PBIS Tier 2 New Team Member Training Day 2 PBIS District Team 2014

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 Expectations

Attention Signal 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 3 Review EXCEED Data BIT Meetings Summary Day 1 Intros What is Tier 2? Identifying Students Check-In / Check-Out Day 2 Review Individualized CICO SAIG BAIP s/Family-Services/Intervention--- PBIS/Professional-Development.htm

Today’s Agenda 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

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-5 th Grade 3 ODRs in 20 school days for 6 th - 12 th 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 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: 1.Why can’t I just give the child a punishment? 2.What if the student doesn’t carry the card? 3.Why is this my responsibility as the teacher? 4.I don’t have time to complete the DPR. 5.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 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

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: – 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

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) mily-Services/Intervention---PBIS/SAIG- Curriculum.htm mily-Services/Intervention---PBIS/SAIG- Curriculum.htm – K- 8 th 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 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

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.

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

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 – MPS PBIS YouTube Channel – MPS PBIS Pinterest Page – 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