Aspire PowerPoint TemplateKat Ellison:
Kat.ellison@aspirepublicschools.org
APEX Academy
• Participants will learn how to use data to place students into the three RTI tiers, provide appropriate interventions at each tier, and to inform staff professional development and school policies.
• Participants will learn the steps one school took to go from no PBS implementation to full implementation over the course of 2 years.
• Participants will learn what strategies were most effective from one school’s implementation and challenges.
• Participants will learn strategies to engage all stakeholders in changing their mindsets and views around supporting students with challenging behaviors.
2/25/2014 3
• Tipping Point to SW-PBS
Visit our Website at http://apexwildcats.weebly.com to get
copies of all documents we review and discuss, as well as
links for articles and websites we recommend.
2/25/2014 4
2/25/2014 5
waitlist)
week at weekly assembly)
• Study Hall at recess
Year 1 Reflections:
• Many mid-year revisions, we were
thirsting for consistency
2/25/2014 14
Year 2:
• Added positive incentives (PRP)
• Started Behavior RTI – tracking students who needed to
have SSTs and modifications
Year 2 Reflection
• Over-emphasis on consequences
and systems, authoritarianism
struggling with management
2/25/2014 17
2/25/2014 18
Tipping Point
• Staff members’ biggest concerns were
around behavior
referrals/suspensions
• Behavior RTI Team
Plan for the future
classrooms)
• Wrote a staff pledge
Systems Changes:
• Revising office referral hierarchy so that the “punishment fits the crime” and increasing the support conversation between parents, teachers, & student with each referral (“If, then” chart)
• Behavior RTI Team (with Increased Tier 2 and Tier 3 support for students with behavior challenges)
• Change back to eat before recess
• Buddy Lunches on Wednesdays
2/25/2014 22
Staff Training:
– Responsive Classroom - Positive Time out
– Raising Responsibilities Systems by Marshall Marvin (4/5)
• PD on ABCs, de-escalating behaviors
2/25/2014 23
Most Important Task: Created a Behavior RTI Team
Who?
What?
• Determine # of students in Tiers
• Assign “point person” for kids/teachers
Future Planning:
• Started intense focus on vision of PBS at APEX, planning for year 4
2/25/2014 24
Step 1 – Collect Data (monthly tracking sheet)
2/25/2014 25
2/25/2014 26
2/25/2014 27
2/25/2014 28
2/25/2014 29
2/25/2014 30
2/25/2014 31
• Behavior RTI Team
Plan for the future
presented results
2/25/2014 32
XXXX Academy Intervention Survey Conducted by Seneca Family of Agencies
TIER THREE IEP/RSP
Speech Therapy/Other Related Services In-class academic support for IEP students
Individual Counseling with Psychologist Individual Counseling with Counselor In-class behavioral support for IEP students
TIER TWO Pull-out guided reading groups
Academic Support Plans
TIER ONE
Small groups (in-class) Teacher coaching (Induction)
Collective Power Project Guided Reading
After school: homework and guided reading
ACADEMIC
our SW-PBS plan
discussions)
– Reviewed & Social Skills Curriculums
– Piloted new tracking sheets
– Office referral flow chart
• BOQ and 5 components of PBS as a roadmap to create
our new handbook. Significant revisions including:
– Positive reinforcement matrix
– Staff reinforcement matrix
2/25/2014 37
Year 4: Jumping In!!
• Combined the BRTI & RTI to the MTSS (Multi-Tiered System of Support) – Core RTI team
• Weekly meetings
• Analyze data
• Data Calendar
• Plan intervention
• Supports SSTs and IEPs
•2nd Cup of Coffee –Parent education
–Led by the School Counselor and the Behavior Intervention Teacher
2/25/2014 40
• Behavior Intervention Teacher – CICO
– Staff updates on how to best support Tier 3 students
2/25/2014 41
2013-14: Staff Update Form
– Demographic/subgro up data
•
2/25/2014 45
2013-14: Student Data Collection Forms
2/25/2014 46
2/25/2014 47
– Us the data calendar to plan interventions
– All students (Tier 2 and 3) have goals determined by the GE teacher and the BIT using data
• Tier 1- Universal Supports
• Tier 2
Focus/name Kids Goals Progress monitor
Fluencey KP, RM, MC, JG, AR, DL Students will increase their
oral fluency by 11 words per
minute by end of Cycle
See the DIBBEL Progress
weeks the students
three strategies and
draw a picture when angry and
take a walk.
he is frustrated to share with
in adult VS. having an
outburst. Has been able to
share with an adult 5 times.
ER: working on talking with
an adult when angry VS.
handling the problem himself.
Structured Recess K/1 BY, BD, UK, TG, MD By the end of six
weeks students will be
BD has joined recess 4/4 times
and has played appropriately
Needed one reminder to play
“hands Off”
Needs prompting to play and
engage with others.
2013-14: Progress Monitoring Tool
– Main focus was shaping mindset
• Explicit and transparent with our whole school goal to change
mind set
• Change mind set through a focus on universals and consistent
implementation
– Secondary focus was behavior management
2013-14: Using Data to plan Professional Development
2/25/2014 51
• Used tracking sheet and referral data to determine needs of
PD
– Logical consequences
and Sondra Smith-Adcock
• “African American Boys and the Discipline Gap: Balancing
Educators’ uneven Hand By: Carla Monroe
– Positive Praise
2/25/2014 52
– Long version given to the RTI team
– RTI team comes together to review data.
• Ever-adapting systems
Future of PBS at APEX
2/25/2014 58
2/25/2014 59
– In the beginning stages a team is crucial.
– Divide the work load
areas of your school.
• Principal, Teacher Representative, School
Intervention Teacher, School Psychologist,
staff to see continued growth.
Lessons Learned
2/25/2014 60
– Small group opportunities to talk
– Offering support
– Open communication
Lessons Learned
2/25/2014 61
• Teachers, office Manager, Building Manager, Campus
Supervisors, School Counselor, School Psychologist, Education
Specialist, etc.
making a connection to each one of them
– PDs for all staff
– When everyone is on board with the systems it helps to
take the emotion out of behavior.
Lessons Learned
2/25/2014 62
check out our