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Real 4th draft lz presentation
- 1. PBIS Learning Zone Fond du Lac School District August 29, 2012
- 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. 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. The Learning Zone Purpose: "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) http://dpi.wi.gov/sped/wpds.html - Learning Forward Standards http://www.learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0
- 5.
- 6. Response to Intervention anorganizational framework for achieving higher levels of academic and behavioral success for all students -Wisconsin RtI Center
- 9. RtI Glossary ofTerms • Combines academic and behavioral terms for tiered level of implementation • Establishes a common language and understanding across the District
- 10. Team Time Activity Solve the Puzzle http://e.ggtimer.com/5minutes
- 11. Positive Behavior Interventionsand Supports (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.
- 12. Universal/Tier 1 • ALLStudents • ALL Staff • ALL Times ALL Places •
- 13. PBIS - 2012-2013Universal Strategies 1) Identify the expectations ( Be respectful, Be Responsible, Be Safe) 2) Teach, model, and re-teach what the behavior looks like for each expectation 3) Acknowledge progress, instead of focusing on mistakes
- 14. PBIS Tiers Tier 3- Intensive Individual Tier 2- Targeted Group Tier 1/Universal
- 15. Why Implement Tier2? • 15-20% of students do not respond to universal strategies • Instructional time lost • Time lost to discipline
- 16. Team Time http://e.ggtimer.com/5minutes How muchtime have students lost in my classroom?
- 17. Tier 2 ProcessComponents • Data -Teams- Data and/or Behavioral RtI • Tier 2 Coordination -forms, staff, students, families • Progress Monitoring • Exit strategies/data driven
- 18. Tier 2: Whatdo 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.
- 20. Learning Zone DataTeam • 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)
- 21. 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)
- 22. Suggested Additional DataPoints • 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?
- 23. 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
- 24.
- 25. Basic Targeted Interventions • Environmental Interventions (Classroom) • Check-In/Check Out • Social Academic Instructional Groups (SAIG) • Mentoring
- 26. Targeted Environmental Interventions Classroom Essential Practices 1. Clearly Defined Expectations & Rules 2. Clearly Defined Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate. 4.Continuum of Strategies to Respond to Inappropriate 5. Active Supervision 6. Multiple Opportunities to Respond 7. Activity Sequence & Offering Choice 8. Academic Success & Task Difficulty
- 27. Rule Review - Reteachingof school-wide expectations to small groups of students - Teachers/staff can do this reteaching to a small group in an efficient manner.
- 28.
- 29. Behavioral Decison Making Suggested Members: Tier 1 team,counselor; psychologist; administrator; staff trained in behavioral interventions; "specials" teachers Team roles: Coordinator; recorder; time keeper; data person 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
- 30. 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
- 31. Social Academic Instruction Groups (SAIG) Candidates Facilitator Resources Students with skill Any staff Counselors or performance - train staff to deficiet facilitate -house materials for groups Counselors may conduct therapeutic groups based on student's reaction to life events (i.e.,divorce, death, illness, family issues)
- 32. Group Type and Referral Method Exhibiting & Resources Student Replacement Behaviors Problem-Solving ODR's and anger, physical Second Step Group: referred for contact "externalizers" unresponsiveness ___________ lacking appropriate to other self regulation/ Pre-Referral Intervention behaviors interventions of emotions Manual Teacher's Pro-Social Group: Staff/ parent few friends, shy, Encyclopdia of "internalizers" lack referral withdrawn Behavioral relationship building skills Universal _____________ Management Screening assertiveness, Other materials coping skills from counselor resources Academic Behavior Teacher/staff calling out, out of Group: students whose referral seat,organization, learning is impacted by ------------------------ basic learning skills self monitoring, check list for materials for class.
- 33. How to Referfor 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 students 2. Teacher completes the Request fo Tier 2 Assistance form https://docs.google.com/a/fonddulac.k12.wi.us/file/d/0BxSvSQeLUIpPZXEtQkprUVpFcTQ/edit 3. Place in Tier 2 Coordinator's mailbox one week prior to Behavioral RtI meeting 4. Bring any relevant materials to Behavioral RtI Meeting (student contracts, work samples, previous interventions)
- 34. DATA, DATA, DATA 1.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?
- 35. 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! _____________________________________ _
- 36. What Would YouDo? 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) • Mentoring 2. Your team will provid an intervention plan. What do you need to know from the problem statement and what interventions would you recommend?
- 37. We Have Opportunities 1.Opportunites in the classroom 2. Opportunities with I/E time 3. Opportunities for teacher support 4. Opportunites for evaluating Tier 2 process
Editor's Notes
- #5 FDLSD was a recipient of the Learning Zone Grant in 2011/12 school year. The foundation of the grant is the Wisconsin Personnel Development Model process that the team used for in their work which is driven by data and assessing the work we have done. http://www.learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0
- #7 , remember it involves both academic and behavioral success at the universal/Tier 1 working together at the same time. At times we have looked at behaviors by default rather than by design as is the process in our district and through DPI.
- #8 The Fond du Lac School District has adopted the PBIS framework to address the behavior arm of RtI using the 3 tiered model for behavior. PBIS is evidence based. We need a solid foundation in the Universal Tier 1 to move to Tier 2. The "triangle" are one in the same whether looking at the behavior or the academic side. We know that 80% or more of students will respond to universal stratgies and that all students benefit from the Tier 1 strategies.
- #9 Decision are data driven behaviorally and academically. This is the district wide plan of decision-making for students both behaviorally and academically. . Key questions: What do we expect all students to know? How do we know if students are meeting expectations? Measurements- data What do we do if students are not meeting OR are exceeding expectations?
- #10 A copy of this will be added to the staff handbook or PBIS binder. Think about ways you would use this glossary within your grade level meetings? Team meetings? Parents? When and why would you use it? Take a few minutes to come up one strategy to use the glossary with colleagues and one strategy of how/when you would use the glossary in regards to parents? Each group will report out strategies
- #11 At this time facilitators should move, scan, and use proximity for those not responding to the activity. Hand out LZ tickets for those on task and model how to acknowledge using specific reasons why they are getting the ticket
- #12 The PBIS framework helps us to be proactive in addressing school-wide behaviors. This is not about teaching expectations once. It is about imbedding these expectations in our daily routines and curriculum. From reading a lesson about what respect looks like in another country, to doing a math problem using "PBIS tickets". It is about the gentle reminders for students and for us in the precorrects we should be doing as we transition from one class to another, from one activity to another in the classroom. Remember, the goal is to move seamlessly to Tier 2 with fidelity.
- #13 basic principles of universal strategies Students who received Tier 2 supports still need to be getting Tier 1 support. We layer the other interventions on Tier 1. We continue Tier 1 strategies and add a Tier 2 strategy to help students be successful.
- #14 At the beginning of the presentation we explained the expectations for this presentation. This is the first strategy toward a solid Tier 1 foundation. We know that when Tier 1 is implemented fully and with fidelity, climate improves and more students are engaged in the learning process . Remember, every contact with a student is a positive, teachable moment.
- #16 Based on the national formula for determing time lost to instruction, an average office referral results in 20 minutes of lost time for students and 5 minutes lost time for the instructor. In addition add administrator's time of 25 minutes per office referral. Suspensions add 6 hours per day of lost time for students, 5 minutes for staff, and 45 minutes for administrators on average.
- #17 Activity could be to give data for the school you are at and have a team calculate time lost for ODR, OSS, ISS for students and teachers - administrators can figure their time
- #18 Data starts, continues, and ends the Tier 2 process.
- #19 Schools within our district are at different levels of implementing Tier 2. When we look at Tier 2, there are probably some pieces that we are not aware of and yet we are all responsible for knowing and implementing all areas. Take a moment and with a shoulder partner or two, jot down one point that you know something about in the Tier 2 level. then write down one or more questions or clarification you are in need of for Tier 2. Each group share one Tier 2 concept you know about. As the presentation continues are your questions answered?
- #20 This pyramid is general road map for Tier 2 Teams to follow. Presenter walks through the pyramid steps. Focus on the idea that this is a guide to follow, each school will modify it to fit the needs of their building.
- #21 Knowing which data we are using for academic and behavior relating to our students is a key to developing the fidelity of Tier 2 across the district. Common data points helps us to measure whether the strategies we are using in all tiers is working. If they are not working, it is not the student. We need to ask ourselves, what do we need to do to create the environment of success for students? How do we change the strategies based on the data to help students succeed?
- #22 Data sub-group decided that the Fab Four Data Template is the minimum data we need to be reviewing on a consistent basis. ODR's Office Discipline Reports
- #23 Beyond the Fab Four- we want to explore the many other data points available for us to identify students who need additional support and to monitor the changes of behavior.l
- #24 Currently, schools are inputting data in SWIS for behaviors. OASYS focuses on Academics and Behavioral. There are 3 district schools who will pilot Oasys next year. The rest will continu in SWIS for behavior.
- #26 There are numerous resources within each school which provide additional behavioral supports through teaching curriculums for specific social skills, to through identifying the strengths of students and developing positive relationships. Some students are deficient in developing pro-social and academic skills We learn wonderful strategies from one another and it is essential that we develop opportunties to share those strategies.
- #28 Tier 2 is targeted instruction to few, not all. Simple reteaching strategies are used by any teacher or staff.. This can be used in the classroom or might be used during I/E time.
- #30 The assigned liasion provides follow up support to the teacher and ensures resources are secured and interventions implemented with fidelity. Recorder documents generated interventions on google doc to disseminate to all team present (first name, last initial)
- #31 process is efficient and effective for most. Some students never return to CICO Some like the structure so much they would prefer to stay on it longer/ self monitoring by student
- #38 Providing an enriching environment for learning from the classroom to I/E time will help to ensure greater student success. We must always ask, "If strategies are not working, how do we, as adults address that. How do we change the strategies to help our students succeed. There are supports available from internal, and external coaches, and our colleagues. Working together in professional communities enriches each of us allowing greater benefits for our students. Tier 2 is not about a "behavior decision making team" ... Tier 2 is about all of us. We are never alone, we are in this together. and it is our passion to provide the highest level of academic and behavioral skills for our students -- the next generation of leaders.