Tier 2 Advanced School-wide Positive Behavior Intervention and Supports Dawn Miller MTSS Facilitator Lea Ann Combs and

1. Tier 2 Advanced School-wide Positive Behavior Intervention and Supports Dawn Miller MTSS Facilitator Lea Ann Combs and Jamie Wolfe PBIS Facilitators

2. Training Topics ACTION PLAN • Team Orientation – TIPS • Implementation Efforts: Monitor, Evaluate, Modify • Self-Assessment Survey • Benchmarks of Advanced Tiers • Take TIC • Utilize School-Wide Data to refine Action Plan for Tier One Interventions • SMSD Student Discipline Reporting System • Table Tent • Revisit Function-Based Tier Two Targeted Interventions • Evaluate Tier Two Intervention Groups • Evaluate Check in/Check out System • Progress Monitor CICO Students • Customize Tier Two Interventions • Revisiting SIT • Expand scope and clarifying purpose • Application of problem-solving process-whole group to individual • Illustration of problem-solving process – tertiary level • Revisiting SIT Logistics

3. Elements of School-wide PBIS Establish a team interest and commitment Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Modify discipline referral process/forms Establish a data-based decision-making system Monitor, evaluate, and modify Refine consequences

4. 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 Interventions • Some students (at-risk) • High efficiency • Rapid response • Group or individual • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Revisit the Triangle 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

5. Evaluating Your PBIS Team

6. Important Structural Components • Regular meetings & regular attendance • The “right” people • The right roles • Facilitator • Minute Taker • Data Analyst • Active Team Members • The right information for problem solving & decision making • Accomplishments – Products of successful meeting • Meeting Minutes (record of decisions & tasks concerning administrative/general issues) • Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) 6

7. Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution

8. Identify Team Roles and Responsibilities • Coach-facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda, update Action Plan • Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”) • Data Analyst- trained to enter and access office referral data and brings the data to the meetings, may need analyst for Tier One and Tier Two • Behavior Specialist- a person who has received training in individual positive behavior support • District Facilitator/External Coach-district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBIS Trainers, and coaches

10. Norms for PBIS Team Meetings

11. SW-PBIS Survey Data • Conduct Safety Survey in the fall (All staff, students, and community) • Conduct a Self-Assessment Survey in the spring (All staff) • Conduct a Team Implementation Checklist twice yearly (PBIS team) • Benchmark for Advanced Tiers (BAT) yearly (PBIS Team) • Use data to implement and evaluate efforts (action plan) ACTION PLAN

12. SW-PBIS Self-Assessment & Ongoing Monitoring

13. Four Categories of Self-Assessment Survey • School-Wide Status • Non-Classroom Status • Classroom Status • Individual Student Support Status

14. Self-Assessment • Office Referral Data • Policies and procedures • Physical surroundings • Resources • Staff development • School culture • Values and beliefs • Relationships • Initiatives

15. School-wide Systems

16. PBIS Self-Assessment Survey:March Window

17. Team Implementation Checklist (TIC)www.pbisassessment.org

19. Working Smarter (otherwise known as question 5 on the TIC)

20. Committees at Overland Park

21. Benchmarks for Advanced Tiers • There is an updated spreadsheet this year, which will be sent to you to complete in April. • Computerized and take as a team • When completed, submit to Lea Ann or Jamie • Walk-through will be scheduled

22. BAT Order of Analysis

23. Team Time • Review and adjust, if needed, Team Roles and Responsibilities • Consider a Tier One Data Analyst and a Tier Two Data Analyst • Review SW-PBIS Team Norms • How are your what committees operating? Can you: • eliminate? • combine? • provide more support? • how can we embed SW-PBIS into other committees and activities? • Take Team Implementation Checklistwww.pbisassessment.org • Update PBIS Action Plan ACTION PLAN

24. Elements of School-wide PBIS Establish a team interest and commitment Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Modify discipline referral process/forms Establish a data-based decision-making system Monitor, evaluate, and modify (Tier One Data) Refine consequences

25. Integrated Functions Across All Tiers of Support Team approach Universal Screening Evidence-based practices Behavior Support Reading Support Progress monitoring Data-based decisions

26. Integrated Behavior and Academic Support Model • Both are critical for school success • Share critical feature of data-based decision making • Both utilize three tiered prevention model • Both incorporate a team approach at school level, grade level, and individual level • Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model • (Stewart, Benner, Martella, & Marchand-Martella, 2007)

28. Combined • Explicit link between reading • interventions in the core with • function of behavior • Intentional opportunities to • reinforce during core • Expanding literacy interventions

29. Targeted Interventions

30. Discussion with TeamEvaluate the process of integrating academic data and support into your behavioral discussions. • PBIS Monthly Team Meetings • Forming Intervention Group Sort • Progress Monitoring Reviews • SIT Team • PBIS Data Analyst role during SIT Team

31. Data-Based Decision Making

32. New and Improved Data Analysis Tool • Provide a Summary of Data by Location: • The most frequent location(s) for problem behaviors are in _______________ and _______________. • Compared to the previous month(s), this represents a _______________ trend for location.

33. Average Referrals Per Day Per Month

34. Question: What is our current status of office referrals per day per month? Provide a Summary of Data by Month: Last year we had an average of ( %) ODR’s in (month). This year we had an average of ( %) ODR’s in (month). Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %). Reflection for Later Analysis: Be thinking about what is happening in these months, what has changed since last year…..

35. Referrals by Problem Behavior Disruption is our most frequent problem behavior. We also have incidents of disrespect.

36. Question: What is our current status of office referrals by problem behavior? Provide a Summary of Data by Behavior: • The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease) trend of problem behavior by ( %). Reflection for Later Analysis: • Be thinking about why these specific behaviors are occurring ….. our teaching/reviewing….

37. Analyze:Referrals by Time Analyze: Referrals by Location

38. Develop a Precision Statement for the Identified Concern Increase in ODR’s in Sept. and Oct. Disruptive behavior From classroom between 9:15-10:-45 which is during group instruction time Several students Obtain adult attention

39. Develop a Precision Statement for the Identified Concern

40. Develop a Solution for the Identified Concern

41. Teaching Respect • Kick-off Lesson Plan- Can be adjusted for all ages. Click Here

42. Activity Thirty • Use the anniversary of September 11 to teach Respect. • Check out this website that has ideas for grades K-12 on using September 11th as a “teachable moment”. • Have students draw American Flags and write respectful words on all of the white stripes.

43. Guiding HandFor Encouraging Appropriate and Discouraging Inappropriate Behavior Reteach Provide Choice Redirect Conference Proximal Praise The Power to Encourage is in the Palm of your Hand! Your approach throughout: Calm, Respectful, Consistent, Specific & Immediate

44. Team Time • Analyze School-wide Discipline Data using the Table Tent and Worksheet • Develop a precision statement for an area of concern • Focus on School-wide Tier One Interventions • Celebrate data indicating an improvement trend following intervention

45. Elements of School-wide PBIS Establish a team interest and commitment Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Modify discipline referral process/forms Establish a data-based decision-making system Monitor, evaluate, and modify (Tier 2 Efforts) Refine consequences

46. Refining and Customizing Tier 2 Interventions

47. PBIS Journey has Provided… • School-wide Prevention Efforts • Function-Based Intervention Responses • Data-Based Routines • Building • Group • Individual Student

48. As the magnitude of the problem increases... Intensity or customization of supports Our level of data analysis

49. Individualized Plan Evaluate Outcomes &Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks? Obtain Attention? Obtain Attention? Skill Deficit? Targeted Environmental Interventions Function-based Intervention Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team collect data. Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Student Identification Teacher/Parent Nomination Data Decision Rules Office Discipline Referral Data Tier 1 implemented with fidelity? Implement Universals with Fidelity If Yes, then • Classroom System • Nonclassroom System • Schoolwide System MO SW-PBIS Student Support Model 7.6.10