Moving Toward Small Group/ Targeted and Individual Supports: Building Efficient and Effective Systems  Janice Morris and B...
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized ...
What Do We Know? <ul><li>1.  Understand interaction between behavior and the </li></ul><ul><li>teaching environment </li><...
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior ...
Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>Best evidence documents...
Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>What works </li></ul><u...
Applied Work in Progress Gentry Middle School
Background and Context <ul><li>PBS in Columbia Public Schools </li></ul><ul><ul><li>18 elementary buildings </li></ul></ul...
Gentry Middle School <ul><li>Three core teams per grade level </li></ul><ul><ul><li>Five general education teachers </li><...
PBS at Gentry  Year 1-2 <ul><li>Universal Features </li></ul><ul><ul><li>Administrative and faculty buy in </li></ul></ul>...
PBS at Gentry   Year 3-4 <ul><li>Universal Features </li></ul><ul><ul><li>Lesson plans </li></ul></ul><ul><ul><li>Redesign...
PBS at Gentry   Year 5-6 <ul><li>Universal Features </li></ul><ul><ul><li>Revisit matrix </li></ul></ul><ul><ul><li>Lesson...
 
The Saga Begins <ul><li>Student Assistance Team (SAT) </li></ul><ul><ul><li>Administrator </li></ul></ul><ul><ul><li>Schoo...
Painful Lessons… <ul><li>Year 1: Floundering, Flailing and Failing </li></ul><ul><ul><li>Inadequate universal supports </l...
Initial Outcomes <ul><li>Multiple changes in individual plans </li></ul><ul><li>Ineffective supports for teachers and stud...
The Saga Continues <ul><li>Year 2:  Reinforcements Arrive </li></ul><ul><ul><li>Outside expertise </li></ul></ul><ul><ul><...
Building Systems <ul><li>How to get there </li></ul><ul><ul><li>1.  Develop method for communication  </li></ul></ul><ul><...
Communicating Practice SAT-STAT-RRKS
RRKS Team STAT Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Repre...
Skills-Based Assistance  <ul><li>Assistance Model </li></ul><ul><ul><li>SAT members with behavior specialist </li></ul></u...
Ongoing Intensive Support <ul><li>Weekly, skills-based, with feedback </li></ul><ul><li>Periodic, intensive, with follow-u...
Decision Making Tools   <ul><li>Pyramid to Success </li></ul><ul><ul><li>RRKS TOC </li></ul></ul><ul><ul><li>AIS guide ( A...
Classroom Teacher Issues Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriat...
RRKS TOC  (front side)   RRKS – Time Out of Class   Code: _____ Student: _________________________  Date:_________________...
RRKS TOC  (back side)   <ul><li>Processing Checklist: </li></ul><ul><li>Processing data & time:  </li></ul><ul><li>Review ...
Gentry FBA Matrix Lewis, 2008
Process for Accessing Support   AIS - SAT Flowchart
 
 
Plan for Maintaining and Sustaining Administrative Perspective
Work Smarter Not Harder <ul><li>Restructure resources </li></ul><ul><li>Realign responsibilities </li></ul><ul><li>Revise ...
Build Buy-In <ul><li>Same things we do for students </li></ul><ul><ul><li>Teach expected behavior </li></ul></ul><ul><ul><...
A Happy Ending… <ul><li>Outcomes to Date </li></ul><ul><ul><li>Increased implementation of universals </li></ul></ul><ul><...
Pulling It All Together <ul><li>Success in building sustained systems </li></ul><ul><ul><li>Long-term, multi-level approac...
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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)

  1. 1. Moving Toward Small Group/ Targeted and Individual Supports: Building Efficient and Effective Systems Janice Morris and Barbara Mitchell Columbia Public Schools
  2. 2. 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
  3. 3. What Do We Know? <ul><li>1. Understand interaction between behavior and the </li></ul><ul><li>teaching environment </li></ul><ul><ul><ul><li>Behavior is functionally related to the teaching environment </li></ul></ul></ul><ul><li>Provide supports to Teach pro-social “ replacement ” behaviors </li></ul><ul><ul><li>Small group or targeted to function </li></ul></ul><ul><li>3. Create environments to support the use of </li></ul><ul><li>appropriate behaviors </li></ul><ul><li>Practice and acknowledge success </li></ul>
  4. 4. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement
  5. 5. Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>Best evidence documents what doesn’t work: </li></ul><ul><ul><li>Information dissemination alone </li></ul></ul><ul><ul><li>Training by itself </li></ul></ul>
  6. 6. Research Findings on “Scaling Up” (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) <ul><li>What works </li></ul><ul><ul><li>Long term, multi-level approaches </li></ul></ul><ul><ul><li>Skills-based training </li></ul></ul><ul><ul><li>Practice-based coaching </li></ul></ul><ul><ul><li>Practioner performance-feedback </li></ul></ul><ul><ul><li>Program evaluation </li></ul></ul><ul><ul><li>Facilitative administrative practices </li></ul></ul><ul><ul><li>Methods for systems intervention </li></ul></ul>
  7. 7. Applied Work in Progress Gentry Middle School
  8. 8. Background and Context <ul><li>PBS in Columbia Public Schools </li></ul><ul><ul><li>18 elementary buildings </li></ul></ul><ul><ul><li>3 middle schools </li></ul></ul><ul><ul><li>3 junior highs </li></ul></ul><ul><ul><li>3 high school programs </li></ul></ul><ul><ul><li>17,000 students </li></ul></ul>
  9. 9. Gentry Middle School <ul><li>Three core teams per grade level </li></ul><ul><ul><li>Five general education teachers </li></ul></ul><ul><ul><li>One special education /One paraprofessional </li></ul></ul><ul><li>Elective team </li></ul><ul><li>Literacy support center </li></ul><ul><li>Self-contained/Special education </li></ul><ul><li>Administrative team </li></ul>
  10. 10. PBS at Gentry Year 1-2 <ul><li>Universal Features </li></ul><ul><ul><li>Administrative and faculty buy in </li></ul></ul><ul><ul><li>Building wide expectations (RRKS) </li></ul></ul><ul><ul><li>PBS team </li></ul></ul><ul><ul><li>Matrix </li></ul></ul>
  11. 11. PBS at Gentry Year 3-4 <ul><li>Universal Features </li></ul><ul><ul><li>Lesson plans </li></ul></ul><ul><ul><li>Redesign office referral </li></ul></ul><ul><ul><li>Track discipline data </li></ul></ul><ul><ul><li>System for acknowledging (RRKS Ribbon) </li></ul></ul><ul><ul><li>Team process revisited </li></ul></ul>
  12. 12. PBS at Gentry Year 5-6 <ul><li>Universal Features </li></ul><ul><ul><li>Revisit matrix </li></ul></ul><ul><ul><li>Lesson plans and teaching schedule </li></ul></ul><ul><ul><li>Behavioral expectations posted </li></ul></ul><ul><ul><li>RRKS Ribbon data collection </li></ul></ul><ul><ul><li>Assign sub-committee work </li></ul></ul>
  13. 14. The Saga Begins <ul><li>Student Assistance Team (SAT) </li></ul><ul><ul><li>Administrator </li></ul></ul><ul><ul><li>School psychologist </li></ul></ul><ul><ul><li>Counselors </li></ul></ul><ul><ul><li>Team teacher </li></ul></ul><ul><ul><li>Behavior specialist </li></ul></ul><ul><li>Goal = Individual supports </li></ul>
  14. 15. Painful Lessons… <ul><li>Year 1: Floundering, Flailing and Failing </li></ul><ul><ul><li>Inadequate universal supports </li></ul></ul><ul><ul><li>Targeted interventions not systematic or data-based </li></ul></ul><ul><ul><li>Individual plans overwhelming and ineffective </li></ul></ul>
  15. 16. Initial Outcomes <ul><li>Multiple changes in individual plans </li></ul><ul><li>Ineffective supports for teachers and students </li></ul><ul><li>Loss of time </li></ul><ul><li>Increased number of referrals </li></ul><ul><li>Diminished credibility </li></ul>
  16. 17. The Saga Continues <ul><li>Year 2: Reinforcements Arrive </li></ul><ul><ul><li>Outside expertise </li></ul></ul><ul><ul><li>Administrative supports </li></ul></ul><ul><ul><ul><li>Money </li></ul></ul></ul><ul><ul><ul><li>Meetings </li></ul></ul></ul><ul><ul><ul><li>Melee </li></ul></ul></ul>
  17. 18. Building Systems <ul><li>How to get there </li></ul><ul><ul><li>1. Develop method for communication </li></ul></ul><ul><ul><li>2. Provide tools for decision making </li></ul></ul><ul><ul><li>3. Design process for accessing support </li></ul></ul><ul><ul><li>4. Plan for maintaining and sustaining </li></ul></ul>
  18. 19. Communicating Practice SAT-STAT-RRKS
  19. 20. 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
  20. 21. Skills-Based Assistance <ul><li>Assistance Model </li></ul><ul><ul><li>SAT members with behavior specialist </li></ul></ul><ul><ul><ul><li>Behavior basics and management </li></ul></ul></ul><ul><ul><ul><li>SAT process </li></ul></ul></ul><ul><ul><ul><li>Function-linked strategies </li></ul></ul></ul><ul><ul><li>SAT members with STAT team representative </li></ul></ul><ul><ul><li>SAT and STAT with core team teachers </li></ul></ul>
  21. 22. Ongoing Intensive Support <ul><li>Weekly, skills-based, with feedback </li></ul><ul><li>Periodic, intensive, with follow-up </li></ul><ul><li>Example: 2007-08 Sessions </li></ul><ul><ul><ul><li>Classroom/team universals </li></ul></ul></ul><ul><ul><ul><li>AIS process </li></ul></ul></ul><ul><ul><ul><li>Follow-up AIS </li></ul></ul></ul><ul><ul><ul><li>Peer observations </li></ul></ul></ul><ul><ul><ul><li>Feedback and systems maintenance </li></ul></ul></ul>
  22. 23. Decision Making Tools <ul><li>Pyramid to Success </li></ul><ul><ul><li>RRKS TOC </li></ul></ul><ul><ul><li>AIS guide ( Alternative Intervention Strategies ) </li></ul></ul>
  23. 24. 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. <ul><li>Office Issues </li></ul><ul><li>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 </li></ul><ul><li>Teacher Method for handling student behaviors </li></ul><ul><ul><li>Referral Form – send student to office with completed form </li></ul></ul><ul><li>Process with student before re-entry </li></ul><ul><li>Office Method for handling student behaviors </li></ul><ul><li>Proactive: RRKS Review, Parent Contact </li></ul><ul><li>Corrective : Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc. </li></ul>Pyramid to Success for All
  24. 25. 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? ______________________________________
  25. 26. RRKS TOC (back side) <ul><li>Processing Checklist: </li></ul><ul><li>Processing data & time: </li></ul><ul><li>Review with the student reason he/she was sent out. </li></ul><ul><li>Teach & practice replacement behavior. </li></ul><ul><li>Provide positive reinforcement for replacement behavior. </li></ul><ul><li>Check the setting in which the behavior occurred. </li></ul>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
  26. 27. Gentry FBA Matrix Lewis, 2008
  27. 28. Process for Accessing Support AIS - SAT Flowchart
  28. 31. Plan for Maintaining and Sustaining Administrative Perspective
  29. 32. Work Smarter Not Harder <ul><li>Restructure resources </li></ul><ul><li>Realign responsibilities </li></ul><ul><li>Revise routines </li></ul><ul><li>Review results </li></ul>
  30. 33. Build Buy-In <ul><li>Same things we do for students </li></ul><ul><ul><li>Teach expected behavior </li></ul></ul><ul><ul><li>Reinforce reasonable approximation </li></ul></ul><ul><ul><li>Acknowledge success </li></ul></ul>
  31. 34. A Happy Ending… <ul><li>Outcomes to Date </li></ul><ul><ul><li>Increased implementation of universals </li></ul></ul><ul><ul><li>Paradigm shift </li></ul></ul><ul><ul><li>Building infra-structure to sustain small group/ targeted and individual supports </li></ul></ul>
  32. 35. Pulling It All Together <ul><li>Success in building sustained systems </li></ul><ul><ul><li>Long-term, multi-level approach </li></ul></ul><ul><ul><li>Skills-based training </li></ul></ul><ul><ul><li>Practice-based coaching </li></ul></ul><ul><ul><li>Practitioner performance-feedback </li></ul></ul><ul><ul><li>Program evaluation </li></ul></ul><ul><ul><li>Facilitative administrative practices </li></ul></ul><ul><ul><li>Methods for systems intervention </li></ul></ul>

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