1. Professional Development HHS 9-12
January 21, 2012
10:15-3
Jess

2. Overview 10:15-11:15 PBIS wrap up 11:15-12:15 Lunch
12:15-3 The CCSS and literacy
Jess

3. Last time we met Review front of hand out (from 10/31)
Multi-tiered system of support
Purposeful
Organized
Monitored and evaluated
Systemic
Check in with tables: Overall, what might be some of the benefits of having a multi-tiered system of support?
Joey

4. Where did this come from?
1994: All states required to design standards
2002: NCLB and “accountability” movement
“Accountability” led to bigger expectations of accessible data
Assessment technologies became available due to increased demand
Teachers had the ability to monitor students both during and after instruction
2002: Questions regarding the diagnosis and support of LD students and the support they receive
In Holt: Started as Courageous Leaders, then FNO, then RtI and PBIS. To simplify, is all MTSS. (ALL A PART OF SCHOOL IMPROVEMENT)
2012: RtI MTSS
Jessica

5. What is the major philosophy?
Goal: for ALL students to be successful
Gresham, VanDerHeyden, and Witt (2005) eloquently summarize the philosophy of RtI as finding "which children need what services, delivered with how much intensity.”
How does this compare with Love and Logic? (Take a minute to talk at tables)
Jess

6. Why do we need data? Decide which students Decide what services
Evaluate the services
Monitor the students
Marcie/Joey

7. What is happening K-8? 5-6 (Some variations between buildings)
Literacy and math screeners are given (identify which students)
Data Meetings (decide which supports)
Tier III Interventions
Pull-out from Arts and Fitness for 25 to 50 minutes 4 to 5 times per week (how much intensity)
Based on benchmark data and teacher input at data meetings
PBIS systems in place
Posters
Data collected
K-4 (Some variations between buildings)
Data days 3 times a year
At least once a month grade level meeting to discuss progress monitoring
PBIS posters in the hall
First week of school to teach explicit behavior
Many schools have created videos
All schools work from the 90 minute core, 30 minute tier II and 30 tier III.
Interventionists and resource teachers
All schools provide extra literacy
Jess

8. Holt Junior High PBIS curriculum written by PBIS leadership team
Special emphasis on providing interventions as data reveals need.
Aligning with CCSS, literacy emphasis
All students take the R-Maze 3 times a year as a screener; all ELA teachers now have access to use this data on the classroom level. All students will take the M-Comp screener starting this winter.
Intervention Period
2 math and 2 literacy labs in place to close the gap for struggling readers in addition to elective classes
FIRST, building-wide data meeting on Wednesday, At this time we will look at behavior and academic data.
Student success coordinator
Jess

9. NGC
Intervention period and Reflection Thursday
Rams Class
Common Core Transition
PST process
PBIS curriculum and videos
GO RAMS matrix and signs
Freshmen focus
Mentors
Strategic Teams
Student success coordinator
PBIS support coordinator
TLTs/Tier 1 engagement
10-12 bldg.
Several sections of Algebra 1 with added teacher support
Mentors
Strategic Teams
Literacy class
Literacy support person
PBIS videos
GO RAMS matrix and signs
Common Core Transition
TLTs/tier 1 engagement
Jess- also commenting that behavior is a continuum and so are the responses we should have to it. Differentiate between a student that is harming themselves and a student that is harming the community.

10. Based on the Tiered interventions we have at the 9-12 level, which on the list do you recognize as something that is happening or effecting your classroom? (Talk at tables)
Robert

11. Looking at MTSS through behavior
Classroom behaviors: social and academic
Treated differently traditionally
PBIS- using MTSS to treat behaviors the same
Using the matrix to emphasize the desired behaviors
Video?
Robert

12. Traditional Systemic Response PBIS tiered response
Behavior
Traditional Systemic Response
PBIS tiered response
Talking out of turn (blurting out answers)
Warning, 2nd warning, time in the hall/one on one with teacher, referral/study hall/meet with Chris
Tier 1: Teaching methods of conversation (specifying appropriate times to raise hands and appropriate times not to) with whole class
Tier 2: Time to practice inside and outside of class (one on one instruction with teacher), recognizing when it is done correctly
Tier 3: Contract/sustained support from adult and specific data monitoring
Joey

13. At your table
Decide upon three undesired classroom behaviors that you see/experience
Complete the table similar to the example for those behaviors (as a group)
Joey

14. PBIS wrap up Reflection sheet to use at the “tier 2” mark
Videos: February 4th for “tier 1” instruction
Feedback and Evaluation sheet
Joann/Jessica