taking tiers 1 and 2 to scale at middle schools
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Taking Tiers 1 and 2 to Scale at Middle Schools. Marlene Gross- Ackeret and Linda Stead Wisconsin RtI Center/Wisconsin PBIS Network PBIS Technical Assistance Coordinators. “ Middle School,” Griffin repeated. “Where - PowerPoint PPT PresentationTRANSCRIPT
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Taking Tiers 1 and 2 to Scale
at Middle SchoolsMarlene Gross-Ackeret and Linda Stead
Wisconsin RtI Center/Wisconsin PBIS NetworkPBIS Technical Assistance Coordinators
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“Middle School,” Griffin repeated. “Where did they come up with that, anyway? We’re in the middle of what, exactly? Too old for elementary school, but not old enough for high school. So they shove us here. Look around. There’s not one interesting person in sight, just a bunch of clones who want to be like everyone else.”
James Preller, Bystander
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“People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s ‘good for me.’ Yeah, well, asparagus is good for me, but it still makes me want to throw up.”
James Patterson: Middle School: The Worst Years of My Life
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“ Middle School is kind of like Middle-earth. It’s a magical journey filled with elves, dwarves, hobbits, queens, kings, and a few corrupt wizards. Word to the wise: pick your traveling companions well. Ones with the courage and moral fiber to persevere. Ones who wield their lip gloss like magic wands when confronted with danger. This way, when you pass through the congested hallways rife with pernicious diversion, you achieve your desired destination – or at least your next class.”
Kimberly Dana, Lucy and CeCee’s How to Survive (and Thrive) in Middle School
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Higher-performing middle schools build a culture of success by consistently maintaining these five common elements:
1. Trusting and respectful relationships 2. Students’ social and emotional well-being 3. Teamwork 4. Evidence-based decision making 5. Shared vision of mission and goals
”The Blueprint for Middle School Success” New York City Dept. of Education
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What research has shown for schools implementing PBIS
Creates learning environments that proactively deal with behaviors.
Improves support for students with specialized behavioral needs.
Maximizes on-task behavior and increases learning time for all students
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Perfect match!!!!
or maybe not……..
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Most Significant Barriers
Resourc
es
Turno
ver
Fideli
ty
Staff-Bu
y-in
SWPB
S Phil
osoph
y
Admini
strato
r Sup
port
Other In
itiativ
es
Traini
ng
Motiva
tion
Stake
holde
r Invo
lvemen
t
Distric
t Sup
port
020406080
McIntosh, 2013
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Middle School Barriers
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Middle School Barriers
‣ Peer attention trumps adult attention
‣ Increased expectation for student self-management
‣ Greater physical size of building
‣ Coordination among staff
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Maintain Tier 1/Universal Foundation of the entire system
Develop and Maintain Tier 2 Interventions CICO SAIG FBA BIP
Academic Supports
Move to Tier 3
Sustainability
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Tier IFrom this:
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To this:
Be A Learner
Be Respectful
Be Responsible
Be Safe
Tier I
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Be Respectful (cell phones, texts, etc.)• Speak quietly and politely• Listen actively to others• Raise hand to share• Respond positively to teachers and students
Be Responsible• Be on time• Put materials away• Clean up after yourself• Take pride in your learning
Be Safe• Move about safely• Keep aisles clear• Keep hands and feet to yourself
Be a Learner • Fill out assignment notebook• Complete assignments and homework on time• Ask questions• Do your best• Keep electronics off and in lockers
School-wide Expectations
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Teach all behaviors Use data to determine what to re-teach,
when, how often Consistently use and update you your
student acknowledgement system Acknowledge all staff for being a part of
PBIS Engage families
Be sure to…
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Professional development is aligned to the needs of the workers.
Leaders invest in the development if individual and collaborative efficacy of a whole group or system.
If people are asked to act differently, then their capacity must be developed to do so.
Fullan, M. (2008)
Building Capacity
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Content Building Knowledge Time to observe modeling Opportunity to practice Provide feedback Coaching
For every 1 hour of content, 7 hours should be given for these 4 components
Professional Development Success
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From this:Tier 2
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To this:
Tier 2
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Tier 2 team selection Membership Coordinator/Coach
Define purpose Data decision rules Professional development on all interventions
Planning for Tier 2
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Administrator Tier 2 Coordinator/Coach Pupil Services Staff (counselor, school psychologist/social worker)
General Educator(s) Special Educator(s)
Tier 2 Team Make-up
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Overall planning and coordination of Tier 2 systems
Regularly review student data Develop and coordinate Tier 2
interventions Provide staff training Ongoing sharing of data and general
information with staff
Tier 2 Team Purpose
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Facilitates the following:• Student nominations for Tier 2
interventions• Professional development for Tier 2
interventions• Data collection system• Parent/family notification and
explanation• Introduction and teaching students
Role of the Tier 2 Coordinator
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Supports PBIS at all tiers Staff availability to provide interventions Access to space to provide interventions Time to provide interventions Access to data and data system Time to develop and meet
Role of the Administrator
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Current data Attendance Discipline (Majors/Minors) Tardies Grades (D and F lists)
Team establishes decision rules – indicators? What interventions to provide?
Data Decision Rules
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Sample DPR form for Middle School???
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Planner DPR from AMS???
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Identify Student Needs/Wants:‣Peer attention seeking‣Adult attention seeking‣Skill deficit‣Work Avoidance
Meeting Data Decision Rule
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Professional Development Staff buy in/commitment Staff understand purpose (shift in thinking) Staff understand procedures and
responsibilities Share data with staff
How to implement CICO and SAIG Room/location Personnel Intervention time
Challenges Facing Middle School Implementation of Tier 2
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Role of classroom teachers Teacher accountability for honest data points Teacher feedback to student Not using DPR as a sounding board Make it “work” for all students
Student Buy in Understanding intervention – All students Viewed as part of positive school culture (not
just for “bad” kids) Can’t be a burden or embarrassment
Challenges Facing Middle School Implementation of Tier 2
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Warning Signs Accepting frequent low data points Teachers not filling out DPR Student loss of interest Support the student at the present level
without system review or adjustment Statistically, DPR does not reflect
similar data trends compared to current student data
Complacency
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“Teaching middle school is an adventure not a job.” Angela K. Bennet
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Enrollment: 885 students American Indian: 0.6% Asian: 6.0% African American: 9.3% Latino: 3.4% White 80.4%
Students with Disabilities : 10.8%
North Middle SchoolMenomonee Falls
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2011-12: Year 1 of Tier 1 was tough – big learning curve for all• Procedural changes• Cultural changes
o 370 days of OSS in 2010-11• Referrals: Majors vs. Minors
o Lack of materialso Incomplete homeworko Refer any time?
• PRC Cards (Positive Referral Card – blue)• Began Restorative Practices
North Middle School
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2012-13: Year 2 of Tier 1 saw many improvements• Refined behavior descriptions and referral form• Created Classroom Discipline Cycle
o Universal for all classrooms posted but not limiting• Golden Bus Tickets
o Drivers can recognize students for good behavior• Reflect and Refocus Form/Room
North Middle School
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2012-13 continued• Developed and filmed Cool Tool Videos• Created Gold PRC Cards
o Collect 2 completed blue cards for a $5 gift card• Participated in training for Culturally Responsive
Practices• District-wide PBIS Meetings• 2012-13 School of Merit
North Middle School
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2013-14: Year 3 of Tier 1; Tier 2 Training• HS began PBIS; MS and HS rebranded PBIS as
“Falls Pride”• Minor tweaks to Referral forms• Continued filming Cool Tool Videos to build bank
of resources• Trained all teachers, educational assistants, and
student services staff in Restorative Practices and Circleso Flex classrooms “circled” with students twice a week
– Mondays and Fridays
North Middle School
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2013-14 continued• Began 6 month test pilot of Flex Rep Council - Allows students to:
o Have a voice in setting grade level behavior goalo Have a voice in next steps to achieve the goalo Have a voice in the reward and celebration for
meeting the goal• BoQ and SAS scores steadily increased over the
last two years• Tested CICO with 10 students for 3 months• 2013-14 School of Merit
North Middle School
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2014-15 Moving Forward with Tiers 1 and 2• PEP Assembly for Falls Pride Kick-Off!!!• Increase students on CICO (20)• Train support staff in Restorative Practices• Continue Flex Rep Program
o Refine students involvement and attempt to address monthly
North Middle School
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School website:http://nms.sdmf.schoolfusion.us
Scott Marty, Associate [email protected]
Jess Gieryn, 7th Grade [email protected]
North Middle School
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Frank Lloyd Wright Intermediate SchoolWA-WM Schools
PBIS – Scaling from Tier 1 to Tier 2
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Frank Lloyd Wright Overview
Demographics: 1,055 total students.– 15% Hispanic, 5% Asian, 70% White, 6% Black, 4% Other, 14% students with disabilities.
Tier 1 implementation (Fall 2012). Successes – More than 10,000 That’s How We Roll cards were earned by
students through school-wide behavior recognition, where students can redeem for classroom incentives, chance for monthly sundae bar and/or visit to the Magic Bookstore.
Barriers – Fidelity and perception of card participation.
Tier 2 readiness (Fall 2013). Student - Student Service Watch List – Big “5”
• SAIG – Student Service mini lessons (on website).• Positive Expression, Working Appropriately, Self-Esteem, Social Media• CICO – Attendance - 85% target• Lunch bunch/Breakfast Club
◦ Sundae Bar/Magic Bookstore Staff - Stars of the month (2)
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Lunch Program – Tier 1 and 2
Lunch Bunch and Homework Club
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Value Added – Tier 1 and 2
That’s How We Roll – Sundae Bar and Magic Bookstore http://animoto.com/play/JPFmgM5I0iy6iS6VrWoc5w
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Staff - Tier 1 and 2
Stars of the Month
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Contact InformationWebsite - http//wright.wawm.k12.wi.us
Adam Freund, Internal [email protected]
Ryan Hammernik, Associate [email protected]
Phone Number - 414-604-3400
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Jack Young Middle School
Liz Ptaschinski JYMS PBIS Internal Coach, JYMS CICO Coordinator, PBIS External Coach, Teacher
Kristin MashakPBIS External Coach, Academic Seminar Teacher
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Check-In/Check-Out (CICO) Individualized CICO
◦ CICO with specific goals (ie: brings materials to class)
Academic CICO
Social Academic Instructional Groups (SAIG) Brief Functional Behavioral Assessment
(FBA)/Behavior Intervention Plan (BIP)
Tier 2 Interventions
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Students on basic CICO 2014-2015: 42◦ Academic CICO: 1
Students on basic CICO 2013-2014: 39◦ Individualized CICO: 23◦ Academic CICO: 2
Students on basic CICO 2012-2013: 61
CICO
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CICO Form
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Not getting enough data◦ Kids not participating (or sporadically
participating)
Teachers not buying in/participating◦ Teachers not doing CICO with fidelity◦ Teachers not prompting students for sheet
CICO Challenges
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In year 1(2012-2013): Tier 2 team analyzes data and makes decisions for all students◦ Team does not know all students
Difficult to make appropriate modifications◦ Too many students to effectively manage◦ Lack of teacher ownership and participation
CICO Challenges
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February 2013-present◦ Grade level teams analyze data and make
decisions for their students Teachers know students
Easier to make appropriate modifications Smaller number of students to manage Teachers make decisions for their students
More ownership and participation Better knowledge of which students are participating in
CICO
Building Staff Buy-InMaking Data-Based Decisions
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Student Data Slides◦ Created by CICO Coordinator◦ Contains basic information
When student started on CICO How they qualified Updates from previous months Plan modifications
◦ Contains graph (individual student report-CICO/SWIS)
◦ Contains number of ODRs Google Form
Building Staff Buy-InMaking Data-Based Decisions
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Fidelity checklist◦ Teachers take monthly to assess fidelity of
implementation Improved fidelity-helps to have a reminder of all the
components
CICO Fidelity
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Scoring CICO with Consistency
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Scoring Individualized CICO with Consistency-an example
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Students will begin to circle their own numbers after 2 weeks of participation on any CICO intervention (teachers can change)
Students participating on individualized CICO will be able to set their own goals and rating scales (with CICO Coordinator)
Add TWO additional levels of CICO support◦ Individualized CICO with “SAIG” instruction
Quick lesson taught during intervention block (in the classroom) Strategies reinforced in EACH classroom throughout the day
◦ Individualized CICO with “SAIG” instruction and additional support Provide additional materials/supports EACH hour to help the
student in meeting their goals
Moving Forward
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Jack Young Middle SchoolBaraboo
Website: www.baraboo.k12.wi.us
Paul Anderson, Internal [email protected]
Liz Ptaschinski, Internal [email protected]
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Panel Questions: Reflections and
Sharing
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What has been your biggest successand your greatest challenge?
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If you had a “do over” what would you do differently? How would you do it?
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What actions will you take to maintainTier 1 and Tier 2?
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Describe your next steps for the 2014-15 school year and beyond.
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What general advice would you give to other middle schools?
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Thank you!!!