1 tier 2 school-wide positive behavior support dawn miller mtss facilitator lea ann pasquale and...
TRANSCRIPT
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1
Tier 2 School-wide Positive Behavior Support
Dawn Miller
MTSS Facilitator
Lea Ann Pasquale and Jamie Wolfe
PBS Facilitators
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Tier Two Coaches Day Agenda
• Revisit the Triangle – Combining Academic/Behavioral Data
• Developing Precision Statements– Table Tent using SWIS Data
• Forming Tier II Intervention Groups– Card Sort using SWIS Data
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Tier Two Coaches Day Agenda
• SWPBS Self-Assessment and On-Going Monitoring– Storyboard Activity
• School Planning Team– Team Initiated Problem Solving TIPS
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4
Purpose of Training
• Celebrations • Review of Progress• Revisit the Triangle • Strengthen Data-Based Decision Making• Develop Function-Based Targeted
Interventions– Check in/Check out
• Utilizing School-Wide Data to refine Action Plan
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5
Focus for Training This Year
• Kick-Off Training – Annual Plan reports, Function-Based Intervention planning, Introduction to targeted interventions, embedding PBS into the SIT team, Check in/Check out and SWIS
• Follow-up Training # 1 – Updates on targeted interventions, Simple functional behavioral assessment, competing behavior diagrams & PBS Planning, community planning
• Follow-up Training # 2 – Team updates, advanced wraparound and tertiary PBS planning
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Share Tier One Interventions and Activities
• Expectations– How are you teaching? How often?
• Recognition Systems– How are you recognizing students and staff
for exhibiting the expectations?– What is the frequency of recognition?
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15
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response• Group or individual
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Revisit the Triangle
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Developing an integrated Behavior and Academic support model• Both are critical for school success
• Share critical feature of data-based decision making
• Both utilize three tiered prevention model
• Both incorporate a team approach at school level, grade level, and individual level
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella, 2007)
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Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
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High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)
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Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing
(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
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Relationship between behavior and reading
Children of the Code: A Social Education Project
http://www.childrenofthecode.org/
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Integrated Functions Across All Tiers of Support
Team approachTeam approach
Beh
avio
r S
uppo
rt Reading S
upportUniversal ScreeningUniversal Screening
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Integrated Functions Across All Tiers of Support
Progress monitoringProgress
monitoring
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upport
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Possibilities of Behavior/Academic Concerns around function of problem
Academic Problems
Behavior Problems
Interrelated Behavior and
Academic Problems
Nonrelated Behavior and Academic Problems
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Summary
• Academic and Behavior supports are symbiotic.
• Academic and Behavior supports can be implemented together
• The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.
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Reading• All Students• Open Court + Workshop• K 70 min. of core
1-3 90 min. core + 30 min.
4-6 60 min. core + 30 min. workshop + 30 min. LA
• DIBELS K-6 F/W/Sp
• MAP 3-6 F
Behavior• All school settings• Teach 3-5 expected
social behaviors determined by staff
• Encourage positive behaviors systematically
• Clear and consistent response to problem behavior
• SWIS data system
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• Library selections to support expectations
• Explicit awareness and connections during core subject areas
• Explicit support and training around classroom routines
• Combined data review process
• Combined data walls
Combined
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Book List
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Crosswalk Open Court with building expectations
•Distributive review opportunities
•Develop mini-lessons to use whole class or with small groups
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Data-Based Decision Making
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Data-Based Decision Making
Academic
Building-Level Team
Grade-Level Team
Behavior
Building-Level Team
Grade-Level Team
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FALL
Adequate Progress
# %
Needing Adjustment
# %
September
October
November
December
Question: What percentage of students receiving interventions in
reading are showing adequate progress?
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Of the 11 – 82% are demonstrating adequate progress
Jerome Rocky Delonda
Jesus Michael Owen
Travis
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18% may need an intervention change
Lizbeth Alia
Marcus Teyrone
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Try it on for size….
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Secondary PreventionTier II Supplemental Interventions
Reading small-group supplemental
instruction (3-5 in group)
30 additional minutes of instruction 3-5x per week
Progress monitoring 2x monthly to inform instructional changes
Diagnostic process as necessary
Behavior Implemented quickly
Low effort by teachers
Consistent with school-wide expectations
Student chooses to participate
Simple FBA
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Reading All students
demonstrating need for strategic assistance
Workshop time (30 min.) with front-line intervention 3-5x per week in groups < 5
DIBELS progress monitoring every 2 weeks
Diagnostic data as necessary
Behavior Students with 2-5 ODR
Working from existing structures first
FBA using existing data sources with diagnostic data as necessary
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Determining Area of Concern
FOCUS:
Multiple Areas
DATA:
Low ORF
Low Accuracy
Low Retell
Low MAP
ESM
FOCUS:
Fluency
DATA:
Low ORF
O.K. Accuracy
O.K. Retell
O.K. MAP
FOCUS:
Comprehension
DATA:
High ORF
Low retell
Low MAP
ESM
FOCUS:
Differentiated Workshop
DATA:
High ORF
O.K. Retell
O.K. MAP
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Frontline Interventions
Strategic Intensive
Phonemic Awareness
Open Court Intervention
K-Pals
PALS
EIR
Voyager
Kaleidoscope
Alphabetic Principle
Open Court Intervention
K-Pals
PALS
REWARDS
EIR
Voyager
Kaleidoscope
Fluency Open Court Intervention
Read Naturally
REWARDSEIR
Voyager
Kaleidoscope
Vocabulary Open Court Intervention EIR
Voyager
Kaleidoscope
Comp. Open Court Intervention
Cars & Stars
EIR
Voyager
Kaleidoscope
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Diagnostic Continuum:
Most Efficient More in depth
Quick Diagnostics• Quick Phonics Screener• Rasinski Fluency Rubric• CBE phonological awareness• CBE comprehension• Comprehension Thinking Strategies
Observations
Existing data sources
Curriculum-Based Evaluation
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ODR’s by Students
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Targeted InterventionCheck In
Check OutSocial Skills
GroupOrganization
SkillsAmbassadors
Adult attention X X X X
Peer attention X X
Relationship building
X X
Choice of activities
X
Teaching of behaviors
X X X X
Precorrect/ Feedback on expectations
X X X
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Diagnostic Continuum:
Most Efficient More in depth
Quick FBAObservations
Existing data sources Curriculum-Based Evaluation
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Combined• Explicit link between reading interventions in the core with function of behavior
• Intentional opportunities to reinforce during core
• Expanding literacy interventions
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Targeted Interventions
Open Court Intervention
KPALS PALS REWARDS Cars & Stars
Read Naturally
EIR
Adult attention
X X X X X
Peer attention
X X X
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KPALS
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Excellent way to reinforce any skill in only minutes a day.
• Program with skills practice
Teacher practices multiple times a day
Could be done as a peer activity.
Desktop Distributive Practice
name week of
pre dis un able fulname week of
said were what into was
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Weekly Clipboard Practice•Teacher creates a clipboard with the targeted reading practice skill
•Students take the clipboard and visit three “friends” in the building to practice the skill
•Repeat 2-3 times a week
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We Think While We Read……
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While students are whisper reading or silent reading◦ “When I tap your arm/shoulder I want for you to read
aloud for me.”
Have a specific skill in mind as you listen
Praise and Prompt◦ Fluency
“Nice job reading with expression. I noticed you didn’t stop at this period. Read it again for me and this time take a breathe at the period.”
◦ Comprehension “You are a very accurate reader. We’ve been practicing
visualizing. Can you tell me what you were visualizing as you read?”
Teacher Tapping In
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Jamari
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Tertiary PreventionTier III Intense Customized Interventions
Reading Intensive, specifically
designed, and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II.
Progress monitoring 4x month (or more)
Behavior Functional behavioral
assessment and PBS plan
More intensive supports needed
Team-based approach Person-centered
planning/wraparound
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Reading• All students demonstrating need for intensive assistance
• Workshop time (30 min.) + 30 additional min. with front-line intervention 5x per week in groups < 3
• DIBELS progress monitoring weekly
• Diagnostic data as necessary
• Problem-Solving Team likely expanded
Behavior
• Students with 5 or more ODR’s or needing more intense problem-solving
• More intensive supports addressing function of behavior
• More frequent and specific monitoring
• Problem-Solving Team likely expanded
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Frontline Interventions
Strategic Intensive
Phonemic Awareness
Open Court Intervention
K-Pals
PALS
EIR
Voyager
Kaleidoscope
Alphabetic Principle
Open Court Intervention
K-Pals
PALS
REWARDS
EIR
Voyager
Kaleidoscope
Fluency Open Court Intervention
Read Naturally
REWARDSEIR
Voyager
Kaleidoscope
Vocabulary Open Court Intervention EIR
Voyager
Kaleidoscope
Comp. Open Court Intervention
Cars & Stars
EIR
Voyager
Kaleidoscope
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Social Behavior
Social Studies
Science
Reading
Math
Phys. Ed.Art
Student Profile Example: Eddie
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Integrated Functions Across All Tiers of Support
Data-based decisions
Data-based decisionsB
ehav
ior
Sup
port R
eading Support
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Goals for Assisting Teams with Data-Based Decision Making
• Define logic for data use
• Define “problem statements”
• Define standards
• Define core elements of behavioral solutions
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Problem-Solving Process
Strengths/Concerns Identified
What’s the problem?
Why is it happening?
What could we do about it?
How will we know ifit’s working?
Should we keep orchange the intervention?
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Problem-Solving Process
• Define the problem behavior– What
• Clarify problem by identifying– Who
– When
– Where
• Develop a logical explanation– Why
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Data-Based Decision Making
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Expectations of Building Data Review
IS…..• To evaluate current status
• To determine if an intervention is warranted
• To determine at what level to begin intervention: school-wide, specific location, or student(s)
• To determine details of intervention.
IS NOT…..• To discuss issues related
to status that we do not have any influence or control over.
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Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000
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FALL
Current Year Last Year at This Time
August
September
October
November
Question: What is our current status of office referrals
per day per month?
Provide a Summary of Data by Month:• Last year we had an average of ( %) ODR’s in (month).
• This year we had an average of ( %) ODR’s in (month).
• Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %).
Reflection for Later Analysis:• Be thinking about what is happening in these months, what has changed
since last year…..
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FALL
Current Year Last Year at This Time
August
September
October
November
Question: What is our current status of office referrals
per day per month?
Provide a Summary of Data by Month:• Last year we had an average of ( %) ODR’s in (month).
• This year we had an average of ( %) ODR’s in (month).
• Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %).
Reflection for Later Analysis:• Be thinking about what is happening in these months, what has changed
since last year…..
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Disrespect is our most frequent problem behavior.We also have incidents of fighting and harassment
What are next questions?
Who, When, Where, Why?
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FALL
Disrespect Disruption Inapp. Language
Aggression/ Fighting
Other
August
September
October
November
Question: What is our current status of office referrals
by problem behavior?
Provide a Summary of Data by Behavior:• The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend of problem behavior by ( %).
Reflection for Later Analysis:• Be thinking about why these specific behaviors are occurring ….. our
teaching/reviewing….
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FALL
Disrespect Disruption Inapp. Language
Aggression/ Fighting
Other
August
September
October
November
Question: What is our current status of office referrals
by problem behavior?
Provide a Summary of Data by Behavior:• The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend of problem behavior by ( %).
Reflection for Later Analysis:• Be thinking about why these specific behaviors are occurring ….. our
teaching/reviewing….
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Many problem behaviors in class
Many problem behaviors in unstructured settings
(hall, playground, parking lot, bathroom)
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FALL
Class Hallway Recess Lunchroom Other
August
September
October
November
Question: What is our current status of office referrals
by location?
Provide a Summary of Data by Behavior:• The most frequent locations for problem behaviors are (top two locations) in
(month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for location by ( %).
Reflection for Later Analysis:• Be thinking about why the referrals are happening in these particular
locations…. structure… supervision…
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FALL
Class Hallway Recess Lunchroom Other
August
September
October
November
Question: What is our current status of office referrals
by location?
Provide a Summary of Data by Behavior:• The most frequent locations for problem behaviors are (top two locations) in
(month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for location by ( %).
Reflection for Later Analysis:• Be thinking about why the referrals are happening in these particular
locations…. structure… supervision…
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Most problems are occurring between
9:45-10:45.
Other problematic times are 8-8:45 and
11:30.
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FALL
Time Time Time Time Time
August
September
October
November
Question: What is our current status of office referrals
by time?
Provide a Summary of Data by Behavior:• The most frequent time(s) for ODR’s are (times) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for time by ( %).
Reflection for Later Analysis:• Be thinking about why ODR’s are occurring at these times…. activities…
transitions….
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FALL
Time Time Time Time Time
August
September
October
November
Question: What is our current status of office referrals
by time?
Provide a Summary of Data by Behavior:• The most frequent time(s) for ODR’s are (times) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for time by ( %).
Reflection for Later Analysis:• Be thinking about why ODR’s are occurring at these times…. activities…
transitions….
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Student # 121 needs individualized support.8 students are likely
candidates for some type of Tier II support.
87% of our students have received 0-1 ODR
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Question: What is our current status of office
referrals by student?
Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease)
trend for students with ( ODRs) by ( %).
Reflection for Later Analysis:• Be thinking about why this percentage is changing……
% Students with ≥6 ODRs
% Students with 2-5 ODRs
% Students with ≤1 ODR
August
September
October
November
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Question: What is our current status of office
referrals by student?
Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease)
trend for students with ( ODRs) by ( %).
Reflection for Later Analysis:• Be thinking about why this percentage is changing……
% Students with ≥6 ODRs
% Students with 2-5 ODRs
% Students with ≤1 ODR
August
September
October
November
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The problem behaviors are most likely maintained by task avoidance and
peer avoidance.We have many incidents with unknown
motivation
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Problem behaviors appear to be maintained by peer and adult
attention
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FALL
Obtain peer attention
Obtain adult attention
Obtain item Avoid task Avoid adult…
August
September
October
November
Question: What appears to motivation of the referrals?
Provide a Summary of Data by Behavior:• The most frequent motivation(s) for ODR’s are (obtain/avoid) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for motivation by ( %).
Reflection for Later Analysis:• Be thinking about explanations for the motivations…needs …. frustration….
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FALL
Obtain peer attention
Obtain adult attention
Obtain item Avoid task Avoid adult…
August
September
October
November
Question: What appears to motivation of the referrals?
Provide a Summary of Data by Behavior:• The most frequent motivation(s) for ODR’s are (obtain/avoid) in (month). • Compared to the previous month(s), this represents a (increase/decrease)
trend for motivation by ( %).
Reflection for Later Analysis:• Be thinking about explanations for the motivations…needs …. frustration….
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Develop a Precision Statement for the Identified Concern
• Define the problem behavior– What
• Clarify problem by identifying– Who
– When
– Where
• Develop a logical explanation– Why
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Developing Precision Statements
• Concerns– Too many referrals– September has more
suspensions than last year
– Gang behavior is increasing
– The cafeteria is out of control
– Student disrespect is out of control
• Precision Statement– There are more ODRs for
aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
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Developing Precision Statements
• Concerns– Too many referrals– September has more
suspensions than last year
– Gang behavior is increasing
– The cafeteria is out of control
– Student disrespect is out of control
• Precision Statement– There are more
ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
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Share Out
• Sunflower’s Precise Statement:
There is an increase in ODRs for aggression on the playground for April of 2010 as compared to 2009. The incidents are occurring at 9:45 and 2:15 during third grade recess involving a large number of students. The aggression is related to getting access to the new playground equipment.
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Develop a Precision Statement for the Identified Concern
Overall Status Regarding Social Competencies
What
Where
When
Who
Why
Disruptive behavior
From classroom
Obtain adult attention
between 9:15-10:-45 which is during group instruction time
Several students
Increase in ODR’s in Sept. and Oct.
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Develop a Precision Statement for the Identified Concern
Precise Problem Statement
We have seen an increase in ODR’s for disruptive behavior during Sept. and Oct. The ODR’s are coming from the classroom, with a large of them occurring between 9:15-10:45 which is during whole group instruction time at most grade levels. These ODR’s involve several students and the identified motivation is to obtain adult attention.
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Building Data-Driven Solutions
Think…
• Prevention:– Schedule change, curriculum change, etc
• Teaching:– Teach or re-teach appropriate behavior
• Recognition:– Frequently acknowledge desired behavior
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Solution Actions
Brainstorm ideas for providing adult attention during whole group instruction at a faculty meeting.
Each teacher identifies 2 strategies to implement consistently over the next month.
Share out at faculty in one month.
Review data at each meeting
Develop a Solution for the Identified Concern
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PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise Problem Statement, based on review of
data(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYes So-So No
1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?
Evaluation of Team Meeting (Mark your ratings with an “X”)
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Your Turn
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112
Behavioral Systems
5-10%
Targeted Interventions•Some students (at-risk)•Function-based•High efficiency•Rapid response• Group or individual
Revisit the Triangle
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Function-based Individualized Student Plans
Behavior increases….
• To obtain something (attention, items)
• To escape from something (people, activities)
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Common Example
• Jane is sent to the office every time she engages in disruptive behavior
• Jane’s problem behaviors are increasing
• Is an office referral a punishment or a reinforcer?
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116
Quick Sort Matrix
Check-In
Check-Out
Check & Connect Social Skills Group
Organizational Skills
Newcomers Club
Adult Attention X X X X X
Peer Attention X X
Choice of alternatives/activities
* X
Teach replacement behavior
X X X X
Teach problem-solving skills
X X
Increase precorrects and prompts for behavior expectations
X X X
*Design reinforcement strategy that allows for escape/avoidance
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117
Quick Sort Matrix
Check-In
Check-Out
Adult Attention X
Peer Attention
Choice of alternatives/activities
*
Teach replacement behavior
X
Teach problem-solving skills
Increase precorrects and prompts for behavior expectations
X
*Design reinforcement strategy that allows for escape/avoidance
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Integrated Functions Across All Tiers of Support
Forming Intervention
Groups
Forming Intervention
GroupsBeh
avio
r S
uppo
rt Reading S
upport
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Behavioral Card Sort
119
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Students Warranting a Closer Look
120
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Sort First:
• By School-wide Expectation– Safety trumps
• By Motivation
• By Other
Then:
• Match identified need with appropriate Tier II intervention
121
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Evaluating Your School Planning Team
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PBS Implementation
LogicLEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
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Identify Team Roles and Responsibilities
• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda
• Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be
spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)
• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings
• Behavior Specialist- a person who has received training in individual positive behavior support
• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBS Trainers, and coaches
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Coaches’ Roles & Responsibilities• Facilitates meetings and is point of contact • Active school planning team member• Coaches attend all trainings and team meetings• Ensures action plan is completed and active• Receives ongoing technical assistance from KU• Reports to the District Coordinator• Provides school data to the District for evaluation
purposes
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Before the Meeting…
• Room reserved• Previous meeting agenda reviewed• “New business” items solicited for agenda• Agenda produced • Team member roles determined/ backup as needed• Data (e.g., tables/graphs/reports) produced• Data reviewed by Data Analyst
– Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems
• Computer reserved & access to online database assured• LCD projector reserved & set up to project meeting minutes & data• Team members have individual notebooks to bring to meeting
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At Close of and After Meeting…
• At closing– Meeting Minutes and Action Plan completed– Team self-assessment of…
• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings
• Success at actually completing the solution-related tasks you agreed on at previous meetings
• Success of completed tasks (implemented solutions) at resolving student problems
• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.
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Norms for PBS Team Meetings
Safe •Maintain confidentiality of student information
Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting
Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff