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Real 4th draft lz presentation


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Real 4th draft lz presentation

  1. 1. PBIS Learning Zone Fond du Lac School District August 29, 2012
  2. 2. District PBIS Learning Zone Team Jim Botting Stacey Buchholz Joyce Gau Michael Gonzalez Kathy Jensen Jessica Joseph Keesha King Amy Kunstman Kristine Mittelstadt Nicholas Shultis Donald Smith Eleanor Vokes Marian Sheridan, Chair Sue Wellnitz, WPDM Consultant
  3. 3. Learning Objectives• To have a strong understanding of RtI/ academic and behavior• To understand the need for fidelity at Universal/Tier 1 PBIS• To understand the process and procedures that support Tier 2 strategies
  4. 4. The Learning ZonePurpose: "To move the Fond du Lac School District from implementing Universal PBIS at fidelity to implementing Tier 2 at fidelity"Committee work supported by:- Wisconsin Personnel Development Model (WPDM) Learning Forward Standards
  5. 5. Wisconsin Personnel Development Model
  6. 6. Response to Interventionan organizational frameworkfor achieving higher levels of academic and behavioral success for all students -Wisconsin RtI Center
  7. 7. RtI Glossary of Terms• Combines academic and behavioral terms for tiered level of implementation• Establishes a common language and understanding across the District
  8. 8. Team Time Activity Solve the Puzzle
  9. 9. Positive Behavior Interventions andSupports (PBIS)Positive behavior Interventions and Supports (PBIS) is a proactive, school-wide behavior framework. School-wide data are collected and used to make decisions based on the expectation.
  10. 10. Universal/Tier 1• ALL Students• ALL Staff• ALL Times ALL Places•
  11. 11. PBIS - 2012-2013 UniversalStrategies1) Identify the expectations ( Be respectful, Be Responsible, Be Safe)2) Teach, model, and re-teach what the behavior looks like for each expectation3) Acknowledge progress, instead of focusing on mistakes
  12. 12. PBIS Tiers Tier 3- Intensive IndividualTier 2- Targeted Group Tier 1/Universal
  13. 13. Why Implement Tier 2?• 15-20% of students do not respond to universal strategies• Instructional time lost• Time lost to discipline
  14. 14. Team Time much time have students lost in my classroom?
  15. 15. Tier 2 Process Components• Data -Teams- Data and/or Behavioral RtI• Tier 2 Coordination -forms, staff, students, families• Progress Monitoring• Exit strategies/data driven
  16. 16. Tier 2: What do I need to know?In small groups of 3 or 4, turn and talk about the following bullet points:• What do I already know about PBIS at the Tier 2 level?• What questions do I have about PBIS secondary strategies?Share two answers from each bullet point with the group.
  17. 17. Learning Zone Data Team• Purpose: connecting academic and behavioral data when discussing students• Key Point: crucial to maintain consistency of what data is shared across the District.• Distinction: School-wide General Data vs. Individual Student Data• Fab Four (school-wide) vs. OASYS/SWIS (specific)
  18. 18. District Data Template: Fab Four• Fab Four Student Behavioral Data Template o District-wide, but school-specific shared data set to be presented for five minutes at every faculty meeting. - average ODRs per day per month - problem behavior- location- attendance (absences and tardies)
  19. 19. Suggested Additional Data Points• Beyond the Fab Four, schools have the discretion to choose additional behavioral data points. These may include: o Time o Ethnicity o Grade Level o Other disaggregated subgroups o % of students with 0-1 ODR; 2-5 ODR; 6-10 ODR; and 11+ ODR.  What is the percentage of total school ODRs for which each student is accountable?
  20. 20. OASYS• What? student data management system• Purpose: creating an easily accessible profile for each student utilizing behavioral data• "One-stop shopping" to inquire about student progress• Piloted for 2012-13 at following schools: o Woodworth o Chegwin o Parkside
  21. 21. Tier 2 Interventions
  22. 22. Basic Targeted Interventions• Environmental Interventions (Classroom)• Check-In/Check Out• Social Academic Instructional Groups (SAIG)• Mentoring
  23. 23. Targeted Environmental Interventions Classroom Essential Practices1. Clearly Defined Expectations & Rules2. Clearly Defined Procedures & Routines3. Continuum of Strategies to Acknowledge Appropriate.4.Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. Multiple Opportunities to Respond7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty
  24. 24. Rule Review- Reteaching of school-wide expectations to small groups of students- Teachers/staff can do this reteaching to a small group in an efficient manner.
  25. 25. Checklist for ClassroomHttps://
  26. 26. Behavioral Decison Making Suggested Members: Tier 1 team,counselor; psychologist; administrator; stafftrained in behavioral interventions; "specials" teachers Team roles: Coordinator; recorder; time keeper; dataperson Meeting format - Review data based on decision point for the school - Identify students for group CICO based on data - Progress Monitor students on CICO - Identify students for SAIG - include teacher referrals
  27. 27. Check-In/Check-Out (CICO)• criteria set by each school• invited to participate in CICO• partnership with parents• goals set - monitored weekly• 4-6 + weeks, are faded from this strategy• Students not succeeding- additional supports are needed. CICO is not a placement It is not a life sentence
  28. 28. Social Academic Instruction Groups (SAIG) Candidates Facilitator Resources Students with skill Any staff Counselors or performance - train staff to deficiet facilitate -house materials for groupsCounselors may conduct therapeutic groups based on students reaction to life events (i.e.,divorce, death, illness, family issues)
  29. 29. Group Type and Referral Method Exhibiting & ResourcesStudent Replacement BehaviorsProblem-Solving ODRs and anger, physical Second StepGroup: referred for contact"externalizers" unresponsiveness ___________ lacking appropriate to other self regulation/ Pre-Referral Interventionbehaviors interventions of emotions Manual TeachersPro-Social Group: Staff/ parent few friends, shy, Encyclopdia of"internalizers" lack referral withdrawn Behavioralrelationship building skills Universal _____________ Management Screening assertiveness, Other materials coping skills from counselor resourcesAcademic Behavior Teacher/staff calling out, out ofGroup: students whose referral seat,organization,learning is impacted by ------------------------basic learning skills self monitoring, check list for materials for class.
  30. 30. How to Refer for Tier 2 Note: Most students are referred to CICO by the data team analysis Teacher referrals follow these steps:1. Grade level team discussion and prioritization of students2. Teacher completes the Request fo Tier 2 Assistance form Place in Tier 2 Coordinators mailbox one week prior to Behavioral RtI meeting4. Bring any relevant materials to Behavioral RtI Meeting (student contracts, work samples, previous interventions)
  31. 31. DATA, DATA, DATA1. How do we know what we are doing is working? -reduction in majors/minors? -improved attendance/ on time for class -goals reached in CICO -feedback surverys from staff, parents, etc.2. If it is not working, what will I do about it?
  32. 32. Small Group Activity• Students A, B, and C always gets out of the desks, sharpen pencils, look out the window during independent work time. This has been going on forever!_____________________________________ _
  33. 33. What Would You Do?Which one of the basic Tier 2 interventions would your group recommend? Why?• Environmental Interventions (Classroom)• Check-In/Check Out• Social Academic Instructional Groups (SAIG)• Mentoring2. Your team will provid an intervention plan. What do you need to know from the problem statement and what interventions would you recommend?
  34. 34. We Have Opportunities1. Opportunites in the classroom2. Opportunities with I/E time3. Opportunities for teacher support4. Opportunites for evaluating Tier 2 process