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Tier 1 Positive Behavior Support Booster/Refresher Training: Orientation 2011-2012.

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Presentation on theme: "Tier 1 Positive Behavior Support Booster/Refresher Training: Orientation 2011-2012."— Presentation transcript:

1 Tier 1 Positive Behavior Support Booster/Refresher Training: Orientation 2011-2012

2 2 Today’s Purpose To BOOST PBS/RtI:B implementation efforts at your school! Review BoQ or PIC results Identify and prioritize action steps which address all critical elements of a Tier 1 PBS system Specific Action Plan, Part B – Tier 1 Training Binder Determine what is working – celebrate! Determine what needs to be improved Plan for 2011-2012 school year

3 3 Positive Behavior Support… Aims to build effective environments in which positive behavior is more effective than problem behavior Is a collaborative, assessment-based approach to developing effective interventions for problem behavior Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

4 Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Florida’s State Transformation Team on RtI (Dec. 3, 2009)

5 Universal Targeted Intensive RTI Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

6 6 PBS provides the framework for RtIB It’s about more than just problem behavior Behavioral data system and school-wide procedures facilitate effective data-based decision making for RtI The Tier 1 system supports “academic enhancers” and productive citizenship Tier 1 PBS establishes the core curriculum for behavior and provides the structure for advanced supports

7 Ongoing Collaboration

8 8 Critical Elements of School-Wide PBS Measured by the Benchmarks of Quality (BoQ) and the PBS Implementation Checklist (PIC) PBS Team, Administrative Support Faculty Commitment, Participation Effective Discipline Data Entry & Analysis Expectations & Rules Reward/Recognition Program Lesson Plans for Teaching Behavior Implementation Planning Classroom PBS Systems Evaluation (Kincaid, Childs & George, 2005)

9 9 Using the Baseline BoQ Results Reference throughout Booster Training Use for updating Action Plan for implementation in 2011-2012 Use as a baseline for comparison after every year of implementation

10 Look at your BoQ Data

11 11 Look at your BoQ Data

12 12 Data Review  How did your team score overall on the BoQ or PIC?  Which Critical Elements received a score of less than 70%?  What do your team’s outcome data look like?  Reductions and/or increases in ODRs, ISS, OSS, attendance, FCAT?  What is working?  What needs to be improved?

13 13 Using Your Action Plan: Part B Record of your Tier 1 PBS implementation process  What needs to be addressed?  Who is responsible?  Timeline for completing tasks?  What has been accomplished?  What worked and did not work? BoQ Critical Elements guides the process  Are you implementing all the critical elements? Guides your team through the 4-step problem solving process Revisit it, revise it and evaluate your progress

14 14

15 15 Problem-Solving Process (See Detailed Problem-Solving Module with voiceover) Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working?

16 16 Problem Solving Process Step 1: Problem Identification - Use your data  What problem behaviors are occurring?  Where are problem behaviors occurring?  Who is involved? Step 2: Problem Analysis: Brainstorm reasons  Why is the problem occurring? Step 3: Intervention Design and Implementation  What interventions will be put in place to teach appropriate behaviors?  Who will implement the plan?  How will the plan be evaluated? Step 4: Response to Intervention - Use your data  Is the intervention working?  How will you know?

17 17 Remember, It’s an Ongoing Process Implementation is not a one shot deal, it is an ongoing and continuous process… just like a good marriage or diet plan. PBS/RtI is a philosophical shift 3-5 years for full implementation across Tiers Get faculty support on all the critical elements prior to implementation Present everything to your faculty as a draft Get their input and feedback at each step More likely to get faculty support & implement with fidelity

18 18 Get Connected FLPBS on FaceBook: FLPBS on Twitter: National TA Center on Ning:

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