Mr. Franklin Offers Choice Mr. Franklin knows that his students enjoy project-based activities that relate to their everyday lives. He also knows of students who love using technology rather than paper and pencil tasks. He considers his resources (e.g., available computers, physical space, staff and time) and develops his plan carefully. When presenting the new unit on recycling, Mr. Franklin offers students a choice of two activities: 1) develop a recycling survey or 2) plan a recycling program. He has students vote on what activity they want to pursue that day. Students then divide into two groups according to their choice. MO SW-PBS 348

86. MO SW-PBS Mr. Franklin Offers Choice - Continued Mr. Franklin allows group one to develop a recycling plan for either their classroom or neighborhood; group two could develop their own survey questions or browse the internet to search for other surveys to use as an example. He further allows students to select whether they prefer to work in their group, pairs or individually. After these decisions are made, Mr. Franklin guides them to choose if they want to handwrite the survey or recycling plan or prepare it on the computer. When the work is complete and shared, Mr. Franklin asks students to write on a piece of paper what parts of the lesson they enjoyed most and why. He plans to use the feedback for future lesson planning. (Adapted from Kern & State, 2009) MO SW-PBS 348

87. MO SW-PBS Steps for Using Choice in the Classroom 1.Create a menu of choices you would be willing to provide to students. 2.Look through your choice menu before planning each lesson. 3.Decide what types of choice are appropriate and where they fit best in the lesson. 4.Provide choices as planned while teaching the lesson. 5.Solicit student feedback and input. MO SW-PBS

88. Discussion: Student Choice How do you currently use choice in your classroom? Are there ways that you could increase the opportunities for student choice without compromising learning outcomes in your classroom? MO SW-PBS

89. Activity: Student Choice Using the handout list the subjects or content areas that you teach. Identify the ways that you might be able to include student choice for each. Work independently or with a partner. Share ideas with your team. Reporter for your team will share with the whole group 2 ideas from the list below Type of activity or mode of task. The order or sequence of tasks to be done. The kind of materials to be used. How the work will be done or with whom to work. The location of the work. What will be done when work is completed. 349

90. MO SW-PBS Eight Effective Classroom Practices Resources http://pbismissouri.org >Teams>Tier 1 Workbook> Effective Classroom Practices Power Point Handouts Teacher Tools

91. MO SW-PBS Action Planning: Effective Classroom Practices Add the following to your Action: Review feature 7 on the ‘Effective Classroom Practices’ component of your Universal Support Checklist. Decide Who, When, and How you will provide PD on Activity Sequencing and Choice with your staff.

92. MO SW-PBS Activity: Universal Support Checklist and Action Planning With your team… Review the Universal Support Checklist items. For each item, indicate if it is ‘In Place’, ‘Partially In Place’, or ‘Not In Place’. For each item, provide evidence of supporting implementation data. Write goals on action plan to complete task partially in place or not in place. **One copy stays with team, one copy will be turned in to us before leaving today.

93. MO SW-PBS Next Session: November 13, 2014

94. MO SW-PBS All participants please Complete an Evaluation Bus your tables Resource Manager please Turn in… The Universal Checklist (1 Copy with school name) Tier 2 Readiness Checklist ( 1 copy) Evaluations Marker Box