tier 1.5 our missing puzzle piece saeger middle school jennifer jorel suzan wilson

Tier 1.5 Our Missing Puzzle Piece Saeger Middle SchoolJennifer Jorel

Suzan Wilson

Saeger Middle is...

• 740 Students• Grades 6, 7, & 8 • 19% Free and Reduced• 9.4% Alternative Education• Procedures in Place for Tiers 1, 2, & 3 • 9 Years of SW-PBS

Prior to SW-PBS Implementation…

In 2005 – 2006• 2,335 discipline incidents

– 415 in-school suspensions– 96 out-of-school suspensions– 175 Saturday detentions

After 9 Years of SW-PBS…In 2014-2015

• 384 discipline incidents66 in-school suspensions

16 out-of-school suspensions

7 Saturday detentions

• An astounding 83.6% decrease!

• A GOLD school for last 4 years.

We call our SW-PBSTHE SPARTAN WAY!

The Spartan Way is… • Respectful

• Responsible • Safe

Spartan Way has an annual SW-PBS Action Plan

and a SIP GOAL

Our 3-year goal is to reduce our top three behavior infractions by 15%, or a 5% reduction each year.

Saeger behavior data as tracked in SWIS over 3 year period: Top 3 Office Referral

2013-2014 Baseline

2014-2015 (GOAL)

2015-2016

2016-2017

Disrespect 59 13 (56) Defiance 78 22 (74) Disruption 81 18 (77)

Tier 1 – Shared Lessons• All staff are involved in creating our building-wide

lessons • Gives shared-ownership and creates buy-in

Tier 1 – Talking Points

• Weekly behavior lessons for all students & staff

• Video shorts become springboards for class discussions

Tier 1 – Longer Video Lessons

• Weekly behavior lessons for all students & staff

• Lengthier videos give detailed directions

Expect Respect at Saeger

Tier 1 - Matrices

• Visible matrices throughout all of building

• Matrices used when talking with students

Tier 1 – Positive Reinforcements

• Student caught-cha’s

• Privilege cards

Tier 1 – Published Progress• Publish your successes for parents, teachers, and

students• We do this in our weekly news broadcast and online

student newspaper

In The Middle Newspaper & Saeger Today

Tier 1 – Thank You To Students

• Quarterly Thank You to Students Proud-To-Be-Incident Free!

• Thanks for being on a roll! (Tootsie Rolls)• You make Smartie choices! (Smarties) • How about S’more good behavior! (Graham crackers & hot chocolate) • You’ve had a super sweet year! (ice cream sandwiches)

Tier 1 - Competitions• We target problem behaviors by making

them competitions between our 6 houses Tardy Challenges No Late Homework AttendanceGrades Office Referrals Service Learning Projects

• Our houses compete for the coveted title of “Best House”

Purple Sheets at 3 ODRs

Gather teacher observations: - behavior in general - problem behaviors - when problem behavior occurs - possible triggers - frequency of behavior - response child receives from teacher - response child receives from peers

Tier 2• Trigger = 5 office referrals• We have teacher feedback (purple sheets)

• Behavior data sheet completed

Tier 2• Function of behavior determines intervention

• Goal is set & tracked weekly with student

• Parents are updated on goal & progressFunction CICO Social Skills Mentoring Organizational

Check-UpAcademicSupports

AdultAttention

X X X X X

PeerAttention

X X      

Escape/AvoidSocial

  X      

Escape/AvoidWork

  X     X

Teacher Weekly Emails on Goals

Chart of Goal Progress

Tier 2 Check-in/Check-out• Goal is to increase positive interactions between student

and teachers• Student carries sheet to each class• Teacher provides a rating on the student’s goal at the

end of class along with a positive comment

Tier 2 Mentoring• Goal established between an adult in the school and the

student• Weekly emails to teachers to evaluate how student

performed on goals• Weekly touching base between the mentor and student

to discuss how things are going and review ratings

Tier 2 Social Skills

• Small group instruction• Designed to work on specific deficit social skills• Goal established between instructor and student• Weekly emails to teachers to evaluate how

student is performing on goals

Tier 2 Schedule Change• Goal to give student a fresh start and remove trigger

inherent in the old classroom (student, teacher, etc..)• Weekly emails to new teachers to evaluate how student

performing on new goal• Weekly touching base with student to make certain on

track

Tier 3 • Trigger = 10+ office referrals

• Function of behavior determines intervention– Social skills - Schedule Changes

– Check in/Check out - IEP/504 Considered

– Mentor/Mentee - Behavior Plan Developed

– Counseling - Other wrap-around services

• Goal is set and tracked weekly with student

EducationalSupportCounselor

Preferred Family

CounselingDrug RehabReferral

Private

Counseling

ConnectTo School Activities

Tier 3

• Team meeting held with parents• FBA/BIP with wrap-around services

– Teachers & parents trained in FBA/BIP – We revisit with team every 4-6 weeks to review

success and refine as needed

Tier 2/Tier 3

• We typically have only one Tier 3 student per year

• Yet, we have had up to 20 Tier 2 students per year

What more can we do to keep our students from climbing the

pyramid?

Tier 1.5 Was Born!

Tier 1.5

Goal: To keep Saeger students from reaching Tier 2

Select those Tier 2 bound students…

•Those who reached Tier 2 last year•Those who reached Tier 3 last year

•Look at our SWIS data•Look at feeder schools’ data

•The list was 37 names! Yikes!

It was time to divide & conquer…

• Each student was bound for Tier 2 for different reasons, so we knew we needed to meet individual needs •And, with limited time!

Our Non-Negotiables

• Do not pull from a core class

• Needed to root discussion in function(s) of behavior

• Needed to collaboratively problem solve with child

• Needed to prioritize which students met with first & weekly vs. those we fit in as time allotted

Role of Behavior Coach

• Our name• Why meeting• Behavior coach• Not Disciplinarian• Positive • Success-minded

• Not always in touch with past

• Helped see patterns

• Have students identify triggers

• Interventions based on triggers

• Social Skills• Schedule

changes• Coping

mechanisms

• Teachers informed of goal or plan, but not tracking progress

• Student & coach track goal

• Student chooses how to celebrate

• Emails or phone calls home

• Teachers reinforce positively

Meet &Review PastBehavior

Meet to Introduce

Meet &Agree onInterventions/Strategies

Meet ToSet Goal

EvaluateSuccess onGoal

Behavior Coach Bucket we went old-school

Log Sheet• Log of all meetings• Strategies discussed• Progress• School issues• Family issues• Future dreams• Collaborative problem

solving

Me Sheet• These students

struggle to see how their misbehavior affects others

• They also need to know who is proud of their good behavior

Goal Sheet • Collaborative problem

solving

• One behavior at a time

• Time frame realistic

• Reward necessary?

• Accountable strategies to get there

Rewards• Let student decide if they need a reward

• Only about half our students want a tangible reward • Tangible Rewards at School

• Computer time • Homework pass • $10 pizza delivered to lunch table• Change in schedule

• Tangle Rewards from Parents • Cell phone returned • Ungrounded • Time with friends – movie, mall, etc…

Home Visits/School VisitsIdentification of StudentsLooked at three areas:•Attendance-more than 15 absences•Grades-GPA lower than 1.5 for the year•Behavior-3 or more office referrals

If student flagged in two or more of these areas, we targeted that student for a home visit.

Home Visits/School VisitsDay of Visit

•Brought individual student data to meeting•Teacher welcomed student to new grade and expressed our desire to see success•We set goals and work out strategies for success before the school year began

Home Visits/School Visits“At first, it was kind weird to have my Principal and my teacher come to my house. And then, once they were there, it was surprising. It actually wasn’t that weird. It was a good idea, because it helped me to set goals. I didn’t even realize what I needed to do. I would recommend this to other students like me who have trouble with talking out and not thinking before they do. I’ve had a much better year because of their visit.”

- G.H. 8th Grade Student

Staff Members• They welcomed us taking these students

from homebase/intervention time!• They appreciate knowing the goal and

having support to help with behavior issues• They feel empowered to remind students of

their goal • They appreciate not having to write up

detentions or office referrals • Results speak to our teachers

End of 1st Quarter Results

• We dismissed 14 students who had not had a single office referral in 1st quarter, grades were passing, and attendance was not an issue.

• 23 students remained - who were going to require more time, coaching, and encouragement.

The Tier 1.5 Year End Results

• For our 7th and 8th graders– Reduced office referrals by 63.58% – Increased attendance by 106% – Increased GPA by 1%

• For our 6th graders– Reduced office referrals by 64.33% – Could not track GPA or attendance

Questions?

Jennifer.Jorel@fhsdschools.org

Suzan.Wilson@fhsdschools.org

Saeger Middle School

Tier 1.5

Works CitedIn The Middle. Student News of Saeger Middle. www.saegertoday.com.

Web. 20 March 2015.

Presentation Magazine. www.presentation.com. Web. 20 March 2015

Missouri School Wide Positive Behavior Support. www.pbismissouri.org.

Web 2015. 29 March 2015