PBIS Learning ZoneFond du Lac School District

August 29, 2012

Jim BottingStacey Buchholz

Joyce GauMichael Gonzalez

Kathy JensenJessica Joseph

Keesha KingAmy Kunstman

Kristine MittelstadtNicholas ShultisDonald SmithEleanor Vokes

Marian Sheridan, ChairSue Wellnitz, WPDM Consultant

District PBIS Learning Zone Team

• 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

Learning Objectives

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

Wisconsin Personnel Development Model

Response to Intervention

an organizational framework for achieving higher levels of academic and behavioral

success for all students

-Wisconsin RtI Center

RtI Glossary of Terms

• Combines academic and behavioral terms for tiered level of implementation

• Establishes a common language and understanding across the District

Team Time Activity

Solve the Puzzle

http://e.ggtimer.com/5minutes

Positive Behavior Interventions and 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.

Universal/Tier 1

• ALL Students

• ALL Staff

• ALL Places

• ALL Times

PBIS - 2012-2013 Universal 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

PBIS Tiers

Tier 1/Universal

Tier 2- Targeted Group

Tier 3- Intensive Individual

Why Implement Tier 2?

• 15-20% of students do not respond to universal strategies

• Instructional time lost

• Time lost to discipline

Team Time

http://e.ggtimer.com/5minutes

How much time have students lost in my classroom?

Tier 2 Process Components

• Data

-Teams- Data and/or Behavioral RtI

• Tier 2 Coordination

-forms, staff, students, families

• Progress Monitoring

• Exit strategies/data driven

Tier 2: What do 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.

Learning Zone Data Team

• 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)

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)

Suggested Additional Data Points

• Beyond the Fab Four, schools have the discretion to choose additional behavioral data points. These may include:

o Timeo Ethnicityo Grade Levelo Other disaggregated subgroupso % 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?

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 Woodwortho Chegwino Parkside

Tier 2 Interventions

• Environmental Interventions (Classroom)

• Check-In/Check Out

• Social Academic Instructional Groups (SAIG)

• Mentoring

Basic Targeted Interventions

Targeted Environmental InterventionsClassroom 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

- Reteaching of school-wide expectations to

small groups of students

- Teachers/staff can do this reteaching to a

small group in an efficient manner.

Rule Review

Checklist for Classroom

Https://docs.google.com/a/fonddulac.k12.wi.us/file/d/0BxSvSQeLUIpPTTNvUmU1S1JwZUU/edit

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

Behavioral Decison Making

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

Counselors may conduct therapeutic groups based on student's reaction to life events (i.e.,divorce, death, illness, family issues)

Social Academic Instruction Groups(SAIG)

Candidates Facilitator Resources

Students with skill or performance deficiet

Any staff Counselors - train staff to facilitate -house materials for groups

Group Type andStudent

Referral Method Exhibiting &ReplacementBehaviors

Resources

Problem-Solving Group:"externalizers" lacking appropriate behaviors

ODR's and referred for unresponsiveness to other interventions

anger, physical contact___________self regulation/of emotions

Second Step

Pre-Referral Intervention Manual

Teacher's Encyclopdia ofBehavioral Management

Other materials from counselor resources

Pro-Social Group:"internalizers" lack relationship building skills

Staff/ parent referralUniversal Screening

few friends, shy,withdrawn_____________assertiveness, coping skills

Academic Behavior Group: students whoselearning is impacted by basic learning skills

Teacher/staff referral

calling out, out of seat,organization,------------------------self monitoring, checklist for materials for class.

How to Refer for Tier 2Note: 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)

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?

DATA, DATA, DATA

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!

______________________________________

What Would You Do?

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?

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