Tier Two: Building a System That Works (Part 1)
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Tier Two: Building a System That Works (Part 1)






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Tier Two: Building a System That Works (Part 1) Tier Two: Building a System That Works (Part 1) Presentation Transcript

  • Moving Toward Small Group/ Targeted and Individual Supports: Building Efficient and Effective Systems Janice Morris and Barbara Mitchell Columbia Public Schools
  • Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
  • What Do We Know?
    • 1. Understand interaction between behavior and the
    • teaching environment
        • Behavior is functionally related to the teaching environment
    • Provide supports to Teach pro-social “ replacement ” behaviors
      • Small group or targeted to function
    • 3. Create environments to support the use of
    • appropriate behaviors
    • Practice and acknowledge success
    View slide
  • SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement View slide
  • Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
    • Best evidence documents what doesn’t work:
      • Information dissemination alone
      • Training by itself
  • Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
    • What works
      • Long term, multi-level approaches
      • Skills-based training
      • Practice-based coaching
      • Practioner performance-feedback
      • Program evaluation
      • Facilitative administrative practices
      • Methods for systems intervention
  • Applied Work in Progress Gentry Middle School
  • Background and Context
    • PBS in Columbia Public Schools
      • 18 elementary buildings
      • 3 middle schools
      • 3 junior highs
      • 3 high school programs
      • 17,000 students
  • Gentry Middle School
    • Three core teams per grade level
      • Five general education teachers
      • One special education /One paraprofessional
    • Elective team
    • Literacy support center
    • Self-contained/Special education
    • Administrative team
  • PBS at Gentry Year 1-2
    • Universal Features
      • Administrative and faculty buy in
      • Building wide expectations (RRKS)
      • PBS team
      • Matrix
  • PBS at Gentry Year 3-4
    • Universal Features
      • Lesson plans
      • Redesign office referral
      • Track discipline data
      • System for acknowledging (RRKS Ribbon)
      • Team process revisited
  • PBS at Gentry Year 5-6
    • Universal Features
      • Revisit matrix
      • Lesson plans and teaching schedule
      • Behavioral expectations posted
      • RRKS Ribbon data collection
      • Assign sub-committee work
  • The Saga Begins
    • Student Assistance Team (SAT)
      • Administrator
      • School psychologist
      • Counselors
      • Team teacher
      • Behavior specialist
    • Goal = Individual supports
  • Painful Lessons…
    • Year 1: Floundering, Flailing and Failing
      • Inadequate universal supports
      • Targeted interventions not systematic or data-based
      • Individual plans overwhelming and ineffective
  • Initial Outcomes
    • Multiple changes in individual plans
    • Ineffective supports for teachers and students
    • Loss of time
    • Increased number of referrals
    • Diminished credibility
  • The Saga Continues
    • Year 2: Reinforcements Arrive
      • Outside expertise
      • Administrative supports
        • Money
        • Meetings
        • Melee
  • Building Systems
    • How to get there
      • 1. Develop method for communication
      • 2. Provide tools for decision making
      • 3. Design process for accessing support
      • 4. Plan for maintaining and sustaining
  • Communicating Practice SAT-STAT-RRKS
  • RRKS Team STAT Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly Core Team Representative SAT Partner Core Team Teachers *Meets Weekly Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT SAT Process Teacher Assistance and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist Method for Communicating Practice
  • Skills-Based Assistance
    • Assistance Model
      • SAT members with behavior specialist
        • Behavior basics and management
        • SAT process
        • Function-linked strategies
      • SAT members with STAT team representative
      • SAT and STAT with core team teachers
  • Ongoing Intensive Support
    • Weekly, skills-based, with feedback
    • Periodic, intensive, with follow-up
    • Example: 2007-08 Sessions
        • Classroom/team universals
        • AIS process
        • Follow-up AIS
        • Peer observations
        • Feedback and systems maintenance
  • Decision Making Tools
    • Pyramid to Success
      • RRKS TOC
      • AIS guide ( Alternative Intervention Strategies )
  • Classroom Teacher Issues Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property Method for handling student behaviors Proactive : Positive call to parents , Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc. Corrective: One and only one REDIRECT, RRKS Review , Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc. Team Issues Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions Method for handling student behaviors Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with the student, Team Focus, etc. Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
    • Office Issues
    • Bus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
    • Teacher Method for handling student behaviors
      • Referral Form – send student to office with completed form
    • Process with student before re-entry
    • Office Method for handling student behaviors
    • Proactive: RRKS Review, Parent Contact
    • Corrective : Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
    Pyramid to Success for All
  • RRKS TOC (front side) RRKS – Time Out of Class Code: _____ Student: _________________________ Date:______________________ Incident Time: ____________________# of min. out of rm.: __________ Teacher: _______________________Subject: ____________________ What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________ Circle the RRKS expectation that was not followed: Respect Responsible Kind Safe What will you do differently next time? ______________________________________
  • RRKS TOC (back side)
    • Processing Checklist:
    • Processing data & time:
    • Review with the student reason he/she was sent out.
    • Teach & practice replacement behavior.
    • Provide positive reinforcement for replacement behavior.
    • Check the setting in which the behavior occurred.
    Minor List: Circle the appropriate code Whole group instruction Small group instruction Individual work Working with peers Alone 1-on-1 instruction Interacting with peers Other: Please identify below (MDD) Defiance/Disrespect/Non-compliance (MDS) Disruption (MI) Inappropriate Verbal Language ( MO) Other (MPC) Phys. Contact (MP) Property Misuse
  • Gentry FBA Matrix Lewis, 2008
  • Process for Accessing Support AIS - SAT Flowchart
  • Plan for Maintaining and Sustaining Administrative Perspective
  • Work Smarter Not Harder
    • Restructure resources
    • Realign responsibilities
    • Revise routines
    • Review results
  • Build Buy-In
    • Same things we do for students
      • Teach expected behavior
      • Reinforce reasonable approximation
      • Acknowledge success
  • A Happy Ending…
    • Outcomes to Date
      • Increased implementation of universals
      • Paradigm shift
      • Building infra-structure to sustain small group/ targeted and individual supports
  • Pulling It All Together
    • Success in building sustained systems
      • Long-term, multi-level approach
      • Skills-based training
      • Practice-based coaching
      • Practitioner performance-feedback
      • Program evaluation
      • Facilitative administrative practices
      • Methods for systems intervention