marlene gross ackeret and lori cameron. introductions family engagement classroom pbis on line...
TRANSCRIPT
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Tier 1 Coaching Networking
Marlene Gross Ackeret and Lori Cameron
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Introductions Family Engagement Classroom PBIS On Line Resource and
Educator Effectiveness Networking
11 – Noon: External Coach Session
Agenda
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Your school If you received recognition this summer One area of need
Introduce Yourselves
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Why are we addressing Family Engagement?
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Because our data say we need to!
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Because our data say we need to!
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PBIS and RtI Self Assessment Items:Family Engagement items are on all PBIS and RtI self assessment tools (see resources): TIC: 3 items (3, 8, 11) SAS: 1 item (13)
◦ SAS Individual Student: 2 items (6, 7) BAT: 6 items (12, 24, 26, 33, 41, 46) BOQ: 2 items (34, 41) SIR: 5 items (7, 25, 34, 43, 49) SIR All Staff: 5 items (6, 11, 18, 21, 36)
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Family Engagement ResearchOver 50 years of research links the various roles that families play in a child’s education—as supporters of learning, encouragers of grit and determination, models of lifelong learning, and advocates of proper programming and placements for their child—with indicators of student achievement including student grades, achievement test scores, lower drop-out rates, students’ sense of personal competence and efficacy for learning, and students’ beliefs about the importance of education.-Partners in Education: A Dual Capacity Building Framework for Family–School Partnerships: SEDL & US DoE
*Online Resources/Handouts http://goo.gl/R0gGmm
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What messages are you sending?Dear __________:
This letter is to inform you that ______________ has accumulated a minimum of 8 absences. School policy
states that when a student reaches a total of 10 parental absences, additional absences will require a doctor's note for the absence to be considered excused.
When a student reaches 10 days of absence, a letter will be sent to the truancy officer as well. These absences may be recorded as excused or unexcused. In addition,
unexcused absences will also be given a disciplinary referral.
It is a state law that children under the age of 17 attend school regularly. Please discuss with your child the
importance of attending school on a regular basis. I am also recommending that you contact the administrative office to discuss this matter further.
Sincerely,
NamePrincipal
Cc. Name, Supt. Name, Guidance Name, Dean of Students
Name, PsychologistName, Social WorkerName, Police Liaison
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Check-In, Check-Out Letter From Dave
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Six Easy Ways to Enhance Family Engagement and Partnerships in Your School:
1. Positive Phone Call Template (see website)2. National PTA Common Core Guides for Families (www.pta.org)
a) Learning Expectations for grades K-12 in English/Language Arts and Mathematics (English and Spanish versions)
b) CCSS Webinar Series
3. Share Resources with Families and Learn from thema) Cool Tools (Morning Routine, Homework, etc)b) Resources to support learning (flashcards, websites, apps)c) Parkview Elementary (Cedarburg) Survey:
https://sites.google.com/a/cedarburg.k12.wi.us/parkview-pride/
4. WI RtI Center Family Engagement Module (see Facilitator’s guide for description of activities)
5. Family Engagement Pilot School Resources (See Conference Materials website)
6. SPDG: “Serving on Groups that Make Decisions: A Guide for Families” www.servingongroups.org (Webinar series Sept-Oct, 2014)
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Wisconsin PBIS Network websitewww.wisconsinpbisnetwork.org/family-engagement
Wisconsin RtI Center websitewww.wisconsinrticenter.org/family-engagement
Family Engagement Resources
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PBIS in the Classroom and Educator Effectiveness
Teacher Professional Goals
Principal SLOs
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Take 15 minutes to explore the Classroom Management Resource
First team done receives raffle prize
Search and Find
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Look at the list of goals and Student Learning Outcomes
Given what you found on the website, how can this resource be used to achieve goals/SLO’s?
What Connections Can You Make?
10 minute
s
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Shares from those that figured it out.
Networking
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Networking with External Coaches
Marlene Gross Ackeret and Lori Cameron
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U300 Tier 2/3 Administrative Overview Classroom Management Sessions
Announcements
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http://www.wisconsinpbisnetwork.org/coaches.html
Look to the left for Coaches CalendarReflect on what you’ve done/what needs to be done.
Review Coaches Calendar
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SAS and Result Action Planning
HO:Analysis
Tool
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Questions and Networking
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Tier 2 Coaching Networking
Marlene Gross Ackeret and Lori Cameron
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Introductions Announcements Best Practices Networking
Agenda
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Your school One thing that is working with CICO One area of need
Introduce Yourselves
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Series of 5 webinars Statewide audience Topic Specific
Oct 9: Tier 2 SystemsNov 5: Consistency in using DPRFeb 13: FBA/BIPApr 16: Action Planning based on needMay 12: Panel Discussion
Announcements: Community of Learners
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Behavior support is the redesign of environments, not the redesign of
individuals.
Reframe thinking from “the student can’t or won’t” to…
building behavioral fluency by adding layers of support
Putting Tier 2 and 3 in Context
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Advanced Tier Supports
Layered on tier I school-wide and classroom systems (not in place of)
Intended to provide:• Increased instruction• Increased behavioral feedback• Increased acknowledgement• Fluency-building opportunities• Positive connections
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/Check-out (CICO)
Group intervention with individualized feature
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or multiple-domain FBA/BIP
Wraparound/RENEW
Social/Academic Instructional Groups (SAIG)
There is a Continuum of Support (ordered by intensity of intervention & effort needed to implement)
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tion
Increasing intensity of intervention REQUIRES increase in family engagementAND assessment
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Wisconsin Conversation Chart
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Does anyone look at both academic and behavior data during the same Systems Team Meeting?
Discuss challenges and advantages of integrating conversations
New Twist: Integrated Systems Team
10 Minutes
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DATA DATA
DATA
Simple Tier II Interventions
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Check In Check Out (CICO) Student checks in with assigned greeter
before and after school
Progress is measured on demonstration of expected, positive behaviors (i.e., safe, responsible, respectful)
Daily progress is measured on a common Daily Progress Report
Designed to provide:Unconditional positive interaction
with an adult (increased connection)
More frequent opportunities for
practice and behavioral feedback
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CICO (BEP) Cycle
Systems conversation
On-going progress monitoring - intervention
On-going progress monitoring - individual
BEP Plan
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004
Morning Check-In
Daily Teacher
Evaluation
Check-Out
Home Check-In
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Take 15 minutes to review the checklist. Be prepared to report out on an action you
will take; Or… a possible topic for networking.
Check your system
CICO Checkli
st
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New Twist: Use of CICO with students who Bully
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Advanced Support Options
37
School-wide PBIS and BP-PBIS will not be sufficient for all students
Continued bullying behavior can occur for 3 reasons:
1. Social aggression reinforced by adult attention2. Lack of social skill acquisition3. Lack of social skill fluency with certain peers
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Designed for Students with moderate problem behaviors not responding to Tier I behavior supports
• Basic CICO is most appropriate when problem behaviors are maintained by adult attention
• Students “check-in” with an adult at the start of each day• Students get feedback from teachers throughout the day using
a Daily Progress Report (DPR)• Students “check-out” with an adult at the conclusion of each
school day
CHECK-IN/CHECK-OUT (CICO)ALSO KNOWN AS THE BEP
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Leanne S. Hawken, PhD - 2012
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HAWK ReportDate ________ Student _______________Teacher___________________
0 = No1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and
objects to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
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Is the Basic CICO
Working?
No
Conduct Basic Functional Assessment Interview
(e.g., use Functional Assessment for Teachers and Staff; FACTS)
• Where does the problem behavior occur/not occur?
• Why does the problem behavior keep happening?
Conduct Social Skill Assessment
(e.g., social skills rating system; SSRS)
• What specific social skills is the student lacking?
•Continue with CICO
• Transition to self- management
Yes
Implement Basic CICO to address adult attention maintained problem behavior
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Is the behavior maintained by escape
from academic demands?
Escape Motivated CICO
Reduce adult interaction
Escape as a reinforcer
Is the behavior related to lack of
social skills?
CICO + SS
Provide regular, efficient Social Skill Training
Is the behavior maintained by peer
attention
Peer Motivated CICO
Allow student to earn reinforcers to share with peers
Revising CICO
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Resource Scott Ross Curriculum can be found on home page of
pbis.orghttp://www.pbis.org/school/bully-prevention
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Networking