Presentation on theme: "Marlene Gross-Ackeret and Linda Stead Wisconsin RtI Center/Wisconsin PBIS Network PBIS Technical Assistance Coordinators."— Presentation transcript:
Marlene Gross-Ackeret and Linda Stead Wisconsin RtI Center/Wisconsin PBIS Network PBIS Technical Assistance Coordinators
“ Middle School,” Griffin repeated. “Where did they come up with that, anyway? We’re in the middle of what, exactly? Too old for elementary school, but not old enough for high school. So they shove us here. Look around. There’s not one interesting person in sight, just a bunch of clones who want to be like everyone else.” James Preller, Bystander
“People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s ‘good for me.’ Yeah, well, asparagus is good for me, but it still makes me want to throw up.” James Patterson: Middle School: The Worst Years of My Life
“ Middle School is kind of like Middle-earth. It’s a magical journey filled with elves, dwarves, hobbits, queens, kings, and a few corrupt wizards. Word to the wise: pick your traveling companions well. Ones with the courage and moral fiber to persevere. Ones who wield their lip gloss like magic wands when confronted with danger. This way, when you pass through the congested hallways rife with pernicious diversion, you achieve your desired destination – or at least your next class.” Kimberly Dana, Lucy and CeCee’s How to Survive (and Thrive) in Middle School
Higher-performing middle schools build a culture of success by consistently maintaining these five common elements: 1. Trusting and respectful relationships 2. Students’ social and emotional well-being 3. Teamwork 4. Evidence-based decision making 5. Shared vision of mission and goals ”The Blueprint for Middle School Success” New York City Dept. of Education
What research has shown for schools implementing PBIS Creates learning environments that proactively deal with behaviors. Improves support for students with specialized behavioral needs. Maximizes on-task behavior and increases learning time for all students
Perfect match!!!! or maybe not……..
Middle School Barriers
‣Peer attention trumps adult attention ‣Increased expectation for student self- management ‣Greater physical size of building ‣Coordination among staff
Maintain Tier 1/Universal Foundation of the entire system Develop and Maintain Tier 2 Interventions CICO SAIG FBA BIP Academic Supports Move to Tier 3
From this :
To this: Be A Learner Be Respectful Be Responsible Be Safe Tier I
Be Respectful ( cell phones, texts, etc.) Speak quietly and politely Listen actively to others Raise hand to share Respond positively to teachers and students Be Responsible Be on time Put materials away Clean up after yourself Take pride in your learning Be Safe Move about safely Keep aisles clear Keep hands and feet to yourself Be a Learner Fill out assignment notebook Complete assignments and homework on time Ask questions Do your best Keep electronics off and in lockers
Teach all behaviors Use data to determine what to re-teach, when, how often Consistently use and update you your student acknowledgement system Acknowledge all staff for being a part of PBIS Engage families
Professional development is aligned to the needs of the workers. Leaders invest in the development if individual and collaborative efficacy of a whole group or system. If people are asked to act differently, then their capacity must be developed to do so. Fullan, M. (2008)
Content Building Knowledge Time to observe modeling Opportunity to practice Provide feedback Coaching For every 1 hour of content, 7 hours should be given for these 4 components
From this: Tier 2
To this: Tier 2
Tier 2 team selection Membership Coordinator/Coach Define purpose Data decision rules Professional development on all interventions
Administrator Tier 2 Coordinator/Coach Pupil Services Staff (counselor, school psychologist/social worker) General Educator(s) Special Educator(s)
Overall planning and coordination of Tier 2 systems Regularly review student data Develop and coordinate Tier 2 interventions Provide staff training Ongoing sharing of data and general information with staff
Facilitates the following: Student nominations for Tier 2 interventions Professional development for Tier 2 interventions Data collection system Parent/family notification and explanation Introduction and teaching students
Supports PBIS at all tiers Staff availability to provide interventions Access to space to provide interventions Time to provide interventions Access to data and data system Time to develop and meet
Current data Attendance Discipline (Majors/Minors) Tardies Grades (D and F lists) Team establishes decision rules – indicators? What interventions to provide ?
Professional Development Staff buy in/commitment Staff understand purpose (shift in thinking) Staff understand procedures and responsibilities Share data with staff How to implement CICO and SAIG Room/location Personnel Intervention time
Role of classroom teachers Teacher accountability for honest data points Teacher feedback to student Not using DPR as a sounding board Make it “work” for all students Student Buy in Understanding intervention – All students Viewed as part of positive school culture (not just for “bad” kids) Can’t be a burden or embarrassment
Warning Signs Accepting frequent low data points Teachers not filling out DPR Student loss of interest Support the student at the present level without system review or adjustment Statistically, DPR does not reflect similar data trends compared to current student data
“Teaching middle school is an adventure not a job.” Angela K. Bennet
Enrollment:885 students American Indian:0.6% Asian:6.0% African American:9.3% Latino:3.4% White80.4% Students with Disabilities: 10.8%
: Year 1 of Tier 1 was tough – big learning curve for all Procedural changes Cultural changes o 370 days of OSS in Referrals: Majors vs. Minors o Lack of materials o Incomplete homework o Refer any time? PRC Cards (Positive Referral Card – blue) Began Restorative Practices
: Year 2 of Tier 1 saw many improvements Refined behavior descriptions and referral form Created Classroom Discipline Cycle o Universal for all classrooms posted but not limiting Golden Bus Tickets o Drivers can recognize students for good behavior Reflect and Refocus Form/Room
continued Developed and filmed Cool Tool Videos Created Gold PRC Cards o Collect 2 completed blue cards for a $5 gift card Participated in training for Culturally Responsive Practices District-wide PBIS Meetings School of Merit
: Year 3 of Tier 1; Tier 2 Training HS began PBIS; MS and HS rebranded PBIS as “Falls Pride” Minor tweaks to Referral forms Continued filming Cool Tool Videos to build bank of resources Trained all teachers, educational assistants, and student services staff in Restorative Practices and Circles o Flex classrooms “circled” with students twice a week – Mondays and Fridays
continued Began 6 month test pilot of Flex Rep Council - Allows students to: o Have a voice in setting grade level behavior goal o Have a voice in next steps to achieve the goal o Have a voice in the reward and celebration for meeting the goal BoQ and SAS scores steadily increased over the last two years Tested CICO with 10 students for 3 months School of Merit
Moving Forward with Tiers 1 and 2 PEP Assembly for Falls Pride Kick-Off!!! Increase students on CICO (20) Train support staff in Restorative Practices Continue Flex Rep Program o Refine students involvement and attempt to address monthly
School website: Scott Marty, Associate Principal Jess Gieryn, 7 th Grade Teacher
Frank Lloyd Wright Intermediate School WA-WM Schools PBIS – Scaling from Tier 1 to Tier 2
Frank Lloyd Wright Overview Demographics : 1,055 total students. – 15% Hispanic, 5% Asian, 70% White, 6% Black, 4% Other, 14% students with disabilities. Tier 1 implementation (Fall 2012). Successes – More than 10,000 That’s How We Roll cards were earned by students through school-wide behavior recognition, where students can redeem for classroom incentives, chance for monthly sundae bar and/or visit to the Magic Bookstore. Barriers – Fidelity and perception of card participation. Tier 2 readiness (Fall 2013). Student - Student Service Watch List – Big “5” SAIG – Student Service mini lessons (on website). Positive Expression, Working Appropriately, Self-Esteem, Social Media CICO – Attendance - 85% target Lunch bunch/Breakfast Club ◦ Sundae Bar/Magic Bookstore Staff - Stars of the month (2)
Lunch Program – Tier 1 and 2 Lunch Bunch and Homework Club
Value Added – Tier 1 and 2 That’s How We Roll – Sundae Bar and Magic Bookstore
Staff - Tier 1 and 2 Stars of the Month
Contact Information Contact Information Website - http//wright.wawm.k12.wi.ushttp//wright.wawm.k12.wi.us Adam Freund, Internal Coach Ryan Hammernik, Associate Principal Phone Number
Check-In/Check-Out (CICO) Individualized CICO ◦ CICO with specific goals (ie: brings materials to class) Academic CICO Academic CICO Social Academic Instructional Groups (SAIG) Brief Functional Behavioral Assessment (FBA)/Behavior Intervention Plan (BIP)
Students on basic CICO : 42 ◦ Academic CICO: 1 Students on basic CICO : 39 ◦ Individualized CICO: 23 ◦ Academic CICO: 2 Students on basic CICO : 61
Not getting enough data ◦ Kids not participating (or sporadically participating) Teachers not buying in/participating ◦ Teachers not doing CICO with fidelity ◦ Teachers not prompting students for sheet
In year 1( ): Tier 2 team analyzes data and makes decisions for all students ◦ Team does not know all students Difficult to make appropriate modifications ◦ Too many students to effectively manage ◦ Lack of teacher ownership and participation
February 2013-present ◦ Grade level teams analyze data and make decisions for their students Teachers know students Easier to make appropriate modifications Smaller number of students to manage Teachers make decisions for their students More ownership and participation Better knowledge of which students are participating in CICO
Student Data Slides ◦ Created by CICO Coordinator ◦ Contains basic information When student started on CICO How they qualified Updates from previous months Plan modifications ◦ Contains graph (individual student report- CICO/SWIS) ◦ Contains number of ODRs Google Form
Fidelity checklist ◦ Teachers take monthly to assess fidelity of implementation Improved fidelity-helps to have a reminder of all the components
Students will begin to circle their own numbers after 2 weeks of participation on any CICO intervention (teachers can change) Students participating on individualized CICO will be able to set their own goals and rating scales (with CICO Coordinator) Add TWO additional levels of CICO support ◦ Individualized CICO with “SAIG” instruction Quick lesson taught during intervention block (in the classroom) Strategies reinforced in EACH classroom throughout the day ◦ Individualized CICO with “SAIG” instruction and additional support Provide additional materials/supports EACH hour to help the student in meeting their goals
Website: Paul Anderson, Internal Coach Liz Ptaschinski, Internal Coach
What has been your biggest success and your greatest challenge?
If you had a “do over” what would you do differently? How would you do it?
What actions will you take to maintain Tier 1 and Tier 2?
Describe your next steps for the school year and beyond.
What general advice would you give to other middle schools?