tier 1 positive behavior support booster/refresher training: orientation
DESCRIPTION
Tier 1 Positive Behavior Support Booster/Refresher Training: Orientation . 2011-2012. Today’s Purpose. To BOOST PBS/ RtI:B implementation efforts at your school! Review BoQ or PIC results Identify and prioritize action steps which address all critical elements of a Tier 1 PBS system - PowerPoint PPT PresentationTRANSCRIPT
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Tier 1 Positive Behavior Support
Booster/Refresher Training:Orientation
2011-2012
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Today’s Purpose• To BOOST PBS/RtI:B implementation efforts
at your school!• Review BoQ or PIC results• Identify and prioritize action steps which
address all critical elements of a Tier 1 PBS system
• Specific Action Plan, Part B – Tier 1 Training Binder• Determine what is working – celebrate!• Determine what needs to be improved• Plan for 2011-2012 school year
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Positive Behavior Support…• Aims to build effective environments in which
positive behavior is more effective than problem behavior
• Is a collaborative, assessment-based approach to developing effective interventions for problem behavior
• Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
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Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based
upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction
and supports.
Tier 2: Targeted, Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
Florida’s State Transformation Team on RtI (Dec. 3, 2009)
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Universal
Targeted
Intensive
RTIContinuum of Support for
ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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PBS provides the framework for RtIB
• It’s about more than just problem behavior• Behavioral data system and school-wide
procedures facilitate effective data-based decision making for RtI
• The Tier 1 system supports “academic enhancers” and productive citizenship
• Tier 1 PBS establishes the core curriculum for behavior and provides the structure for advanced supports
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Ongoing Collaboration
http://floridarti.usf.edu/
http://flpbs.fmhi.usf.edu
http://www.pbis.org
http://www.apbs.org
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Critical Elements of School-Wide PBS
Measured by the Benchmarks of Quality (BoQ) andthe PBS Implementation Checklist (PIC)
• PBS Team, Administrative Support• Faculty Commitment, Participation• Effective Discipline • Data Entry & Analysis• Expectations & Rules• Reward/Recognition Program• Lesson Plans for Teaching Behavior• Implementation Planning• Classroom PBS Systems• Evaluation
(Kincaid, Childs & George, 2005)
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Using the Baseline BoQ Results
• Reference throughout Booster Training• Use for updating Action Plan for
implementation in 2011-2012• Use as a baseline for comparison after
every year of implementation
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Look at your BoQ Data
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Look at your BoQ Data
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Data Review How did your team score overall on the BoQ
or PIC? Which Critical Elements received a score of
less than 70%? What do your team’s outcome data look
like? Reductions and/or increases in ODRs, ISS, OSS,
attendance, FCAT? What is working? What needs to be improved?
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Using Your Action Plan: Part B• Record of your Tier 1 PBS implementation
process What needs to be addressed? Who is responsible? Timeline for completing tasks? What has been accomplished? What worked and did not work?
• BoQ Critical Elements guides the process Are you implementing all the critical elements?
• Guides your team through the 4-step problem solving process
• Revisit it , revise it and evaluate your progress
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Problem-Solving Process(See Detailed Problem-Solving Module with voiceover)
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
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Problem Solving ProcessStep 1: Problem Identification - Use your data
What problem behaviors are occurring? Where are problem behaviors occurring? Who is involved?
Step 2: Problem Analysis: Brainstorm reasons Why is the problem occurring?
Step 3: Intervention Design and Implementation What interventions will be put in place to teach appropriate
behaviors? Who will implement the plan? How will the plan be evaluated?
Step 4: Response to Intervention - Use your data Is the intervention working? How will you know?
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Remember, It’s an Ongoing Process
• Implementation is not a one shot deal, it is an ongoing and continuous process… just like a good marriage or diet plan.• PBS/RtI is a philosophical shift• 3-5 years for full implementation across Tiers
• Get faculty support on all the critical elements prior to implementation• Present everything to your faculty as a draft• Get their input and feedback at each step
• More likely to get faculty support & implement with fidelity
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Get Connected
• FLPBS on FaceBook:• www.facebook.com/flpbs
• FLPBS on Twitter:• www.twitter.com @flpbs
• National TA Center on Ning:• www.pbisTAcenter.ning.com