Year 2 Day 5

1. Year 2 Day 5 Feeling Great to be Alive

3. Working on the Critical Elements • PBS TEAM • FACULTY COMMITMENT • EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE • DATA ENTRY AND ANALYSIS PLAN ESTABLISHED • GUIDELINES FOR SUCCESS AND EXPECTATION • REWARD/RECONGITION PROGRAM ESTABLISHED • LESSON PLANS FOR TEACHING GFS & EXPECTATONS • IMPLEMENTATION PLAN • CRISIS PLAN • EVALUATION ACTION PLAN Consistency

4. The Substitute • What do they need? • Why do we need THAT? • What are the elements that need to be included on their?

5. EXAMPLES LV_Substitute_brochure.doc Substitute_brochure.doc

6. Who else needs help? Teachers with difficult students. How can the team help?

7. A Teacher to Teacher Process

8. Road to Productive Meeting Clarify the nature of the problem Develop corrective consequence for the problem 3. Develop proactive and positive strategies

9. Organizational Structures • Teacher assistance teams • Ad hoc (as necessary) teams • Grade level teams • Departmental teams

10. TEAM GROUND RULES • START ON TIME • FULL ATTENTION • NOONE DOMINATES • NO ONE EQUIVOCATES • PREARRANGE A SOCIAL TIME • (if team wants)

11. Define Roles • Leader • Recorder • Timer or time keeper • Optional: Parent

12. Planning Process Worksheet STEP ONE: Background -6 minutes • Describe the presenting problem (when, where, how often, how long) -Strengths (yes, they have one) -What’s been tried

13. Planning Process Worksheet STEP TWO: Problem and goal (2 minutes) • NARROW – NARROW - GOAL - GOAL

14. Planning Process Worksheet STEP THREE: Corrective Consequences – 2 minutes Corrected, ignored, or consequence implemented

15. Planning Process Worksheet STEP FOUR: Responsible & Irresponsible- 4 min. (Yes, there are examples of responsible behavior)

16. Planning Process Worksheet STEP FIVE: Proactive Strategies – 4 min. Gathering ideas – not evaluating if they will work

17. Planning Process Worksheet STEP SIX: Proactive Plan – 3 min. Make selection of strategies

18. Planning Process Worksheet STEP 7: Final Details – 4 minutes Evaluations: Support Plan Summary

19. Tips First time 50 minutes Second reduction of time Third time 25 minutes Build notebooks of interventions

20. Getting Ready for Next Year

21. Behavior or Academics? Leave Kinder with lower reading skills Problem Behavior Enter kindergarten with low reading skills Academic tasks become increasingly aversive Escape task

22. Academic Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

23. Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

24. Academic Systems • 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 Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All settings, all students • Preventive, proactive • Universal Interventions • All students • Preventive, proactive ADDRESS BOTH SIDES OF THE TRIANGLE! Behavioral Systems SPED Referral 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

25. Tiers… • Tiers represent the intensity of the instruction, not the placement of students. • Tiers represent the type of services delivered, not the location of students.

26. Tier 1 ~~ UNIVERSAL High-quality instructional and behavioral supports for ALL students to reach proficiency in general education settings.

27. As a TEAM . . . Schoolwide Tier One: For All . . . What’s in place? Behavior Support

28. Tier 1~ UNIVERSAL • Focus: All students • Instruction: District curriculum and instructional practices that are evidence-based; aligned with state standards; incorporate differentiated instruction • Setting: General education Classroom • Assessments: screening, outcome measures, (progress monitoring can be used in Tier 1 to determine rate of learning)

29. BEARS

30. Tier 1 • Viable curriculum delivered by classroom teacher • Differentiated Instruction and accommodations • Small groups • Interventions designed to address skill deficits • Unconditional positive regard • 3:1 ratio • Human needs fostered (fun, freedom, empowerment, & belonging • Individual and group reinforcement • On-going rule & procedure teaching

31. Behavioral Screeners • office referrals, • attendance records, • tardiness, • School-wide observations, • surveys of staff, students, parents • curriculum Based Measurement • other discipline data

32. Using ODR School-wide system interventions if: More than 35% of students in school received one or more ODR , OR There are more than 2.5 office referrals per student Classroom system if: More than 50% of referrals come from classroom, OR More than 40% of referrals come from less than 10% of all classrooms

33. Using ODR Targeted Group if: More than 10-15% receive more than 10 office referrals Individual system if: less than 10 students receive more than 10 referrals , OR A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

34. Based on the screeners • Create a “risk list” • Prioritize the list • Determine the number of students to serve – What should be considered?

35. Tier 2 ~ TARGETED Targeted, specific prevention or remediation interventions for students whose academic performance or behavior lag behind the norm for proficiency in their grade and educational setting

36. As a TEAM . . . Classroom Small Groups What’s in place? Tier Two: For Some. . . Behavior Support

37. Tier 2~ TARGETED Focus: Students identified through screening as at-risk for poor learning outcomes Instruction: targeted, supplemental instruction delivered to small groups Setting: General education Classroom or other general education location within the school Assessments: progress monitoring; diagnostic instruments

38. Tier 2 • Daily report cards • Mentoring programs • Check-in/Check out systems • Self-monitoring systems • Behavior contracting • Social Skills instruction • A diagnostic instrument has been administered • Intervention specifically targets the skill deficit • Small group 3-5 students • Pull out 2 to 3 times per week, 20 to 30 minutes 10% - 15%

39. Slides reprinted with permission from Erin Lolich of Tualatin-Tigard School District

40. DUE SOON &REMINDERS ***Poster Session*** May 22th Benchmark of Quality due MAY 22TH Statewide Conference

41. It will keep you going Review Implement Prioritize Continuous Improvement Process Revise and Develop Adopt How well do you know it and use it?