professional development goal

7/30/2019 Professional Development Goal

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Professional Development Goal

Natalie Radke

Phase 3


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The main goal of Positive Behavioral Interventions and Supports (PBIS) is to catch students

early in order to reduce problem behaviors. The primary tier or tier 1 is geared towards the whole

school. Tier 1 is used for all students in the building regardless of problem behaviors. The secondary

tier or tier 2 is used for students who need some more intensive interventions. These interventions

as seen in the graphic above are for a more focused group of students. For students who do not see

any improvement in tier 2 they are then moved to tier 3 interventions, which as the graphic shows

only applies to a small number of students.


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Applying PBIS to Bottenfield Elementary School

Over the course of the semester I investigated Bottenfields approach to PBIS. I

investigated each tier and really got to know what happens at each tier and what would

cause a student to be moved from tier one to tier two or tier two to tier three.

I attended the tier one/tier two PBIS meeting with the PBIS team in October. I was

very surprised to see how difficult this process really is. It seemed as though the PBIS team

did not have any support from teachers who are not on the PBIS team. When trying to

gather facilitators for CICO many teachers said they did not support that intervention,

thought it took too much time and would not participate. This was very hard to hear

because the staff members on the PBIS team work very hard to help the students.

At the meeting the determination criteria was also discussed. Bottenfield followedCarrie Buseys determination criteria. At the end of the meeting the assistant principal said

she would send out an email to all faculty looking for facilitators and notifying them of the

determination criteria. After this email was sent out there were a few more students

referred however only one more teacher and one office worker volunteered to be

facilitators.

In addition to referring students and gathering facilitators there was also

decisions that need to be made regarding the CICO sheets. Many teachers do not like that

how they have to fill in the schedule for their students each day. The PBIS team has tried to

get opinions and approval from all teachers in each grade however many teachers have not

been flexible with the sheets. It is a continuing struggle for the PBIS team and that is only

the topics of one meeting.This project has really opened my eyes to how different viewpoints on issues

can really affect different teachers. I think it was very interesting to learn that all teachers

do not think PBIS is important or will not volunteer as a facilitator because they have no

time in the morning. The process takes about one minute per child in the morning and two

minutes at the end of the day. Three short minutes per student each day help them to

recognize expected behaviors and improve their time spent in the classroom.

Overall I think Bottenfield has a great approach to PBIS. When I become a special

education teacher I will ask my employer their approach to PBIS and also join the PBIS

team to help improve student behavior and give them a little added attention or confidence

that can potentially change their thoughts about going to school each day!


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Bottenfield Elementary School: Tier One

Upon entering Bottenfield Elementary School there are banners hanging in all of the

hallways reminding students to be responsible, be respectful and kind and always do your best.

This is an example of a tier one intervention because all students in the school can see the banners

hanging in the hallways. These three rules are the main rules of Bottenfield. Many other

interventions reflect these three main rules.


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These Bottenfield School Rules signs hang in all of the hallways of the school.

These signs once again serve as a reminder that students at Bottenfield should always be

respectful and kind to teachers, staff and students, be responsible for their actions and

schoolwork and to always do their best in everything they do.


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Hanging in all of the classrooms in Bottenfield is this yellow sign. At the beginning

of the year teachers go over the expectations for each of the school rules of Bottenfield and

point the students to this sign if they need any refreshers for what is meant by each of the

rules. This yellow poster gives students criteria of what is expected.


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The Bottenfield Pledge is said each morning immediately following the Pledge of

Allegiance. This pledge reminds students of the main rules of Bottenfield and helps to get

the students on the right path to start their day. Each week one classroom gets the honor of

saying the pledge of allegiance for the week. About 5 or 6 students each day get to go to the

office and say the Pledge of Allegiance and Bottenfield Pledge.


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There is a respect grid hanging in every classroom. When the teachers see their

students doing something respectful or responsible they tell the specific students to sign

the respect grid. This is a big honor because at the end of the week a column and row is

called and the students who have their name in that box get to go to the office and take a

picture to be on the hive of honor.


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The Bottenfield Hive of Honor

As mentioned above at the end of each week a row and column of the respect grid is called,

any student in the classroom that has their name in that box gets to take a picture and be on the

Hive of Honor! This sign hangs right outside the main office for all visitors, students and staff to see.


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Bee Slips


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Bee slips are given to students by any staff member that sees a student doing

something respectful, kind or expected. The student then drops the bee slip in the box

outside the main office. The bee slips are then hung in the hallway right outside the

lunchroom for everyone to see. There is a goal set for bee slips, once the goal is reached

students get an extra recess, special party, popcorn feast or any other celebration! The

current goal is 1,500 bee slips to earn a winter dance!


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Bottenfield Elementary School: Tier Two

The main example of a tier two intervention that I saw during my time at

Bottenfield was the Check-In/Check-Out (CICO) boards. When a student is exhibiting

problem behaviors a teacher can recommend them for CICO. Another way to become onCICO is if a student reaches the determination factor. This is if a student has more than two

discipline referrals in a month or is suspended for any reason.

When on CICO, a student checks-in with their facilitator prior to the first bell.

When students check-in their facilitator may just tell them to have a great day or they may

take a little more time and remind them about a specific behavior that is expected or

unexpected. This attention in the morning helps students to remember what is expected

and to have a little direct attention that helps to boost confidence.

At the end of each period a teacher that was with the student will fill out the board

based on the three Bottenfield rules, be respectful and kind, be responsible and always do

your best. Younger students are rated by smiley face, straight face or sad face. Getting a

smiley face for one of the three areas earns the student two points, a straight face receives

one point and a sad face does not give the student any points. It is important that the

teacher pulls the student to the side and has them reflect on their behavior.

At the end of the day the student checks-out with their facilitator. The facilitator

calculates total points earned over total points available, if the student earns a majority of

their points they make their goal. This is something to be celebrated!

For most students they must make their goal for 80% of the days they are on CICO.

Once they make their goal for 80% of days they then move to self-monitoring for about 2

weeks. Then if behavior continues to be expected while on self-monitoring the student has

graduated CICO.

For other students, being on self-monitoring is something that comforts them and

gives them an extra reminder about what is expected. There are a few students at

Bottenfield this semester that will continue self-monitoring until they are ready. For these

students they seem to enjoy reflecting on their behavior and getting a little added attention

before and after school each day.


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Other examples of tier two interventions include SAGE groups. These groups are

when a teacher or facilitator takes a small group of students to focus on a certain topic each

session. Students can join the group for any session and can attend one session or multiple

sessions. These sessions are once a week or so and give the students a refresher on what is

expected.


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Bottenfield Elementary School: Tier Three

Social skills group at Bottenfield is an example of a tier three intervention. This is a

tier three intervention because the group is for 45 minutes everyday and each lesson builds

upon the previous day. At Bottenfield there is a morning group and an afternoon group.

The morning group is kindergarteners, first graders and second graders. The afternoon

group is second graders, third graders, fourth graders and fifth graders. There are about 7

students in each group. During this time Anne Clark and Jennie Damler use the Zones of

Regulation curriculum along with the Unthinkables/Thinkables a curriculum that is set up

as a comic strip.

Another example of a tier three intervention is conducting a functional behavior

assessment (FBA) and creating a behavior intervention plan (BIP). In order to get to this

point a facilitator must have data showing that the other interventions were not successful

for that student. Recently there has been a change where in order to conduct a FBA, a

parent needs to be notified and give consent. Currently in the district there are a few

problems regarding if a domain meeting must be held in order to conduct a FBA. This has

almost intimidated teachers into putting off an FBA due to time and support from faculty

and administration.

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