1. PBIS Tier 1 Teacher Role Jon Jagemann September 9, 2014

2. Wisconsin’s Vision for RtI http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

3. Tiered System of Support Tier 1: All Students Tier 2: One Adult/ Multiple Students Tier 3: Multiple Adults/ One or Two Students

4. What is PBIS? Technical answer: PBIS provides an operational framework for improving student academic and behavior outcomes. PBIS is NOT a curriculum, intervention, or practice, but IS a decision- making framework. This framework guides selection, integration, and implementation of the best research-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

5. Okay, what does that really mean? Expectations for everyone in all settings Teaches students how to achieve these expectations, so they don’t have to guess Acknowledges students displaying positive behaviors Works closer with students in need of greater intervention Everyone working together proactively Builds a community in your building PBIS is a framework, not a program. Programs fit within the framework Interventions are not punishments

6. School-wide PBIS Essential Elements 1.Dedicated teams to carry on the PBIS efforts in the building 2.Sustained faculty commitment 3.3-5 school wide expectations 4.Area specific rules with posters, i.e., gym, hallway, restrooms 5.Classroom specific expectation matrix created by teacher and students 6.Building ‘T-Chart” of Classroom vs. Office Managed Behaviors 7.Positive behavior recognition/acknowledgement system maintained school-wide 8.Building-wide and classroom lesson plans and system for teaching behavior 9.Big 5 Data is analyzed monthly by building teams 10.PBIS language and practices supported throughout building

7. Acknowledge Build Relationships Teach Expectations / Procedures Re-direct/ set consequences Set Expectations/ Procedures

8. 8 Set the Expectations Selected by school MPS School-wide Expectations – Be Safe – Be Respectful – Be Responsible – Optional School Selection Do you know your school’s expectations?

9. 9 Define the Expectations Define clearly what the expectations look like in all settings throughout the school. -School-wide Behavior Matrix Classroom rules and procedures should be aligned to the school-wide expectations – Classroom Behavior Matrix

10. Expectation Posters for Adults

11. List the behavior expectations What behaviors do you want? When do you want to see them? All rules fit under the school-wide expectations – Be Safe, Be Respectful, and Be Responsible Stayed in a positive What you want to see/ not what you don’t want to see Practice, Practice, Practice Consistency Classroom Matrix

12. Whole Group Small Group AssessmentBeSafe Remain in seat Keep materials on or below your desk Stay with your assigned group members Use materials for their intended use Remain in you seat Keep materials on or below your desk BeRespectful Raise your hand to share Actively listen to all members of the classroom Raise your hand to share or for questions Actively listen to all members of your group Use a 4 foot voice level Quiet until all have completed the assessment Raise your hand if you have questions BeResponsible Stay focused on the assigned task Bring supplies everyday Hand-in your work Work cooperatively with group members Perform the duties of your individual role Have materials ready before the assessment begins Read all directions,use your time wisely, & check your work when finished

13. Get Creative! How might you display this for your classroom? Each column on a separate flip chart Each column on a separate Power Point slide Shared with parents Created as an art project and posted throughout room Others?

14. Behavior Lessons Telling is not Teaching Weekly all staff and students participate School-wide: 10-15 minute weekly lesson created at the school or found online Lessons focus on areas of need identified by data Students allowed opportunities to practice Lesson topics rotated Lessons can be videos, role play, discussion, scenarios, free-writing, etc. Booster sessions scheduled throughout year

15. Classroom Behavior Lessons: Teaching Procedures Remember: Telling is NOT teaching! We need to teach the procedures, just like teaching math Break it down into steps Repeat instruction as needed I Do, We Do, You Do model

16. Entering the classroom Getting to work immediately End of class dismissal Participating in class discussions Going into groups Turning in papers/ homework When you finish work early How/ when to use the pencil sharpener, tissue, garbage During announcements Procedures to Consider Asking a question Responding to fire, severe weather, and tornado drills Leaving the classroom When visitors arrive Keeping a notebook Interruptions Getting classroom materials/ supplies Teacher getting entire class’s attention From The First Days of School, by Harry Wong

17. When entering an area – hallway, cafeteria, etc When transitioning within a classroom – going into small groups, changing activities Stop, teach the expectations (use poster) Wait to see expectations in students Acknowledge following expectations Transition **Use the Classroom Matrix** Pre-Correction

18. Strategy when students fail to meet expectations First, remind of expectations Allow for student to meet the expectation Implement classroom level strategy Strategies: – Proximity to student – Moving student – Call home – Behavior Contract Re-direction

19. Escalating Situations Often adults play a crucial role in escalating situations, without even realizing it. Students are “fishing” for a response Adults needs to not bite and “fish” for their own response Think of it as dominoes, and what would happen if you would remove the second domino?

20. Use a direct request/ I statements Distance Two requests Teacher voice/ volume Allowing time More start requests, instead of stop requests Non-emotional/ calm requests Descriptive requests Reinforce compliance/ acknowledge Increasing Compliance From: WI PBIS Network

21. 21 T-Chart Created by staff and reviewed often Lists what is Classroom Managed vs Office Managed Behaviors – Classroom Managed Behaviors receive a classroom response (aren’t ignored) – Office Managed Behaviors receive an office response (aren’t automatically a suspension) Must be followed with fidelity by all parties

22. 22 Acknowledgement Systems: Three Levels Immediate/High frequency/Predictable/Tangible – Delivered at a high rate for a short period while teaching new behaviors or responding to specific problem behavior. – Name behavior and tie back to school-wide expectation upon delivery. Intermittent/Unexpected – Bring “surprise” attention to certain behaviors or at scheduled intervals. – Used to maintain a taught behavior. Long-term Celebrations – Used to celebrate/acknowledge school-wide accomplishment. – ALL kids, all adults. Acknowledgements do NOT equal “stuff.”

23. Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Strengthen positive behaviors that can compete with problem behaviors Prompt for adults to recognize positive behavior Build relationships Engage students in school

24. High Frequency Acknowledgement Verbal to students – Every time you see a behavior that you would want the student to repeat next time – Be specific, use student name when possible High-five, knuckles, hand shake, etc Participate in school’s acknowledgement – Pass out ticket or “gotcha” slips – Can draw these for prizes, display these, read these on the announcement, send home, save up for a PBIS store, etc – All staff participate

25. All positive behaviors should always be verbally acknowledged – “I appreciate you showing respect by being quiet in the hallways.” When verbally acknowledging… – Use PBIS terms (thank you for showing respect by…….) – Have enthusiasm /Mean it (don’t fake it) – Publish acknowledgement (calls home, notes home, mention to mentor, other teachers, etc) – Be consistent Verbally acknowledge

26. Classroom Acknowledgement System Classroom Raffle (sit in teacher’s chair, choose your seat, homework pass, first in line) Marbles in a jar Classroom Rubric using Expectations Class Period Challenges Class Period Traffic Light

27. Acknowledged as Adults Insurance companies reduce your premium for not having any accidents Frequent buyer card at Subway Earn vacation hours Thank you letters Earn points on a credit card

28. Building Relationships http://youtu.be/xRygxI9OPyA How is this clip reflective in your classroom climate? Do you think your students have made similar observations about attention from adults?

29. Activities for Building Relationships Meet and greet at the door Student survey of interests Anagram nametags Acknowledging students with their name wherever you see them (hallways, etc) Weekly questions about you Weekly ice breaker questions Student of the Week Personal notes on assignments Birthday chart

30. Non-tangible Relationship Building Look for commonalities/ speak on differences Be yourself Open up to your students Go to their sporting events or part-time jobs Showing/ telling students you know they can do well Smile Develop classroom pride (display student work) Classroom Décor (lighting, music, etc) Tone of voice/ decorum with students

31. Partner Discussion What is one area around PBIS Tier 1 you can work on implementing with greater fidelity starting tomorrow with your classroom?

32. We have to work with and connect with every student that enters our classroom.

33. What is Tier 2? Additional support for those students the data indicates are not responding to Tier 1 supports alone: Check-In/ Check-Out (CICO) Individualized CICO Social Academic Instructional Group (SAIG) Behavior Assessment/ Intervention Plan (BAIP)

34. Check-in/Check-out Relatively easy & quick to implement for up to 7-10% of all students throughout the course of the year. Description: Each adult volunteer checks in and out with multiple youth (up to 10 students); should not take more than two minutes All youth get same intervention Same check in and out time Same school-wide behavioral expectations as goals Same number of opportunities for behavioral feedback Same Daily Progress Report (DPR)

35. Teacher Role with DPRs THE INTERVENTION IS THE REGULARLY SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT – Show excitement over intervention – Remove excuses for students to not participate – Focus on positives – Provide corrective feedback

36. Tier 2 Progress Monitoring DPR for all Tier 2 interventions Collected daily/ weekly Scores entered on Exceed Exceed data should be monitored to see whether students are responding to interventions.

37. Support Your RtI/PBIS External Coach is: Mrs. Katara Woods

38. Questions

39. Resources MPS RtI Website – http://www5.milwaukee.k12.wi.us http://www5.milwaukee.k12.wi.us MPS PBIS YouTube Channel – http://youtube.com/mpspbis http://youtube.com/mpspbis MPS PBIS Pinterest Page – http://pinterest.com/mpspbis/ http://pinterest.com/mpspbis/ MPS PBIS Twitter Feed – http://twitter.com/mpspbis/ http://twitter.com/mpspbis/ Contact your School’s External Coach

40. PBIS Tier 1 Teacher Role 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., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives