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Building A Tier Two System In An Elementary School: Lessons Learned

Building A Tier Two System In An Elementary School: Lessons Learned . Tina Windett & Julie Arment Columbia Public Schools, Missouri Tim Lewis & Linda Bradley University of Missouri www.pbismissouri.org. Our Partnership. Center for SW-PBS College of Education University of Missouri.

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Building A Tier Two System In An Elementary School: Lessons Learned

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  1. Building A Tier Two System In An Elementary School: Lessons Learned Tina Windett & Julie Arment Columbia Public Schools, Missouri Tim Lewis & Linda Bradley University of Missouri www.pbismissouri.org

  2. Our Partnership Center for SW-PBS College of Education University of Missouri

  3. Session Overview • Overview of Tier Two Systems • Derby Ridge Elementary Tier 2 System • Lessons Learned • District Support for Tier Two Systems

  4. Overview of Tier Two Systems

  5. Academic Systems Behavioral 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 students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  6. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  7. It Sounds SO Easy! • Few Exemplars to Follow in Columbia, Missouri or Nationally

  8. BUILDING BLOCKS OF A TIER 2 SYSTEM • Provide Adequate Instruction • School-wide System • Non-classroom System • Classroom System

  9. BUILDING BLOCKS OF A TIER 2 SYSTEM 2. Student Identification Process • Teacher Nomination • Data Decision Rules • Universal Screening Instruments

  10. BUILDING BLOCKS OF A TIER 2 SYSTEM • Function Based Matching Process • Data Collection and Review • Identify Problem Behavior, Hypothesis and Replacement • Select Interventions Based on Function • Targeted Environmental Interventions (Classroom) • Academic Support • Check In/Check Out • Mentoring • Social Skills Club

  11. BUILDING BLOCKS OF A TIER 2 SYSTEM 4. Evaluate Outcomes and Make Decisions • Ongoing Progress Monitoring • Fidelity of Implementation • Social Validity

  12. Derby Ridge Elementary Tier Two System

  13. Derby Elementary School • PS-Grade 5 Elementary School in Columbia, MO • 705 students • 62% of students on free/reduced lunch • 30% minority, mostly African American • Full range of special education services • Involvement with PBS for 8 years • 2nd Year building Tier 2 System • Evidence of Tier 1 Implementation with Fidelity

  14. Derby Ridge Elementary Tier 2 Systems

  15. Derby Ridge Core Student Teacher Assistance Team (STAT) Guide the Development of the Tier 2 System Develop Targeted Small Group Interventions and Connect with Schoolwide Expectations Support Grade Level Team Process Communicate with Faculty and Staff About Tier 2 Process and Interventions Provide Professional Development

  16. Tier Two Development Team Includes a teacher representative from each grade level and the Core STAT Team (Student / Teacher Assistance Team) Participate in training to support the development and implementation of the Tier Two process Guide grade level teams through function based decision making process. Serve as a resource to assist teachers with students’ concerns.

  17. Grade Level Teams • Meet Weekly to Discuss Students Who Meet Data Decision Criteria • Use Function Based Decision Making • Review Data (Minors, ODRs, Attendance, Academics) • Define Problem Behavior • Match Classroom / Environmental Interventions to What the Student is Trying to “Get” or “Avoid” through Misbehavior. • Progress Monitor • Collaborate and Generalize for Similar Students’ Behavior and Function

  18. Teacher Expectations • Implement Tier 1 with Fidelity • PBS Checklist and Self Assessment • Classroom Universal Checklist • Review Student Data Regularly to Identify Students Who Need Tier 2 Support • Communicate With Family and Staff • Implement Interventions with Fidelity

  19. Building Blocks for Derby Ridge • Provide Adequate Instruction • Student Identification Process • Function Based Matching Process • Evaluate Outcomes and Make Decisions

  20. Provide Adequate Instruction • Review Tier 1 Implementation of Schoolwide and Classroom Universals with PBS Checklist: • DRE Expectations Matrix is our Social Curriculum • All Staff Teach All Students Weekly “Super Skills” • All Staff Give All Students Specific Performance Feedback Using “Braggin’ Dragon” Cards • All Staff Give Effective Responses and Follow Continuum of Responses to Behavior Errors • Review Using PBS Checklist, Classroom Universal Inventory and Administrative Walk-Through

  21. Student Identification: Screen for Risk • Data Decision Rules: • 2 major ODRs from Beginning of Year • Minor Incidents Persist---5 after Sept 30 • Attendance / Tardies a Concern—8 per trimester • Academic Concerns • Concern for Students with Internalizing Behavior • Teacher Nomination • Universal Screening

  22. Function Based Matching ProcessBegins at the Grade Level Team Meeting • Teacher Collects Student Information • Majors (Office) & Minor (Classroom) • Academics & Attendance • Function • Strengths • Grade Level Team Determines: • Summary of Problem • Replacement Behavior • Student Goal • Grade Level Team Select Classroom Intervention • Antecedent, Behavior OutComes format • Progress Monitoring Method • Action Plan • Follow Up Date

  23. Small Group Interventions • In Process of Developing: • Social Skills Groups (Redefining Counselor Groups) • Check In/Check Out • Academic Support

  24. Evaluate Outcomes • Progress Monitoring for Individual Students in Tier 2: • Determine Student Goal and Progress Monitor • Review Data in Two Weeks and Share with Grade Level Team

  25. Lessons Learned at Derby Ridge Teachers need to consistently implement classroom universals Grade level teams may need training on team process (PLC) Protect meeting time, use an agenda and keep minutes Build in time for professional development New teachers may have no background knowledge regarding this process Grade level teams need instruction about how to collect, analyze and make data decisions It is hard to stick to Tier 2 data rules and not “jump” to Tier 3 Teachers see “Support” as Outside Classroom Communication, communication, communication!

  26. Integrating Best Practice Efforts

  27. District Support for Tier 2 • Expertise • Funding • Staff Development

  28. Presentation is Available www.pbismissouri.org

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