PBIS District Team2014

PBIS Tier 2 New Team Member Training

Day 3

• Be Respectful– Listen to others– Take phone calls out of room

• Be Responsible– Take notes as needed– Go back to your school and implement

• Be Safe– Take care of yourself– Use the bathroom as needed

Expectations

Attention Signal

• Teacher claps twice and says “1,2” while Students say “eyes on you.” Students finish their conversation/ thought.

• Then the teacher claps twice and says “3,4” holding up the corresponding fingers and students say “talk no more.”

Introduce Yourself!Your name

School

Your position

If you could compete on any reality show which would show would you want to compete on?

Learning Intention• Participants will be introduced to Tier 2 of

PBIS, experience and discuss their role in their school's PBIS framework, and understand their school’s current fidelity with implementing PBIS Tier 2.

Success CriteriaYou know you are successful when:• You have a clear understanding of your role as a

trained PBIS Tier 2 team member in your school’s implementation of the PBIS framework

• Understand and can implement PBIS Tier 2 Interventions and best practices around your school.

6 Hours of TrainingDay 3Review

---------EXCEEDDataBIT Meetings

--------Summary

Day 1IntrosWhat is Tier 2?------•Identifying Students•Check-In / Check-Out

Day 2Review

---------•SAIG•Individualized CICO•BAIP

Today’s Agenda

• REVIEW of Day Two (BAIP, SAIG)• Special Education• Exceed/ Data• BIT • Review

REVIEW

• Modified CICO– All students should receive CICO as is, the same for

every students– For some students you can modify an aspect of CICO

(locations, time(s), DPR, greeter)• SAIG– Meet weekly for 9 weeks

• (closed or open enrollment)– Focus on a skill(s)– Monitor with DPR

SAIG Lesson Format• Learning Intention and Success Criteria• Materials Needed• Restorative Circle• Teaching Procedure

– Welcoming – Opening question/ prompt– Explain need for skill– Teach skill– Model examples and non-examples

• Practice/ Role Play– Various activities to practice/ reinforce

Tweet Out

• On a sticky note- tweet out a best practice you have around CICO and/ or SAIG.

• Hashtag which intervention (#cico #saig)

• Example:– Teachers practice how to give corrective feedback

#cico– Students have a weekly personal goal #saig

BrainstormDiscuss each of these common complaints and discuss how you/ an administrator can address them:

1.Why can’t I just give the child a punishment?2.What if the student doesn’t carry the card?3.Why is this my responsibility as the teacher?4.I don’t have time to complete the DPR.5.I don’t know when I should be doing this.

REVIEW• BAIP– After CICO, SAIG, Modified CICO – before any Tier 3 interventions are attempted– A static team meets on a individual student• Teacher invited to meeting, completes form

– Team creates a Behavior Pathway to find a summary statement and replacement behavior

BAIP• After students have not responded to CICO,

Modified CICO, SAIG; before any Tier 3 interventions are attempted

• A static team meets on a individual student– Teacher invited to meeting– Data is brought to meeting

• Teacher interview worksheet– Team creates a Behavior Pathway to find a summary

statement and replacement behavior

Teacher Interview• Form completed by classroom teacher• Used to gather information about what is

occurring and why:– Describe problem behaviors– Routines and activities that trigger behavior– How often and intensity of behavior– Setting Events – Function of behavior

BAIP Teaming

• A “static team” meets on students in need of a BAIP at the school

• Members are likely part of the BIT team or a sub committee of the BIT

• Membership is the same for each student needing a BAIP with usually the addition of the classroom teacher– Student and family not a part of this team (that

occurs at Tier 3)

• Student strengths– What are areas/ skills the student excels in

• Problem behavior– What is the measurable and observable behavior

that is the problem behavior with student– Is an action an can be seen (counted or timed)– hits with his fist –NOT- aggressive– out of seat 55% of time –NOT- hyperactive

• Predictors in the Environment– Antecedents occur immediately before, “trigger” the

behavior• When asked to read aloud, when a peer yells at him

– Setting events indirectly “set up” the problem behavior • Lack of sleep or food, fought with mom in morning

• Function– Obtain something– Avoid something– Answer is NEVER “Power”

Discuss

What could be the function of each behavior?1.Student wanders/ walks around room2.Student refuses to do math work3.Student used disrespectful language towards peers4.Student plays aggressively5.Student makes sounds during test/ quiz

• Replacement Behavior– Serves the same function as the problem behavior– A behavior a student can learn that will lead them

to their desired behavior

• What could be a replacement behavior for each?

1.Student wanders/ walks around room2.Student refuses to do math work3.Student used disrespectful language towards

peers4.Student plays aggressively5.Student makes sounds during test/ quiz

BAIP PathwayComplete a Pathway for the following situation:

When students are asked to work silently and independently at their desks, Bruce gets up and starts making quack quack sounds and walks around the room trying to distract others (see teacher interview at table)

Intervention Plan (IP)• Setting Event Strategies– Eliminate or neutralize setting events or triggers

• Environmental Strategies– Modify triggers to prompt alternative behaviors

• Instructional Strategies– Teaching replacement behavior

• Consequence strategies – Minimize reinforcement for problem behaviors– Reinforced desired behaviors

Progress Monitoring of BAIP

• Weekly or Daily monitoring of a specific goal- the student’s use of their new replacement behavior

• Monitor the same behavior in the same manner for the entire time (don’t want a moving target)

• Use a DPR• A percentage (0-100%) is inputted into Exceed

Discussion

• What do you need to implement or improve upon in your building to begin using BAIP as an intervention for students before entering Tier 3?

Special Education• Being in special education is not an

intervention in and of itself• All special education students can receive Tier

2 interventions– No need to hold an IEP, may want to ensure

special education is aware

BAIP vs FBA/BIP• Special Education students with behavior in their

IEP should skip the BAIP and instead have an IEP meeting to update their FBA/BIP, and then begin to progress monitor implementation of the FBA

• Special Education students without Behavior in their IEP should have a BAIP first, if it does not work, should hold an IEP and create a FBA/BIP to be included in their IEP and then progress monitored

The Importance of our Work

• Nicole• http://youtu.be/Z3Wb5-Sm0MQ

Data into Tier 2

• Report: Referrals by Student– Data Warehouse Reporting/ Discipline/ School/

PBIS– Data Warehouse Dashboard/ click on suspensions

graph (takes you to Discipline Dashboard)/ bottom of screen will have the “Big 5”

Pop Quiz

• Thumbs up or thumbs down-

• Every PBIS intervention conducted at your school must be progress monitored and put on Exceed.

Data system for EXCEED RtI• How is data collected daily?– Don’t just throw into a folder

• Who organizes data?– Data organized by day, and by student

• Who is putting data on Exceed?– Additional staff member to put on Exceed– Someone outside the team– Data goes on weekly

• Data monitored at meetings

EXCEED• EVERY intervention conducted at your school

must be on Exceed• Exceed should be updated REGULARLY– WEEKLY

• Used to progress monitor, not just store data• Find someone in building who is not

implementing the interventions to update Exceed data regularly

• Organizing data is essential

Creating an Intervention Plan• A Plan has 4 tabs to be completed– Plan Details (date, staff members, etc)– Select Goals– Plan Goals (determine baseline and target)• Behavior: always 40 for baseline and 80 for target

– Intervention (when and what is the intervention)

• USE THE TEMPLATES

Entering Score

• Blue Gear (insert picture of scores screen)• Can enter student percentage• Can enter points earned and total possible points

(Exceed will calculate percentage)• Not Tested option• Ignored Option• Narrative• Don’t put in zeros– Not tested or baseline

Old Plans• Can view details of current and old plans• RtI page- upper right change Currently

Active to whichever year looking for

Viewing Scores• Click on Student• Click on monitoring– A graph of their scores will appear– See legend to the right– Print capabilities

Old Data• Can view prior year data• Monitoring- upper right change to ALL

Exceed Data in Data Warehouse• Easier to see data in number format– No graphs (only in Exceed)

• DW Dashboard– School Leader Dashboard, right hand side– “School Intervention Summary”– Filter for behavior plans

• DW Reporting: Folder: Response to Intervention / School Intervention Summary– Enter School Code, Year, Active or Inactive plans, Run Query

School Intervention Summary

Select School Here

Pop Quiz • What percentage of students receiving a Tier 2 or

Tier 3 intervention should respond and be successful?

1. 20%2. 50%3. 70%4. 80%5. 100%

Success of Tier 2/3 System

• Individual Student success determined by earning 80% on their DPR for 80% of the time

• School-wide system fidelity determined by 70% of students responding to their intervention and deemed successful

• If less than 70% of students are being successful with intervention, address the system, NOT the individual student

Discuss

• Look at graphs provided:– Is CICO at system fidelity?– What conversation might you have around the

system fidelity data?– What 2 students could be transitioned off CICO?– What 2 students are in need of further

interventions?– How do you know this?

Building Intervention Team• Team at your school that meets and looks at

behavior and academic intervention data• Look at system fidelity– Problem Solves around the data

• Looks at individual student data – Make decisions around if student is responding to

intervention, has been successful with intervention, or needs additional interventions

BIT Members

• The following positions are required for the Building Intervention Team:– Regular Education Teacher(s) – Special Education Teacher(s)– Support Staff member(s) i.e. Counselors, Social

Workers, Librarians, Instructional Coaches, Assistants, etc. • Depending on availability (FTE allocation),

responsibilities, and skill set.– Administrator (as needed)

BIT Roles

• Once the Building Interventin Team members are identified, each BIT is required to have a Team Coordinator(s) and several members trained in PBIS Tier 2 and 3 processes.

• The Building Intervention Team members should fill the following roles: – Team Coordinator(s) (required)– Data Coordinator– Record Keeper (minutes)

Expertise• When collaborating with teacher teams

around individual and student group data and interventions, the Team Coordinator(s) may invite additional teachers, coaches or other staff members that can help address the area of concern.– i.e. Teacher with expertise in reading

Meetings• BIT should meet at least twice a month.• The PBIS Universal Team, The Learning Team,

and the BIT have different roles and responsibilities and should not be meeting as one large group. – It is recommended that there is either a member

who is a liaison between teams or a method of communication is established between the two teams (such as email or a TLC).

Meeting Calendar

BIT ResponsibilitiesFour Main Responsibilities:

1. Ensure Tier 2 and Tier 3 Intervention Systems Are In Place (and at fidelity)

2. Screen Students for Behavior Interventions (Check-In/Check-Out)

3. Review Individual Student Data4. Review Intervention Systems Data

PBIS Tier 2

• BIT could have a PBIS subcommittee– Ensures CICO has essential elements (greeters,

creates and copies DPRs, provides PD and updates to staff, etc)

– Ensures SAIG, BAIP, etc has essential elements

• Discussions around data and system/ student successes occurs at the BIT

Tier 2 Elements

• Have a Tier 2 Facilitator• Exceed Staff Member• Greeters for CICO – Location?

• A liaison between Tier 1 and Tier 2 (separate meetings)

• Universally Screen all students

• Staff aware of students on Tier 2

• Staff trained on their role with Tier 2

• A form for staff to refer students to Tier 2

• Created a DPR• Have acknowledgement

• Contact parents about Tier 2

• Have exit criteria from CICO

• Have SAIG curriculum• SAIG DPR (could be

same as CICO)• Have staff member,

time, location for SAIG

• Standing BAIP team• Teachers trained on

their involvement with BAIP

• All data entered into Exceed weekly

• BIT formed to discuss system and individual student fidelity with Tier 2

As a Team

• Wisdom of Geese• http://youtu.be/5rOg4WfNDfM

Resources• MPS RtI Website (under Resources)– http://www5.milwaukee.k12.wi.us/dept/rti/

• MPS PBIS YouTube Channel– http://youtube.com/mpspbis

• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/

• MPS PBIS Twitter Feed– https://twitter.com/MPSPBIS

• Monthly Newsletter (available on RtI Website)• Contact your Coach

Tier 2 Day 3

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

Darienne B. Driver, Ed.D., Superintendent

Erbert Johnson, CPA, Chief of StaffTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital OfficerRuth Maegli, Acting Chief Innovation OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerSue Saller, Executive Coordinator, Superintendent’s Initiatives