pbis cber swis donna morelli and cynthia zingler
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www.pbis.org www.cber.org www.swis.org Donna Morelli and Cynthia Zingler CREC Education Specialists. School-Wide Positive Behavior Support: Year 2 Team Training – Day 2. CREC 111 Charter Oak Ave., Hartford, CT 06106. SWPBIS is. Objectives. Benchmarks of Quality Completed - PowerPoint PPT PresentationTRANSCRIPT
CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106 1
www.pbis.org www.cber.org www.swis.org
Donna Morelli and Cynthia ZinglerCREC Education Specialists
School-Wide Positive Behavior Support:
Year 2 Team Training – Day 2
SWPBIS is
Objectives
Benchmarks of Quality Completed Establish an understanding of Tier II Commitment and Agreements for Tier II Specialized Behavior Support Team
Established Identify CICO Coordinator Setting up CICO
Select a program name Write a description of the program Develop a daily progress report name Progress Report
Sharing - Update Each team will have 2-3 minutes to update on
what is going on with PBIS in your school.
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Benchmarks of Quality Teams stay at your table
Coaches find a seat at a table at the back of the room.
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Action Plan Based on the BoQ– what does your team
need to do?
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When is a school ready for Tier II Practices and Systems?
“Does Implementation of Tier I practices and systems need a booster?”
Tier I Self-Assessment
Step 1: complete the Benchmarks of QualityStep 2: Review most recent School-wide Evaluation Tool scoreStep 3: Review most current school-wide discipline data (e.g., SWIS)Complete page 12 -14 in Tier II workbookStep 4: Modify Tier I implementation action plan based on data from Steps 1 & 2
Remember…. We can’t “make” students learn or behave We can create environments to increase the
likelihood students learn and behave Environments that increase the likelihood are
guided by a core curriculum and implemented with consistency and fidelity
Big IdeasUnderstand interaction between behavior and
the teaching environmentBehavior is functionally related to the
teaching environment Build Positive Behavior Support Plans that
teach pro-social “replacement” behaviors Create environments to support the use of
pro-social behaviors (practice, practice, practice)School-wideClassroomSmall Group / Individual
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success
Academic Systems Behavioral Systems
“Shout Out” Activity3 Points from 3 Tiers
Audience volunteers to share three important points from:
• Tier 1
• Tier 2
• Tier 3
Activity – pg. 9 Let’s revisit the triangle What do you have in place for Tier 1 and Tier
2 interventions? Reflect – what has changed in your school in
the last year and a half? Be ready to share.
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Table Talk: Systems, Data, Practices Conversation (10 mins)
• As a team discuss what is meant at Tier 2 of PBIS in regards to: Systems Data Practices
Basic Steps1. School-wide, including classroom,
universals in place
2. Identify students who need additional supports
3. Identify what supports student needs Environment Intervention
4. Monitor & evaluate progress
Are behavior/social skills looked at in the EIP process at your school?
Starting Point Work within current formal and informal
systems Develop missing steps of efficient process Provide training and technical assistance to
facilitators Classroom Problem Solving Teams (partnership) Tier II Team
Guided process with templates for environmental modifications and interventions
Goal = fluency among all faculty and staff
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Tier II Supports Check in / Check Out Social Skill Groups Academic Supports
Continuum of Teaming:Systems & Student-Specific
• Secondary Systems Planning Team• Secondary (Generic) Problem Solving Team• Tertiary Systems Planning Team• Individual Youth FBA/BIP Team• Wraparound Team• District Tertiary Leadership Team
Classroom Problem Solving Process (EIP) Develop intervention based on function of
behavior Environment changes Student skills to teach/practice/reinforce
Monitor progress Same data that brought them to your attention Problem and Appropriate behavior Teacher observations
Tier II Supports Students who do not respond to classroom /
informal supports (grade level 2-3 weeks) Student brought to Tier II Team
Classroom problem solving plan Progress data
Based on function of problem behavior and response to classroom supports, match student to Tier II intervention
Tier II Supports Centralized Each has a coordinator Placed in support by Tier II Team Classroom supports continued / modified ALL in building aware of their role in
supporting students in Tier II Supports
Tier II Team For now, primary role will be to:
Continue to build process Assist with Grade Level Team Problem Solving
Process Once Classroom Problem Solving in
operation, your role will be to: Review referrals and place students in appropriate
tier II interventions Serve as “coordinators” of tier II interventions Monitor student progress Monitor overall process
Teaming at Tier 2• Secondary Systems Planning ‘conversation’
Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports
Review data to make decisions on improvements to the interventions
Individual students are NOT discussed
• Problem Solving Team ‘conversation’ Develops plans for one student at a time Every school has this type of meeting Teachers and family are can be invited
Tier 2 Systems Teaming Conversation (5 mins)
• At your table, discuss the differences between Systems Teams and Problem Solving Teams
• How does this fit in your building?
Secondary Systems Team Roles• Team Leader: responsible for agenda & facilitation
of meeting• Intervention Coordinators (CICO, S/AIG community
agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)
• Action Plan Recorder: a.k.a. note taker• Time Keeper: • Family Representative: • CICO Facilitator: adult who checks students in and
out in the morning and afternoon
Community-based Service Agencies: How can they contribute?
• Participate as member of systems team and/or problem solving teams.
• Contribute to Social/Academic Instructional Groups development and/or facilitate S/AIG’s.
• Useful resource for community-based service linkage and referrals.
• Skill-based clinicians can contribute to BIP techniques.
• Provide trainings and individual teacher support. (ex: homelessness, trauma, communication techniques, classroom management, etc..)
Crone & Hawkin
VIDEO: The Behavior Education Program: a Check-in/Check-out Intervention for Students at Risk
District-Region
School
SWPBS Leadership Team
SWPBS Tier 1
T1 Systems T1 Practices
Specialized Behavior Support Team
Group-based Tier 2
T2 Systems T2 Practices
Individual Tier 3
T3 Systems T3 Practices
Agreements/Commitments – pages 15-16
• Principal & Tier II• Principal & team meetings• Principal & resources• Staff & Tier I implementation• Staff & Tier II implementation
Functions of Tier II Behavior Support Team – page 17-21
• Administration• Tier II coordination• Behavior support specialization• Data assessment• SWPBS leadership team• SWPBS coaching
Characteristics of Tier II Behavior Support Coordinator- pages 25-27
• Fluent with CICO procedures• Respected positively by students & adults• Effective communication skills with students, school
staff, & family members• Consistent with task & activity follow-through &
completion• Effective in using data for decision making w/r to
student progress monitoring & implementation fidelity• Capacity to train others on CICO procedures
Setting Up CICO – Team Activity Select a program name Write a description of the program Develop a daily progress report name
See handouts for examples
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Progress Report (CICO) Develop progress report
Incorporate existing 3-5 positively stated, expectations
Defined # of check-in periods (up to 10) A three-point rating scale Daily/weekly goal Place for check-out summary Teacher initials/comments Parent signature Weekly summary
See handouts for examplesCREC 111 Charter Oak Ave., Hartford, CT 06106 36
Social Skills/Academic Instructional Groups
Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)
Goals for improvement should be common across youth in same group (ex. use your words)
Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)
Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)
3 Keys to Successful S/AIG’s1. Have a Roadmap/Template • Skills that are taught need to be pinpointed before choosing
“curriculum” and are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom
i.e. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form
2. Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans.
• Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one anotheri.e. Stand alone curriculum – perfect for S/AIGs!Skills StreamingSecond Step
3. Build S/AIGs on top of a strong universal curriculum
What do we have? What S/AIG do you have in place in your
school?
Do you need to make changes to it?
Do you need to put in place?
Do you collect data?
How is progress monitored?
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/BIP
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress
Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised August 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Action Planning What needs to be done based on BoQ Commitment and Agreements for Tier II Specialized Behavior Support Team
Established Identify CICO Coordinator Setting up CICO
Select a program name Write a description of the program Develop a daily progress report name Progress Report
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Next Time - Year 2 Day 3 Process for identifying students Process/materials for training adults, students
and families (CICO implementation manual) Scheduling Behavior Support Team Meetings Progress Monitoring Social/Academic Instructional Groups
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Session Evaluation Please complete the evaluation for today’s
workshop.
Thank you!
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Contact Information
Donna Morelli – PBIS Trainer
Cynthia Zingler – PBIS Coordinator/Trainer
CREC 111 Charter Oak Ave., Hartford, CT 06106 44