PBIS: TIER II. ACKNOWLEDGEMENTS Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive

PBIS: T

IER II

ACKNOWLEDGEMENTS

Portions of this presentation were adapted from work and presentations by the following:

Missouri Schoolwide Positive Behavior Support

Center for SW-PBS, College of Education, University of Missouri

Illinois PBIS Network

www.pbis.org

INTRODUCTIONS

BACK TO THE BASICS OF PBIS

What’s the point of PBIS?

How does it impact School Climate?

Change Student Behavior AND Way Behavior Addressed: Who

changes more, adults or students?

3-TIERED MODEL

Intensive

Targeted

Universal

FewSome

All

WHAT BROUGHT YOU HERE?

• Why are you interested in Tier II?

• What kinds of students are you thinking of for Tier II interventions?

WHY USE TIER II INTERVENTIONS?

Not all ‘frequent flyers’ need intensive interventions…

Children with issues vary in transgressions

Interventions matched to student’s needs

Can prevent severe problem behavior

Use fewer resources (than Tier 3)

TIER II IS FOR STUDENTS WHO….

Are at-risk for an academic and/or social- behavioral concern

Continue to engage in frequent problem behavior despite effective school-wide, Tier 1 prevention efforts

Need additional teaching, monitoring and feedback

Could benefit from extra attention or support at school before they are in crisis

(Crone, Hawken & Horner, 2010)

TIER II INTERVENTIONS ARE FOR STUDENTS WITH….

Low level problemsNon-compliance, disrespectWork completionAttendance, tardy

ODR 2-5, classroom minor 4-6 range

Behavior that occurs across multiple locations

Internalizing or externalizing concerns

(Crone, Hawken & Horner, 2010)

ARE YOU READY FOR TIER II?

Are Universal systems consistently implemented with fidelity?

UNIVERSAL SYSTEMS CONSISTENTLY IMPLEMENTED?

Do all students have access?

Are teachers/staff consistent in practices?

Are office discipline referrals (ODRs) filled

out properly/consistently?

Are minors documented in classroom?

Are data used regularly to make decisions?

CLASSROOM PRACTICES

It’s very important that classroom practices are in place and consistent from classroom to classroom!

Classroom expectations/rules clearly defined

Procedures/routines clearly defined

Strategies to acknowledge appropriate behavior

Strategies to respond to inappropriate behavior

Active supervision

Multiple opportunities to respond (academic engagement)

Instruction based on student need

Source: OSEP Center for PBIS

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

On Flash Drive Source: www.pbis.org > Resources

http://www.pbis.org/

HOW DO YOU KNOW IF UNIVERSALS ARE IN PLACE?

Some ways to evaluate:

• Schoolwide Evaluation Tool (by outside evaluator)

• Self-Assessment Survey (entire school staff)

• Administrative walk-throughs to observe classrooms

• Feedback from parents and visitors (surveys, interviews, etc.)

• Office Discipline Data (are 80% or more of students receiving

0-1 office discipline referrals?)

ACTION PLANNING

Activity

10 Minutes

Using the Multi-Tiered Action Plan (MAP) on your flash drive, list any Universal Topics that need to be addressed, along with Next Steps. Use the Team Implementation Checklist as a guide (also on flash drive).

Tier/TopicEvidence/Data that Identifies

Need

Next Steps

Action Who? When?

THE B

ASICS O

F TI

ER II

WH

AT

YO

U N

EE

D T

O G

ET

ST A

RT

ED

TIER II TEAM

Is Tier II Team in place?

Administrator on team Universal team member on team Tier II team members dedicated to developing

expertise in behavior assessment and intervention planning

Team includes faculty with expertise in academic assessment and intervention

Team members dedicated to attending trainings as a team

TIER II TEAM PURPOSE

Plan and Coordinate Tier II Systems

Review Student Data Regularly

Develop and Coordinate Tier II Interventions

Provide Staff Training

Continually Share Info with Staff

Tier II Systems Planning Team Meets at least once a

month Monitors effectiveness

of interventions Review data to make

decisions on improvements to the interventions

Individual students are NOT discussed

Tier II Problem Solving Team Meets at least

every 2 weeks Develops plans for

one student at a time

Teachers and family of student are typically invited

SYSTEMS PLANNING TEAM VS. PROBLEM SOLVING TEAM

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

Rev. 9.1.2009

UniversalTeam

Universal Support

Illinois PBIS Network

SYSTEMS TEAM ROLES

• Team Leader: responsible for agenda & facilitation of meeting

• Intervention Coordinators : report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding well”)

• Recorder: a.k.a. note taker

• Time Keeper

• Family Representative

• CICO Facilitator: adult who checks students in and out in the morning and afternoon

ACTIVITY

10 Minutes

Team Time!

Take a few minutes to decide, as a team

• who is missing from team• what role each team member will play• when your Systems team will meet • when the Problem Solving team will meet

GUIDING QUESTIONS

On flash drive

STEPS TO IMPLEMENTING TIER II

Ensure that school-wide universals are in place

Establish procedures to identify students who need additional supports

Identify what supports students need Environmental (e.g., classroom supports) Intervention

Establish procedures to monitor & evaluate progress (individual students and Tier II interventions overall)

Ensure that staff implementing interventions have skills and support

Train ALL staff – make them aware of interventions and their roles

STEP 1. STANDARD IDENTIFICATION CRITERIA

What factors will determine if a child will be considered for Tier II interventions?

ACTIVITY (5 minutes):

As a group, list factors you would like to be used when considering students for Tier II interventions.

FACTORS TO CONSIDER

Major office discipline referrals Minor referrals Attendance record Academic concerns Internalizing behaviors (withdrawn,

unmotivated, fearful, self-injuring, etc.)

CREATE A DATA DECISION RULE

Examples of Data Decision Rules:

2 Major ODRs within 9 weeksor

5 Minors within 9 weeksor

5 absences within 9 weeksor

60 minutes out of instruction per week

DATA DECISION RULE EXAMPLE

Continued on next slide…..

DATA DECISION RULE EXAMPLE, CONT.

(Concern) (Data Decision Rule) (Data Source)

ACTIVITY

15 Minutes

As a team, make a draft of your Data Decision Rule for Tier II interventions.

Concern Decision Rule Data Source

Attendance Social Behavior Academics

Template on your flash drive

OTHER STRATEGIES TO IDENTIFY STUDENTS

Teacher ReferralParent/family ReferralOther staff referrals – examples:

• Nurse – students visiting often• Bus driver – repeated behavior on

bus, quiet/withdrawn, etc.Universal Screening

EXAMPLE OF TEACHER REFERRALRequest for Assistance Form

Date:Student’s Name:

Teacher/Team: Grade:

IEP: Yes No

Please identify the student’s strengths. Some possible strengths include academic interests, social skills, hobbies, sports, etc.1. 2. Problem Behaviors: (please circle those are areas of concern) Verbally Harasses OthersDisrupts Class ActivitiesNoncompliantDifficulty completing workWithdrawn Tardy InattentiveOther Academic Concerns:Math Reading Writing Study Skills/Organization All academic areasWhy do you believe this student is engaging in problem behavior? (please circle primary function) Adult AttentionPeer AttentionEscape from difficult work/tasksEscape from adult/peer attentionGain access to preferred activity/itemTeacher Gathers:Academic Performance DataBehavior data and strategies triedOffice Gathers: SWIS/ODR Data Attendance Data

ACTIVITY

10 Minutes

As a group, discuss ideas for the teacher referral process for Tier II interventions. Add to Guiding Questions.

Things to consider: What information will be on form Who completes form When What data must be used Consider both internalizing & externalizing behaviors

STEP 2. DATA COLLECTED TO MONITOR THE PROGRESS OF EACH STUDENT

What type of data will be collected? When will data be collected? How will data be collected?

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SWIS and ISIS-SWIS Tools

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain 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 (SAIG)

- Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

n

Assessm

en

t

STEP 3. STANDARD EXIT CRITERIA

What data results? ODRs? Teacher input?

QUESTIONS?

TIER II

INTE

RVENTIONS

TIER II INTERVENTIONS…

Linked directly to school-wide expectations

Continuously available

Implemented within a few days

Can be modified, based on data


Give students positive, constructive feedback

Give students opportunities to practice new skills

Include school-home communication


Include orientation process for students

Include orientation process for staff and subs involved

QUESTIONS?

SOME TIER II INTERVENTIONS

• Check-in Check-Out (CICO)

• Social/Academic Instructional Groups (S/AIG)

• CICO with Individualized Features

• Mentoring

CHECK-IN

CHECK-

OUT

CHECK-IN CHECK-OUT IS…

An intervention designed for a group of students (typically about 10% of school population) whose problem behaviors…

• persist, even with universal practices and systems

• don’t require individualized interventions

• are happening in multiple settings

KEY PRACTICES OF CICO

• Link to school-wide expectations

• More positive adult interaction

• Embedded social skills training

• Frequent feedback on behavior

• Positive reinforcement for meeting goals

• Home-school communication every day

FEATURES OF CHECK-IN CHECK-OUT (CICO)

• School-wide expectations are goals

• Student checks in and out with same adult at same time each day

• Same Daily Progress Report (DPR) used for all students (rating scale)

• Rating scale on DPR is same for all students

• Short-term intervention

CICO DAILY CYCLE

1.Student checks in with assigned adult at arrival time Adult greets student positively Review school-wide expectations Student is given new DPR Student turns in previous day’s signed

form (optional) Student receives reinforcer for check-in

(optional)

CICO DAILY CYCLE, CONTINUED…

2. At each class (or throughout day):* Teacher provides positive

and/or corrective behavioral feedback

* Teacher (or student) completes DPR


3. Check-out at end of day:* Review points & goals with

coordinator* Reinforce youth for checking-

out (token/recognition - optional)* Receive reinforcer if goal met

(optional)* Take DPR card home (optional)


4. Give DPR to parent (optional)

* Receive reinforcer from parent

* Have parent sign card

* Students are not “punished” if their parents don’t

cooperate

5. Return signed card next day – celebrate (if not returned, simply go on)

BEP/CHECK-IN CHECK-OUT CYCLE

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Source: pbis.org – presentation by A Todd, S Romano, and N Sampson

VIDEO

Example of giving feedback during the day

From ‘The Behavior Education Program, A Check-In Check-Out Intervention for Students at Risk ‘(Hawken, Pattersson, Mootz, and Anderson)

(The entire video can be borrowed from CCE’s library)

CICO S

TAFF

CICO COORDINATOR – CHARACTERISTICS • Someone that is viewed as ‘positive’ by

students

• Good communication skills with students, staff, family

• Will consistently follow through with activities

• Can use data effectively to make decisions on student progress

CICO COORDINATOR - REQUIREMENTS

• Be in school every day

• Have a flexible schedule at the beginning and end of the day

• Fluent in CICO procedures

CICO COORDINATOR – ROLES/RESPONSIBILITIES

• Train new students entering the CICO intervention

• Check students in and out each day (others can do this, too)• Start them out on a positive note at beginning of day –

reminders, encouragement, etc.)• Positive reinforcement at end of the day; reminders and practice,

if needed

• Give positive reinforcement when students reach goals, turn in DPR, and turn in parent signatures

• Progress monitor and communicate student needs with parents, teachers

• Collect DPRs

• Record data daily

• Summarize data for Tier II team meetings, and/or meetings with parents/staff

CICO FACILITATORS

• Must be someone students view as ‘positive’

• Check students in and out each day • Give students new DPR each morning• Start them out on a positive note at beginning of day –

reminders, encouragement, etc.)• Positive reinforcement at end of the day; reminders and practice,

if needed• Collect DPR at end of day and either add points, or have student

add points

• Give positive reinforcement when students reach goals, turn in DPR, and turn in parent signatures

ACTIVITY

10 Minutes

Brainstorm ideas for CICO daily cycle:• Who would make a good CICO

coordinator?• Who would be good CICO facilitators?• Where will morning/afternoon check-

ins take place?

QUESTIONS?

DAILY P

ROGRESS

REPORT

S

DAILY PROGRESS REPORT (DPR)

Why use DPR?

Rate student’s behavior for each school-wide expectation

• 3 point scale, typically 0-2• Scale can be symbols (e.g., sad face, neutral face,

smiley face) for young children

EXAMPLE OF DPR

EXAMPLE OF DPR

Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB (Illinois)

ACTIVITY

10 minutes

As a team, make a draft of an age appropriate Daily Progress Report that can be used by all students for Check-in Check-out.

(two example templates are on your flash drive)

HOW TO USE DPR DATA

1. Monitor Student Progress a. Weekly review with studentb. Adjust goalsc. Recognition for student progress

2. Tier II Meetingsa. Review student progressb. Discuss change of monitoring level (teacher

monitored vs. self-monitored)c. Overall progress of all students (are most students

reaching their goal?)

CICO-SWIS

www.pbisapps.org

Applications > SWIS Suite

Try the CICO-SWIS Demo

http://www.pbisapps.org/

CICO-SWIS

CICO-SWIS

CICO-SWIS

CICO-SWIS

CICO-SWIS

EXAMPLES OF OTHER SPREADSHEETS

Student's Name Mo/Year

Comments Standard 80%

DatePossible Points

Points Earned

Daily %

1/27/2014 42 38 0.901/18/2014 42 36 0.861/29/2014 42 39 0.931/30/2014 42 40 0.951/31/2014 42 28 0.67

Brian Bender

Brian is doing well. Friday was a shortened schedule.

Data Entry Section

Daily Check In Check Out Data Summary

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

27-Jan 18-Jan 29-Jan 30-Jan 31-Jan

Daily Percentage of Points Earned

Student's Name Year 2014

Comments Standard 80%

WeekPossible Points

Points Earned

Weekly %

1/5/2014 210 170 0.811/13/2014 210 180 0.861/20/2014 168 140 0.831/27/2014 210 181 0.86

Brian Bender

This is Brian's 3rd week of CICO. He is doing very well. Continue for 1 more week and then move to self-monitoring.

Data Entry Section

Weekly Check In Check Out Data Summary

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

05-Jan 13-Jan 20-Jan 27-Jan

Weekly Percentage of Points Earned

OTHER STUDENT OUTCOME DATA

Other data to consider when monitoring the progress of students:

Reduction in ODRs Attendance improvement Reduction in suspensions Improvement in grades Reduction in tardies

EXIT CRITERIA

When will student graduate from CICO?

DPR Data Decision Rule Other data (ODRs, attendance, grades, etc.)

Example:

Youth received a total of 80% of Daily Progress Report points averaged per day/week for 4 weeks and has had no new ODRs.

WHAT IF CICO ISN’T ENOUGH?

Reverse Request for Assistance

PLANNIN

G FOR C

ICO

PLANNING FOR CICO

Staff Training and Overview

Student Orientation

Family Orientation

Reinforcing Students

Reinforcing Staff

STAFF TRAINING AND OVERVIEW

Tier II Systems & CICO Training for ALL Staff

Data used to identify studentsTeacher referral process Introduction to DPR and details on how the

intervention will workStress positive or corrective vs. negative feedbackPlan for substitutes

ORIENTATIONS FOR STUDENTS AND FAMILIES

General information about CICO to all families

General information about CICO to all students

Orientation process for students beginning CICO

Process for contacting parents, obtaining consent Best if phone call is made Follow up with letter Are there district policies about consent?

REINFORCERS

How will you reinforce students for CICO? Checking in and out

How often? Intermittent reinforcers

Reinforcer when a student is ‘brave’ and turns in a low DPR score

‘Catch kids’ doing the right thing

What about Staff? How will you acknowledge staff for participating in

CICO?

ACTION PLANNING

Tier II Topics for your MAP:

Identification Criteria – Data Decision Rules for Tier II CICO Daily Cycle Standard DPR for all students Referral form/process for teachers Exit Criteria for CICO Staff Training Orientations for students and families Systems for Reinforcing

ACTIVITY

We’ve gone through a lot of items that need planning, so take some ‘team time’ and do some brainstorming and creating action steps for your MAP.

EXAMPLES OF PARENT COMMUNICATIONSOn flash drive:

• Parent introduction letter

• Parent permission form

• Parent weekly progress report

SOCIAL/

ACADEMIC

INSTR

UCTIONAL G

ROUPS

SOCIAL/ACADEMIC INSTRUCTIONAL GROUPS• Three types of skills-building groups:

1) Pro-social skills2) Problem-solving skills3) Academic behavior skills

• Daily Progress Report (DPR) Card used for progress monitoring

• Typically taught by Counselor, School Psychology Specialist, or Social Worker

Source: Illinois PBIS Network training materials

THREE TYPES OF SKILLS-BUILDING:

1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.) Friendship Skills Social Awareness Relationship Building


THREE TYPES OF SKILLS-BUILDING, CONT’D:

2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.) Conflict Resolution SkillsAnger Management SkillsSelf Management


THREE TYPES OF SKILLS-BUILDING, CONT’D:

3) Academic Behavior skills (replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.) Study/Organizational SkillsFocus/Self-Management SkillsResponsible Decision-Making


SOCIAL ACADEMIC INSTRUCTIONAL GROUPSSelection into groups should be based on youths’ reaction

to life circumstance, not existence of life circumstances Example: fighting with peers, not family divorce

Skills taught are common across youth in same group Example: “Use your Words” for all students in problem-solving skills

group

Data should measure if skills are being used in natural settings, not in counseling sessions

Is there a transference of skills to classroom, cafeteria, etc.?

Stakeholders (teachers, students, family) should have input into success of intervention

Example: Daily Progress Report (DPR) Card


3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM1. Have a Roadmap/Template

• Skills taught need to be pinpointed before choosing

curriculum

• Skills taught need to be clear enough that teachers

can pre-correct, shape, & reinforce in classroom

Example: “Working on expressing feelings” equates to

“Using I messages” on DPR Card


2. If you are choosing to use a packaged curriculum

rather than your already created universal behavior

lesson plans

• Choose a stand-alone curriculum rather than a curriculum

where lessons build upon one another

Example: Stand alone curriculum can be used

Skills StreamingSecond Step

Curriculum that builds upon previous lessons – use with cautionART

3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM


3. Build S/AIGs on top of a strong universal curriculum

3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM


CHOOSING OR DESIGNING GROUP INTERVENTIONS

Choose and modify lessons from pre-packaged material based on the skill needed for the group

and/or

Use already created universal behavior lesson plans (Cool Tools) or create lesson plans to directly teach replacement behaviors


S/AIG CONSIDERATIONS

• Type of group Pro-social skills Problem-solving skills Academic behavior skills

• Purpose of the group

• Identify skills that will be taught

• Opportunities to practice new skill

• Culturally appropriate behavior lesson plans that address skill set


Suggested Lesson Plan Format For Secondary (Targeted) And Tertiary (Intensive) Social Skill Instruction IntroductionA. Identify the specific skill to be taught.B. Identify why this skill is important to the structure of the program/classroom.C. Assist in generalizing this skill to their life; make it relevant to the student.

Tell PhaseA. Identify the essential behaviors needed to meet the social skill.B. Have students identify potential loopholes or problems which may arise and how they should respond.

Show PhaseA. Using a T-Chart to define what behaviors would look and sound like when meeting the standards of the social skill.B. Model the essential behaviors needed to meet the standards of the social skill..C. Model any loopholes, exceptions, or problem situations that may arise when meeting the standards of the social skill.

Do Phase (Includes the Social Coaching Phase)A. Have students role-play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social skill.B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors (listed under Tell Phase)

Tell Phase (required to meet the standards of the social skill).A. Set up situations that could potentially create problems for students and have them demonstrate appropriate responses.B. Give students consistent and specific feedback regarding their performance of meeting the social skill.

ConclusionA. Summarize the lesson.B. Social Coaching Modeled: Have students generate other settings in which this skill would apply.

Source: University of Kentucky http://www.state.ky.us/agencies/behave/bi/ss.html

http://www.state.ky.us/agencies/behave/bi/ss.html

http://www.state.ky.us/agencies/behave/bi/ss.html

CREATE YOUR OWN LESSON PLANS:TEACHING BEHAVIORAL EXPECTATIONS

1) State behavioral expectations

2) Specify observable student behaviors (rules)

3) Model appropriate student behaviors

4) Students practice appropriate behaviors

5) Reinforce appropriate behaviors


SOME PACKAGED BEHAVIOR LESSON PLANS

• Second Step (Grades PreK-8)

• Thinking, Feeling, Behaving (Grades 1-12)

• Strong Kids Social Skills (Grades 3-8)

• Walker Social Skills Curriculum (Grades 6-12)

• Skillstreaming (Grades PreK-12)

All of above examples could be used to develop universal behavior lesson plans.


SECOND STEP

http://www.cfchildren.org/second-step.aspx

“It’s never too late to teach the skills kids need to succeed socially and academically. The Second Step program can take students from preschool all the way through middle school. Each grade level features developmentally appropriate ways to teach core social-emotional skills such as empathy, emotion management, and problem solving. And now we’ve added self-regulation, executive function skills, and Skills for Learning in early learning and K–5 to give kids that extra boost.”



THINKING, FEELING, BEHAVING

http://www.amazon.com/Thinking-Feeling-Behaving-Emotional-Curriculum/dp/0878225560

“For grades 1-6. An essential resource for helping students learn to overcome irrational beliefs, negative feelings, and the negative consequences that may result. This 2006 revision is packed with 105 creative and easy-to-do activities 15 are new to this edition. The activities include games, stories, role plays, writing, drawing, and brainstorming. Each activity is identified by grade level and categorized into one of five important topic areas: Self-Acceptance; Feelings; Beliefs and Behavior; Problem Solving and Decision Making; and Interpersonal Relationships. Thinking, Feeling, Behaving is an emotional education curriculum based on the principles of Rational Emotive Behavior Therapy. It can be used in classroom or small group settings.”




STRONG KIDS SOCIAL SKILLS

http://strongkids.uoregon.edu/

The Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents.

The Strong Kids programs may be used effectively with high functioning, typical, and at-risk youths, as well as students with behavioral and emotionally disorders, in a variety of settings. They may also be adapted and modified for use with specific cultural groups.



http://www.brookespublishing.com/store/strongkids.htm

WALKER SOCIAL SKILLS CURRICULUM

http://www.proedinc.com/customer/productView.aspx?ID=615

“Adolescent Curriculum for Communication and Effective Social Skills ACCESS is a complete curriculum for teaching effective social skills to students at middle and high school levels. The program teaches peer-to-peer skills, skills for relating to adults, and self-management skills. The ACCESS curriculum, which is designed for use by both regular and special education teachers, may be taught in one-to-one, small-group, or large-group instruction formats. ACCESS contains teaching scripts for 30 social skills identified by secondary teachers and students as critical for social competence; an eight-step instructional procedure; student study guide containing role-play scripts, discrimination exercises, and student report forms for contracted practice; and suggestions for grouping of students as well as motivational, behavior management, and generalization strategies.”




SKILLSTREAMING

http://www.skillstreaming.com/

“Skillstreaming employs a four-part training approach—modeling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to children and adolescents.”



PRO-SOCIAL SKILLS (FRIENDSHIP)From Skillstreaming• Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game • Asking a Favor • Offering Help to a Classmate • Giving a Compliment • Accepting a Compliment • Suggesting an Activity • Sharing • Apologizing

From Strong Kids (Grades 3-5)

• About My Feelings • Ways of Showing

Feelings


From Skillstreaming

• Knowing Your Feelings • Expressing Your Feelings • Recognizing Another's

Feelings • Showing Understanding of

Another's Feelings • Expressing Concern for

Another • Dealing with Your Anger • Dealing with Another's

Anger • Expressing Affection • Dealing with Fear • Rewarding Yourself• Using Self-Control • Asking Permission • Responding to Teasing • Avoiding Trouble • Staying Out of Fights • Problem Solving • Accepting Consequences • Dealing with an

Accusation • Negotiating

From The Peace Curriculum

• Using Positive Self-Talk to Control Anger

• Homework #3 Anger Control: Consequences for Your Actions

• Keeping Out of Fights

PROBLEM-SOLVING SKILLS


From Skillstreaming

• Listening • Asking for Help • Saying Thank You • Bringing Materials to

Class • Following Instructions • Completing

Assignments • Contributing to

Discussions • Offering Help to an

Adult • Asking a Question • Ignoring Distractions • Making Corrections • Deciding on Something

to Do • Setting a Goal

From Getting Organized Without Losing It

• Homework Checklist

• After School Scheduler

• 9 Great Reasons to Use a Student Planner

ACADEMIC BEHAVIOR SKILLS


LAYERING A DPR CARD

• Target specific behaviors within each expectation

Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB (Illinois)

“Social & Academic

Instructional Groups”

Walk to classKeep hands to

self

Use appropriate language

Raise hand to speak

Bring materials Fill out

assignment notebook

DATA DECISION RULES FOR S/AIG

• How will students qualify for this intervention? (IN)

• How will their progress be monitored while on the intervention? (ON)

• How will you determine when students will ‘graduate’ from the intervention? (OUT)

DECISION RULE EXAMPLES

IN:

• Student not responding to CICO after 6 weeks

• Chosen from Reverse Request for Assistance form

ON:

• DPR points reviewed every 1-2 weeks – maintaining 80% goal

• 0-1 new Office Discipline Referrals (ODRs)

OUT:

• 80% of DPR points averaged over 6 weeks

• No new ODRs

• If not meeting 80% goal, student is referred to problem-solving team

TRAIN STAFF FOR S/AIG

What teachers need to know:

• How a student gets into the intervention

• How long a student will participate

• How to measure the students’ use of new skills

• How to use the DPR

• Their role in teaching, pre-correcting, shaping, and reinforcing skills

RESOURCES

http://cce.astate.edu/pbis/

www.pbis.org

www.pbisillinois.org

www.pbismissouri.org

http://www.pbisworld.com/tier-2/check-in-check-out-cico

/

Book: Responding to Problem Behavior in Schools, Second Edition

Crone, Hawken, Horner

DVD: The Behavior Education Plan, A Check-In, Check-Out Intervention for Students at Risk




http://www.pbisillinois.org/

http://www.pbismissouri.org/

http://www.pbisworld.com/tier-2/check-in-check-out-cico/



Documents

PBIS: TIER II. ACKNOWLEDGEMENTS Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive