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Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports.

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Presentation on theme: "Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports."— Presentation transcript:

1 Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports

2 Universal Targeted Intensive All Some Few

3 Universal Targeted Intensive Continuum of Support for ALL Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people

4 ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBIS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

5 Activity What are you already doing?

6 SCHOOL-WIDE 1. Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

7 Discussion How do you determine when a student needs Tier 2 or Tier 3 levels of support?

8 Who needs targeted interventions? Classroom reports Office referrals Teacher or Parent request for assistance Absences Academic struggles

9 Targeted Interventions Critical Features Intervention is continuously available Consistent with school-wide expectations Flexible and function-based Adequate resources Student chooses to participate Continuous monitoring for decision-making

10 Tier 2 Supports Daily Progress Report Check In/Check Out HUG (Hello, Update, Goodbye) “Breaks are Better” (Elementary) Academic Seminar (Secondary) Social/academic instructional groups Interdependent group contingencies Example: The Good Behavior Game

11 The Good Behavior Game Recognitions children for displaying appropriate on-task behaviors during instructional times. Two variations: Earning points for appropriate behaviors and earning points for inappropriate behaviors. The class is divided into at least two teams and a point is given to a team for any inappropriate/ appropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group recognition. If both teams keep their points below a preset level, then both teams share in the recognition. Step 1: Decide when to schedule the game. Step 2: Clearly define the negative or positive behaviors that will be scored during the Game. Big 3 negative= leaving one's seat, talking out, and engaging in disruptive behavior Step 3: Decide upon suitable daily and (perhaps) weekly recognitions for teams winning the Game.

12 Tier 3 Supports Functional Behavior Assessment Behavior Intervention Plan Wraparound Services Family, Friends, Community Supports

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