Tier 2 training

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RESA Tier 2 training PowerPoint 12/6/2012

RESA Tier 2 training PowerPoint 12/6/2012

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  • 1. School-wide PBIS Tier 2 Training Wayne RESA 2011-12 Chris McEvoy mcevoyc@resa.net
  • 2. Readiness Check Tier One Checklist Check one Component In Place Partially In Not In Place Place1. Positive behavior expectations are defined and taught in each setting within the school to students and shared with families.2. Practice sessions are scheduled throughout the year to support learning and maintaining behavior expectations.3. A system of positive reinforcement is implemented with all students for demonstrating the positive behavior expectations.4. A continuum of consequences is implemented consistently by all staff for minor behavior infractions.5. The PBS Team meets at least monthly, reviewing data, providing feedback to staff, and making the necessary system adjustments.
  • 3. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Intensive, Individual Interventions •Individual Students 1-5% 1-5% •Individual Students •Assessment-based •Assessment-based •High Intensity •Intense, durable procedures Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions •Some students (at-risk) •Some students (at-risk) •High efficiency •High efficiency •Rapid response •Rapid responseUniversal Interventions 80-90% Universal Interventions 80-90%•All students •All settings, all students•Preventive, proactive •Preventive, proactive
  • 4. Objective: After today’s training develop a Tier 2 system for your school• Review Tier 2 options with your school’s PBS Team• Identify a menu of Tier 2 interventions• Develop a plan for implementation and training – Consult district coach• Provide training for staff• Establish Tier 2 Team operations/align with RtI• Include Tier 2 interventions in your staff handbook• Submit Tier 2 plan to WRESA with April or May report
  • 5. Establish Criteria & Process for Referral• Criteria – Number of ODR Referrals/Incident Reports – Number of minor infractions - classroom behavior – Teacher recommendation • Internalizing behaviors e.g., low motivation, withdrawn• Systems issue: – 500 student school – 5-10% of population is 25-50 students – Tier 2 – 1-5% of population is 5-25 students – Tier 3• Tier 2 Team/Agenda separate from Tier 1 meeting agenda
  • 6. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Intensive, Individual Interventions •Individual Students 1-5% 1-5% •Individual Students •Assessment-based •Assessment-based •High Intensity •Intense, durable procedures Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions •Some students (at-risk) •Some students (at-risk) •High efficiency •High efficiency •Rapid response •Rapid responseUniversal Interventions 80-90% Universal Interventions 80-90%•All students •All settings, all students•Preventive, proactive •Preventive, proactive
  • 7. Middle School – 845 studentsReferrals by Student End of Year 7% 4% N=36
  • 8. Tier Two - Targeted Interventions Critical Features
  • 9. Tier Two - Targeted Interventions
  • 10. Monthly PBS ReportsTotal Office Discipline Referrals (ODRs) by monthTotal Suspensions by monthDaily Average ODRs by monthProblem Behaviors Year to Date (YTD)Location YTDTime of Day YTDNumber of Referrals by Student YTDReferrals by Grade YTDReferrals by Staff YTDCompare data year to yearPositive Behavior Indicator
  • 11. First StepsStudent-focused Tier 2 Interventions
  • 12. Tier 2 & 3 Students (Insert completed Quick Sort Tool) QUICK SORT TOOL Tier 2 & 3 Students DATE: CICO Mentor Home/School Plan Social Skills Group Simple FBA/BIP Tier 3 FBA/BIPTotals
  • 13. Number of Incidents by Number of Students
  • 14. Check In Check Out• See Powerpoint module on WRESA WebsiteTo reserve Behavior Education Program DVD and reference book -Wayne RESA contact:Pat Johnson(734) 334-1595johnsop@resa.net
  • 15. Simple Functional Behavior Assessment• Conduct Simple FBA if you have done one Tier 2 intervention and it was not successful.• Pinpoint triggers and problem situations• What does the student get out of it? Motivation? – To gain: attention, control, a preferred activity, excitement, a sensory or physical effect, status, etc. – To avoid: an unpleasant event, a demand, etc.• Skill deficits related to the problem behavior? – Identify Replacement Behavior(s) to Teach
  • 16. Simple Behavior Plan based on FBA– Prevention techniques • Additional assistance • Reminders: pre-corrections • More corrective feedback • Visual supports • Increase practice on skills • Targeted Supervision • Homework help • Organizational help • Parent communication systems • Shorten work sessions • More frequent breaks or reinforcement • Increase opportunities for movement • Change verbal prompts: create common language
  • 17. Corrective Feedback
  • 18. Targeted Instruction in Behavior Expectations/Replacement Behaviors• Identify target behavior(s) for instruction• Involve School Social Worker or Special Education Teachers – experience with social skills instruction• Create a simple teaching plan• Environment specific - classroom-based• Practice skills• Corrective feedback• Reward targeted social skillsResource: Tim Lewis, U. of Missouri
  • 19. Bully Prevention Manuals Elementary and Middle Schoolhttp://www.pbis.org/pbis_resource_detail_page.aspx? PBIS_ResourceID=785
  • 20. Take a Break• Not for rule breaking - for agitation, hyperactivity, explosiveness, anger• Identify break area, procedure, & time limit• Neutral reinforcement – not a reward activity• Calm down & focus• Practice requesting “break”• Monitor use
  • 21. School-based Mentoring• See Powerpoint module on Wayne RESA website
  • 22. Simple Home-School BIPs
  • 23. Home-School Matrixsee Wayne RESA website
  • 24. Location – Middle School
  • 25. Location
  • 26. Active SupervisionSee Powerpoint module on Wayne RESA website.To reserve Systematic Supervision videos throughWayne RESA contact:Pat Johnson(734) 334-1595johnsop@resa.net
  • 27. PBIS in the Classroom• See Powerpoint Module and checklist on WRESA website
  • 28. Alternatives to Suspension• See Powerpoint Module on WRESA website
  • 29. Newcomers Club• Highly Transient school population• PBS team develops Newcomers Club – Welcome & support new students – Teach school-wide expectations, PBS orientation – Student partners
  • 30. Academic Support• Homework – If it never comes back, after repeated attempts to correct, build support within the school day• Increase assistance with organization & planning• RtI Connection Emphasize the need to identify and intervene early before students fall behind
  • 31. Aligning RtI with SWPBIS series Dr. Patricia Drakehttp://www.resa.net/curriculum/rti/
  • 32. Tier 3 Behavior Support• Intensive Team-based process – With parent – Agency, physician• Intensive Functional Behavior Assessment• Multi-component BIP• Review meetings• Wayne RESA trainings on Tier 3 FBA & BIPs – January 31, 2012