Divide it sections depending on how many team members will be participating today

February 24 th, 2015 Gourley, Magna, Moss, Pioneer, Redwood, Roosevelt, South Kearns, Whittier

 Cell phones on silent  Be an active participant  Stay on Topic  Be attentive to presenters  Stay within time limits

 Identify the four pillars of PBIS  Clarify Tier I and Tier II of behavioral interventions being used in your school  Determine school readiness for Tier II Check In/ Check Out  Participate in a team meeting using an agendas, norms, roles, data and TIPS form  Develop a Quarterly Action Plan to effectively implement the Pillars of PBIS and prepare for the SET evaluation

 Share Out Organizer  Agenda  Quarterly Action Plan  Evidence of PBIS

Gourley Magna Moss Pioneer

 Round 1  Round 2  Round 3  Round 4  Round 5  Round 6  Round 7  Round 8  Round 9  Round 10

 What evidence do you have that expectations have been established?  In what ways did you teach your expectations?  How are you reinforcing the expectations with teachers and students?  Do you correct behavior in a systematic way?

 Have your scribe go the board and add your evidence of the four PBIS Pillars  If you see ideas or need to add support to your evidence of PBIS (Facilitator-add it to your team time agenda)

When recognition or a reward is given for a specific desired behavior in order to increase the likelihood that the desired behavior will occur again.

 Remember to pair any tangible reinforcement/reward with verbal praise  General -“Good job”  Specific -“Thank you for lining up quickly!”  Effective- “Wow you are being very responsible! By lining up quickly you will have more time for lunch recess!” Boys Town Social Skills 2015

Corrective Strategies:  Show empathy “ I see this is difficult…  Offer redirection  Cool down time  Reality statement- “If we talk this through you will still have time get finished” “This does not have to be a big deal”  Give choice “It would be better or helpful for you to…

Guided Self Correction:  What just happened or Why do we need talk?  What should have happened instead  Why would that have been better?  Can you fix it? Boys Town 2015

Corrective Teaching Use Empathy or praise for cooperation Describe inappropriate behavior Describe appropriate behavior Give reason Practice in the moment or right after correction Use negative consequence to follow as needed (just enough to promote change)

REINFORCING EXPECTATIONS CORRECTING BEHAVIOR AND GIVING FEEDBACK  Classroom  Student  Teacher  Reteach expectations- School wide Stop Walk Talk  Use the Continuum of Correction  Support with Think Time

Now that you have reviewed Tier I intervention strategies –Reinforcement and correcting behaviors:  Discuss with your team what components may need to be strengthened in your school  Add any interventions you would like to discuss further to your agenda

 A planned set of supplemental procedures aimed at teaching a specific set of academic or social skills to a student or students.  It is more than a single lesson and less than an entire curriculum. (Review Common MTSS Definitions)

Planned Sustained over time Targeted or focused student and on a particular set of skills or knowledge Goal oriented produce a change in knowledge, behavior (academic or social) baseline state towards some more desirable goal state.

 Procedural-a set of procedures ICEL considerations. Instruction (e.g. pace, guided practice);  Curriculum (e.g. correct level of difficulty, sequence); Educational Environment (e.g. allocation of instruction time or arrangement of the instruction setting)  Learner (e.g. motivation patterns or prior knowledge of task).

 Based on your data (Educators Handbook)  Discuss the school area you are having the most office referrals  How could you increase your use of reinforcement to impact those referrals?  Add this topic to your agenda for team time if needed

Redwood Roosevelt South Kearns Whittier

 Coaches will review school SET results from last year and discuss the each section of the SET  80% Taught expectations  80% overall mean If there is an area that needs further discussion add to your agenda

 MTSS conf. June 24 & 25 th  Register your team we pay for three Do a poster or a session and the two presenter are free!

 Agenda/Notes from teaming  Quarterly Action Plan  Behavior Matrix