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PBIS: TIER II. ACKNOWLEDGEMENTS Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive.

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Presentation on theme: "PBIS: TIER II. ACKNOWLEDGEMENTS Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive."— Presentation transcript:

1 PBIS: TIER II

2 ACKNOWLEDGEMENTS Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive Behavior Support Center for SW-PBS, College of Education, University of Missouri Illinois PBIS Network

3 INTRODUCTIONS

4 BACK TO THE BASICS OF PBIS What’s the point of PBIS? How does it impact School Climate? Change Student Behavior AND Way Behavior Addressed: Who changes more, adults or students?

5 3-TIERED MODEL Intensive Targeted Universal Few Some All

6 WHAT BROUGHT YOU HERE? Why are you interested in Tier II? What kinds of students are you thinking of for Tier II interventions?

7 WHY USE TIER II INTERVENTIONS? Not all ‘frequent flyers’ need intensive interventions…  Children with issues vary in transgressions  Interventions matched to student’s needs  Can prevent severe problem behavior  Use fewer resources (than Tier 3)

8 TIER II IS FOR STUDENTS WHO….  Are at-risk for an academic and/or social- behavioral concern  Continue to engage in frequent problem behavior despite effective school-wide, Tier 1 prevention efforts  Need additional teaching, monitoring and feedback  Could benefit from extra attention or support at school before they are in crisis (Crone, Hawken & Horner, 2010)

9 TIER II INTERVENTIONS ARE FOR STUDENTS WITH…. Low level problems  Non-compliance, disrespect  Work completion  Attendance, tardy ODR 2-5, classroom minor 4-6 range Behavior that occurs across multiple locations Internalizing or externalizing concerns (Crone, Hawken & Horner, 2010)

10 ARE YOU READY FOR TIER II?  Are Universal systems consistently implemented with fidelity?

11 UNIVERSAL SYSTEMS CONSISTENTLY IMPLEMENTED?  Do all students have access?  Are teachers/staff consistent in practices?  Are office discipline referrals (ODRs) filled out properly/consistently?  Are minors documented in classroom?  Are data used regularly to make decisions?

12 CLASSROOM PRACTICES It’s very important that classroom practices are in place and consistent from classroom to classroom!  Classroom expectations/rules clearly defined  Procedures/routines clearly defined  Strategies to acknowledge appropriate behavior  Strategies to respond to inappropriate behavior  Active supervision  Multiple opportunities to respond (academic engagement)  Instruction based on student need

13 Source: OSEP Center for PBIS

14 Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___ On Flash Drive Source: > Resourceswww.pbis.org

15 HOW DO YOU KNOW IF UNIVERSALS ARE IN PLACE? Some ways to evaluate: Schoolwide Evaluation Tool (by outside evaluator) Self-Assessment Survey (entire school staff) Administrative walk-throughs to observe classrooms Feedback from parents and visitors (surveys, interviews, etc.) Office Discipline Data (are 80% or more of students receiving 0-1 office discipline referrals?)

16 ACTION PLANNING Activity 10 Minutes Using the Multi-Tiered Action Plan (MAP) on your flash drive, list any Universal Topics that need to be addressed, along with Next Steps. Use the Team Implementation Checklist as a guide (also on flash drive).

17

18 THE BASICS OF TIER II WHAT YOU NEED TO GET STARTED

19 TIER II TEAM Is Tier II Team in place?  Administrator on team  Universal team member on team  Tier II team members dedicated to developing expertise in behavior assessment and intervention planning  Team includes faculty with expertise in academic assessment and intervention  Team members dedicated to attending trainings as a team

20 TIER II TEAM PURPOSE  Plan and Coordinate Tier II Systems  Review Student Data Regularly  Develop and Coordinate Tier II Interventions  Provide Staff Training  Continually Share Info with Staff

21 Tier II Systems Planning Team  Meets at least once a month  Monitors effectiveness of interventions  Review data to make decisions on improvements to the interventions  Individual students are NOT discussed Tier II Problem Solving Team  Meets at least every 2 weeks  Develops plans for one student at a time  Teachers and family of student are typically invited SYSTEMS PLANNING TEAM VS. PROBLEM SOLVING TEAM

22 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP 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 Rev Universal Team Universal Support Illinois PBIS Network

23 SYSTEMS TEAM ROLES Team Leader: responsible for agenda & facilitation of meeting Intervention Coordinators : report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding well”) Recorder: a.k.a. note taker Time Keeper Family Representative CICO Facilitator: adult who checks students in and out in the morning and afternoon

24 ACTIVITY 10 Minutes Team Time! Take a few minutes to decide, as a team who is missing from team what role each team member will play when your Systems team will meet when the Problem Solving team will meet

25 GUIDING QUESTIONS On flash drive

26 STEPS TO IMPLEMENTING TIER II Ensure that school-wide universals are in place  Establish procedures to identify students who need additional supports  Identify what supports students need  Environmental (e.g., classroom supports)  Intervention  Establish procedures to monitor & evaluate progress (individual students and Tier II interventions overall)  Ensure that staff implementing interventions have skills and support  Train ALL staff – make them aware of interventions and their roles

27 STEP 1. STANDARD IDENTIFICATION CRITERIA  What factors will determine if a child will be considered for Tier II interventions? ACTIVITY (5 minutes):  As a group, list factors you would like to be used when considering students for Tier II interventions.

28 FACTORS TO CONSIDER  Major office discipline referrals  Minor referrals  Attendance record  Academic concerns  Internalizing behaviors (withdrawn, unmotivated, fearful, self-injuring, etc.)

29 CREATE A DATA DECISION RULE Examples of Data Decision Rules:  2 Major ODRs within 9 weeks or  5 Minors within 9 weeks or  5 absences within 9 weeks or  60 minutes out of instruction per week

30 DATA DECISION RULE EXAMPLE Continued on next slide…..

31 DATA DECISION RULE EXAMPLE, CONT. (Concern) (Data Decision Rule) (Data Source)

32 ACTIVITY 15 Minutes As a team, make a draft of your Data Decision Rule for Tier II interventions. ConcernDecision RuleData Source Attendance Social Behavior Academics Template on your flash drive

33 OTHER STRATEGIES TO IDENTIFY STUDENTS  Teacher Referral  Parent/family Referral  Other staff referrals – examples: Nurse – students visiting often Bus driver – repeated behavior on bus, quiet/withdrawn, etc.  Universal Screening

34 EXAMPLE OF TEACHER REFERRAL Request for Assistance Form Date: Student’s Name: Teacher/Team: Grade: IEP: Yes No Please identify the student’s strengths. Some possible strengths include academic interests, social skills, hobbies, sports, etc Problem Behaviors: (please circle those are areas of concern) Verbally Harasses Others Disrupts Class Activities Noncompliant Difficulty completing work Withdrawn Tardy Inattentive Other Academic Concerns: Math Reading Writing Study Skills/Organization All academic areas Why do you believe this student is engaging in problem behavior? (please circle primary function) Adult Attention Peer Attention Escape from difficult work/tasks Escape from adult/peer attention Gain access to preferred activity/item Teacher Gathers: Academic Performance Data Behavior data and strategies tried Office Gathers: SWIS/ODR Data Attendance Data

35 ACTIVITY 10 Minutes As a group, discuss ideas for the teacher referral process for Tier II interventions. Add to Guiding Questions.  Things to consider: What information will be on form Who completes form When What data must be used Consider both internalizing & externalizing behaviors

36 STEP 2. DATA COLLECTED TO MONITOR THE PROGRESS OF EACH STUDENT  What type of data will be collected?  When will data be collected?  How will data be collected?

37 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SWIS and ISIS- SWIS Tools Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) - Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

38 STEP 3. STANDARD EXIT CRITERIA  What data results?  ODRs?  Teacher input?

39 QUESTIONS?

40 TIER II INTERVENTIONS

41 TIER II INTERVENTIONS…  Linked directly to school-wide expectations  Continuously available  Implemented within a few days  Can be modified, based on data

42 TIER II INTERVENTIONS…  Give students positive, constructive feedback  Give students opportunities to practice new skills  Include school-home communication

43 TIER II INTERVENTIONS…  Include orientation process for students  Include orientation process for staff and subs involved

44 QUESTIONS?

45 SOME TIER II INTERVENTIONS Check-in Check-Out (CICO) Social/Academic Instructional Groups (S/AIG) CICO with Individualized Features Mentoring

46 CHECK-IN CHECK-OUT

47 CHECK-IN CHECK-OUT IS… An intervention designed for a group of students (typically about 10% of school population) whose problem behaviors… persist, even with universal practices and systems don’t require individualized interventions are happening in multiple settings

48 KEY PRACTICES OF CICO Link to school-wide expectations More positive adult interaction Embedded social skills training Frequent feedback on behavior Positive reinforcement for meeting goals Home-school communication every day

49 FEATURES OF CHECK-IN CHECK-OUT (CICO) School-wide expectations are goals Student checks in and out with same adult at same time each day Same Daily Progress Report (DPR) used for all students (rating scale) Rating scale on DPR is same for all students Short-term intervention

50 CICO DAILY CYCLE 1.Student checks in with assigned adult at arrival time  Adult greets student positively  Review school-wide expectations  Student is given new DPR  Student turns in previous day’s signed form (optional)  Student receives reinforcer for check-in (optional)

51 CICO DAILY CYCLE, CONTINUED… 2. At each class (or throughout day): * Teacher provides positive and/or corrective behavioral feedback * Teacher (or student) completes DPR

52 CICO DAILY CYCLE, CONTINUED… 3. Check-out at end of day: * Review points & goals with coordinator * Reinforce youth for checking-out (token/recognition - optional) * Receive reinforcer if goal met (optional) * Take DPR card home (optional)

53 CICO DAILY CYCLE, CONTINUED… 4. Give DPR to parent (optional) * Receive reinforcer from parent * Have parent sign card * Students are not “punished” if their parents don’t cooperate 5. Return signed card next day – celebrate (if not returned, simply go on)

54 BEP/CHECK-IN CHECK-OUT CYCLE Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks SafeResponsibleRespectful Check In Before Recess Before Lunch After Recess Check Out Today’s goalToday’s total points Source: pbis.org – presentation by A Todd, S Romano, and N Sampson

55 VIDEO Example of giving feedback during the day From ‘The Behavior Education Program, A Check-In Check-Out Intervention for Students at Risk ‘(Hawken, Pattersson, Mootz, and Anderson) (The entire video can be borrowed from CCE’s library)

56 CICO STAFF

57 CICO COORDINATOR – CHARACTERISTICS Someone that is viewed as ‘positive’ by students Good communication skills with students, staff, family Will consistently follow through with activities Can use data effectively to make decisions on student progress

58 CICO COORDINATOR - REQUIREMENTS Be in school every day Have a flexible schedule at the beginning and end of the day Fluent in CICO procedures

59 CICO COORDINATOR – ROLES/RESPONSIBILITIES Train new students entering the CICO intervention Check students in and out each day (others can do this, too) Start them out on a positive note at beginning of day – reminders, encouragement, etc.) Positive reinforcement at end of the day; reminders and practice, if needed Give positive reinforcement when students reach goals, turn in DPR, and turn in parent signatures Progress monitor and communicate student needs with parents, teachers Collect DPRs Record data daily Summarize data for Tier II team meetings, and/or meetings with parents/staff

60 CICO FACILITATORS Must be someone students view as ‘positive’ Check students in and out each day Give students new DPR each morning Start them out on a positive note at beginning of day – reminders, encouragement, etc.) Positive reinforcement at end of the day; reminders and practice, if needed Collect DPR at end of day and either add points, or have student add points Give positive reinforcement when students reach goals, turn in DPR, and turn in parent signatures

61 ACTIVITY 10 Minutes Brainstorm ideas for CICO daily cycle: Who would make a good CICO coordinator? Who would be good CICO facilitators? Where will morning/afternoon check-ins take place?

62 QUESTIONS?

63 DAILY PROGRESS REPORTS

64 DAILY PROGRESS REPORT (DPR) Why use DPR? Rate student’s behavior for each school-wide expectation 3 point scale, typically 0-2 Scale can be symbols (e.g., sad face, neutral face, smiley face) for young children

65 EXAMPLE OF DPR

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67 Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. Adapted from Grant Middle School STAR CLUB (Illinois) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

68 ACTIVITY 10 minutes As a team, make a draft of an age appropriate Daily Progress Report that can be used by all students for Check-in Check-out. (two example templates are on your flash drive)

69 HOW TO USE DPR DATA 1.Monitor Student Progress a.Weekly review with student b.Adjust goals c.Recognition for student progress 2.Tier II Meetings a.Review student progress b.Discuss change of monitoring level (teacher monitored vs. self- monitored) c.Overall progress of all students (are most students reaching their goal?)

70 CICO-SWIS  Applications > SWIS Suite  Try the CICO-SWIS Demo

71 CICO-SWIS

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76 EXAMPLES OF OTHER SPREADSHEETS

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79 OTHER STUDENT OUTCOME DATA Other data to consider when monitoring the progress of students:  Reduction in ODRs  Attendance improvement  Reduction in suspensions  Improvement in grades  Reduction in tardies

80 EXIT CRITERIA When will student graduate from CICO?  DPR Data Decision Rule  Other data (ODRs, attendance, grades, etc.) Example:  Youth received a total of 80% of Daily Progress Report points averaged per day/week for 4 weeks and has had no new ODRs.

81 WHAT IF CICO ISN’T ENOUGH? Reverse Request for Assistance

82 PLANNING FOR CICO

83  Staff Training and Overview  Student Orientation  Family Orientation  Reinforcing Students  Reinforcing Staff

84 STAFF TRAINING AND OVERVIEW Tier II Systems & CICO Training for ALL Staff  Data used to identify students  Teacher referral process  Introduction to DPR and details on how the intervention will work  Stress positive or corrective vs. negative feedback  Plan for substitutes

85 ORIENTATIONS FOR STUDENTS AND FAMILIES  General information about CICO to all families  General information about CICO to all students  Orientation process for students beginning CICO  Process for contacting parents, obtaining consent  Best if phone call is made  Follow up with letter  Are there district policies about consent?

86 REINFORCERS How will you reinforce students for CICO?  Checking in and out  How often?  Intermittent reinforcers  Reinforcer when a student is ‘brave’ and turns in a low DPR score  ‘Catch kids’ doing the right thing What about Staff?  How will you acknowledge staff for participating in CICO?

87 ACTION PLANNING Tier II Topics for your MAP:  Identification Criteria – Data Decision Rules for Tier II  CICO Daily Cycle  Standard DPR for all students  Referral form/process for teachers  Exit Criteria for CICO  Staff Training  Orientations for students and families  Systems for Reinforcing

88 ACTIVITY We’ve gone through a lot of items that need planning, so take some ‘team time’ and do some brainstorming and creating action steps for your MAP.

89 EXAMPLES OF PARENT COMMUNICATIONS On flash drive: Parent introduction letter Parent permission form Parent weekly progress report

90 SOCIAL/ACADEMIC INSTRUCTIONAL GROUPS

91 Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic behavior skills Daily Progress Report (DPR) Card used for progress monitoring Typically taught by Counselor, School Psychology Specialist, or Social Worker Source: Illinois PBIS Network training materials

92 THREE TYPES OF SKILLS-BUILDING: 1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.)  Friendship Skills  Social Awareness  Relationship Building Source: Illinois PBIS Network training materials

93 THREE TYPES OF SKILLS-BUILDING, CONT’D: 2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.)  Conflict Resolution Skills  Anger Management Skills  Self Management Source: Illinois PBIS Network training materials

94 THREE TYPES OF SKILLS-BUILDING, CONT’D: 3) Academic Behavior skills (replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.)  Study/Organizational Skills  Focus/Self-Management Skills  Responsible Decision-Making Source: Illinois PBIS Network training materials

95 SOCIAL ACADEMIC INSTRUCTIONAL GROUPS Selection into groups should be based on youths’ reaction to life circumstance, not existence of life circumstances  Example: fighting with peers, not family divorce Skills taught are common across youth in same group  Example: “Use your Words” for all students in problem-solving skills group Data should measure if skills are being used in natural settings, not in counseling sessions  Is there a transference of skills to classroom, cafeteria, etc.? Stakeholders (teachers, students, family) should have input into success of intervention  Example: Daily Progress Report (DPR) Card Source: Illinois PBIS Network training materials

96 3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM 1.Have a Roadmap/Template Skills taught need to be pinpointed before choosing curriculum Skills taught need to be clear enough that teachers can pre-correct, shape, & reinforce in classroom Example: “Working on expressing feelings” equates to “Using I messages” on DPR Card Source: Illinois PBIS Network training materials

97 2.If you are choosing to use a packaged curriculum rather than your already created universal behavior lesson plans Choose a stand-alone curriculum rather than a curriculum where lessons build upon one another Example: Stand alone curriculum can be used  Skills Streaming  Second Step Curriculum that builds upon previous lessons – use with caution  ART 3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM Source: Illinois PBIS Network training materials

98 3. Build S/AIGs on top of a strong universal curriculum 3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM Source: Illinois PBIS Network training materials

99 CHOOSING OR DESIGNING GROUP INTERVENTIONS  Choose and modify lessons from pre-packaged material based on the skill needed for the group and/or  Use already created universal behavior lesson plans (Cool Tools) or create lesson plans to directly teach replacement behaviors Source: Illinois PBIS Network training materials

100 S/AIG CONSIDERATIONS Type of group  Pro-social skills  Problem-solving skills  Academic behavior skills Purpose of the group Identify skills that will be taught Opportunities to practice new skill Culturally appropriate behavior lesson plans that address skill set Source: Illinois PBIS Network training materials

101 Suggested Lesson Plan Format For Secondary (Targeted) And Tertiary (Intensive) Social Skill Instruction Introduction A. Identify the specific skill to be taught. B. Identify why this skill is important to the structure of the program/classroom. C. Assist in generalizing this skill to their life; make it relevant to the student. Tell Phase A. Identify the essential behaviors needed to meet the social skill. B. Have students identify potential loopholes or problems which may arise and how they should respond. Show Phase A. Using a T-Chart to define what behaviors would look and sound like when meeting the standards of the social skill. B. Model the essential behaviors needed to meet the standards of the social skill.. C. Model any loopholes, exceptions, or problem situations that may arise when meeting the standards of the social skill. Do Phase (Includes the Social Coaching Phase) A. Have students role-play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social skill. B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors (listed under Tell Phase) Tell Phase (required to meet the standards of the social skill). A. Set up situations that could potentially create problems for students and have them demonstrate appropriate responses. B. Give students consistent and specific feedback regarding their performance of meeting the social skill. Conclusion A. Summarize the lesson. B. Social Coaching Modeled: Have students generate other settings in which this skill would apply. Source: University of Kentucky

102 CREATE YOUR OWN LESSON PLANS: TEACHING BEHAVIORAL EXPECTATIONS 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors Source: Illinois PBIS Network training materials

103 SOME PACKAGED BEHAVIOR LESSON PLANS Second Step (Grades PreK-8) Thinking, Feeling, Behaving (Grades 1-12) Strong Kids Social Skills (Grades 3-8) Walker Social Skills Curriculum (Grades 6-12) Skillstreaming (Grades PreK-12) All of above examples could be used to develop universal behavior lesson plans. Source: Illinois PBIS Network training materials

104 SECOND STEP “It’s never too late to teach the skills kids need to succeed socially and academically. The Second Step program can take students from preschool all the way through middle school. Each grade level features developmentally appropriate ways to teach core social-emotional skills such as empathy, emotion management, and problem solving. And now we’ve added self-regulation, executive function skills, and Skills for Learning in early learning and K–5 to give kids that extra boost.”

105 THINKING, FEELING, BEHAVING Curriculum/dp/ “For grades 1-6. An essential resource for helping students learn to overcome irrational beliefs, negative feelings, and the negative consequences that may result. This 2006 revision is packed with 105 creative and easy-to-do activities 15 are new to this edition. The activities include games, stories, role plays, writing, drawing, and brainstorming. Each activity is identified by grade level and categorized into one of five important topic areas: Self-Acceptance; Feelings; Beliefs and Behavior; Problem Solving and Decision Making; and Interpersonal Relationships. Thinking, Feeling, Behaving is an emotional education curriculum based on the principles of Rational Emotive Behavior Therapy. It can be used in classroom or small group settings.”

106 STRONG KIDS SOCIAL SKILLS The Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents.Strong Kids The Strong Kids programs may be used effectively with high functioning, typical, and at-risk youths, as well as students with behavioral and emotionally disorders, in a variety of settings. They may also be adapted and modified for use with specific cultural groups.

107 WALKER SOCIAL SKILLS CURRICULUM “Adolescent Curriculum for Communication and Effective Social Skills ACCESS is a complete curriculum for teaching effective social skills to students at middle and high school levels. The program teaches peer- to-peer skills, skills for relating to adults, and self-management skills. The ACCESS curriculum, which is designed for use by both regular and special education teachers, may be taught in one-to-one, small-group, or large-group instruction formats. ACCESS contains teaching scripts for 30 social skills identified by secondary teachers and students as critical for social competence; an eight-step instructional procedure; student study guide containing role-play scripts, discrimination exercises, and student report forms for contracted practice; and suggestions for grouping of students as well as motivational, behavior management, and generalization strategies.”

108 SKILLSTREAMING “Skillstreaming employs a four-part training approach—modeling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to children and adolescents.”

109 PRO-SOCIAL SKILLS (FRIENDSHIP) From Skillstreaming Introducing Yourself Beginning a Conversation Ending a Conversation Joining In Playing a Game Asking a Favor Offering Help to a Classmate Giving a Compliment Accepting a Compliment Suggesting an Activity Sharing Apologizing From Strong Kids (Grades 3-5) About My Feelings Ways of Showing Feelings Source: Illinois PBIS Network training materials

110 From Skillstreaming Knowing Your Feelings Expressing Your Feelings Recognizing Another's Feelings Showing Understanding of Another's Feelings Expressing Concern for Another Dealing with Your Anger Dealing with Another's Anger Expressing Affection Dealing with Fear Rewarding Yourself Using Self-Control Asking Permission Responding to Teasing Avoiding Trouble Staying Out of Fights Problem Solving Accepting Consequences Dealing with an Accusation Negotiating From The Peace Curriculum Using Positive Self-Talk to Control Anger Homework #3 Anger Control: Consequences for Your Actions Keeping Out of Fights PROBLEM-SOLVING SKILLS Source: Illinois PBIS Network training materials

111 From Skillstreaming Listening Asking for Help Saying Thank You Bringing Materials to Class Following Instructions Completing Assignments Contributing to Discussions Offering Help to an Adult Asking a Question Ignoring Distractions Making Corrections Deciding on Something to Do Setting a Goal From Getting Organized Without Losing It Homework Checklist After School Scheduler 9 Great Reasons to Use a Student Planner ACADEMIC BEHAVIOR SKILLS Source: Illinois PBIS Network training materials

112 LAYERING A DPR CARD Target specific behaviors within each expectation

113 Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. Adapted from Grant Middle School STAR CLUB (Illinois) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken “Social & Academic Instructional Groups” Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

114 DATA DECISION RULES FOR S/AIG How will students qualify for this intervention? (IN) How will their progress be monitored while on the intervention? (ON) How will you determine when students will ‘graduate’ from the intervention? (OUT)

115 DECISION RULE EXAMPLES IN: Student not responding to CICO after 6 weeks Chosen from Reverse Request for Assistance form ON: DPR points reviewed every 1-2 weeks – maintaining 80% goal 0-1 new Office Discipline Referrals (ODRs) OUT: 80% of DPR points averaged over 6 weeks No new ODRs If not meeting 80% goal, student is referred to problem-solving team

116 TRAIN STAFF FOR S/AIG What teachers need to know: How a student gets into the intervention How long a student will participate How to measure the students’ use of new skills How to use the DPR Their role in teaching, pre-correcting, shaping, and reinforcing skills

117 RESOURCES Book: Responding to Problem Behavior in Schools, Second Edition Crone, Hawken, Horner DVD: The Behavior Education Plan, A Check-In, Check-Out Intervention for Students at Risk


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