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Taking Tiers 1 and 2 to Scale at Middle Schools

Taking Tiers 1 and 2 to Scale at Middle Schools. Marlene Gross- Ackeret and Linda Stead Wisconsin RtI Center/Wisconsin PBIS Network PBIS Technical Assistance Coordinators. “ Middle School,” Griffin repeated. “Where

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Taking Tiers 1 and 2 to Scale at Middle Schools

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  1. Taking Tiers 1 and 2 to Scale at Middle Schools Marlene Gross-Ackeret and Linda Stead Wisconsin RtI Center/Wisconsin PBIS Network PBIS Technical Assistance Coordinators

  2. “Middle School,” Griffin repeated. “Where did they come up with that, anyway? We’re in the middle of what, exactly? Too old for elementary school, but not old enough for high school. So they shove us here. Look around. There’s not one interesting person in sight, just a bunch of clones who want to be like everyone else.” James Preller, Bystander

  3. “People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s ‘good for me.’ Yeah, well, asparagus is good for me, but it still makes me want to throw up.” James Patterson: Middle School: The Worst Years of My Life

  4. “ Middle School is kind of like Middle-earth. It’s a magical journey filled with elves, dwarves, hobbits, queens, kings, and a few corrupt wizards. Word to the wise: pick your traveling companions well. Ones with the courage and moral fiber to persevere. Ones who wield their lip gloss like magic wands when confronted with danger. This way, when you pass through the congested hallways rife with pernicious diversion, you achieve your desired destination – or at least your next class.” Kimberly Dana, Lucy and CeCee’s How to Survive (and Thrive) in Middle School

  5. Higher-performing middle schools build a culture of success by consistently maintaining these five common elements: • 1. Trusting and respectful relationships • 2. Students’ social and emotional well-being • 3. Teamwork • 4. Evidence-based decision making • 5. Shared vision of mission and goals ”The Blueprint for Middle School Success” New York City Dept. of Education

  6. What research has shown for schools implementing PBIS • Creates learning environments that proactively deal with behaviors. • Improves support for students with specialized behavioral needs. • Maximizes on-task behavior and increases learning time for all students

  7. Perfect match!!!! or maybe not……..

  8. Most Significant Barriers McIntosh, 2013

  9. Middle School Barriers

  10. Middle School Barriers • Peer attention trumps adult attention • Increased expectation for student self-management • Greater physical size of building • Coordination among staff

  11. Sustainability • Maintain Tier 1/Universal Foundation of the entire system • Develop and Maintain Tier 2 Interventions • CICO • SAIG • FBA • BIP • Academic Supports • Move to Tier 3

  12. Tier I • From this:

  13. Tier I To this: Be Respectful Be Responsible Be Safe Be A Learner

  14. School-wide Expectations • Be Respectful (cell phones, texts, etc.) • Speak quietly and politely • Listen actively to others • Raise hand to share • Respond positively to teachers and students • Be Responsible • Be on time • Put materials away • Clean up after yourself • Take pride in your learning • Be Safe • Move about safely • Keep aisles clear • Keep hands and feet to yourself • Be a Learner • Fill out assignment notebook • Complete assignments and homework on time • Ask questions • Do your best • Keep electronics off and in lockers

  15. Be sure to… • Teach all behaviors • Use data to determine what to re-teach, when, how often • Consistently use and update you your student acknowledgement system • Acknowledge all staff for being a part of PBIS • Engage families

  16. Building Capacity • Professional development is aligned to the needs of the workers. • Leaders invest in the development if individual and collaborative efficacy of a whole group or system. • If people are asked to act differently, then their capacity must be developed to do so. Fullan, M. (2008)

  17. Professional Development Success • Content Building Knowledge • Time to observe modeling • Opportunity to practice • Provide feedback • Coaching • For every 1 hour of content, 7 hours should be given for these 4 components

  18. Tier 2 From this:

  19. Tier 2 To this:

  20. Planning for Tier 2 • Tier 2 team selection • Membership • Coordinator/Coach • Define purpose • Data decision rules • Professional development on all interventions

  21. Tier 2 Team Make-up • Administrator • Tier 2 Coordinator/Coach • Pupil Services Staff (counselor, school psychologist/social worker) • General Educator(s) • Special Educator(s)

  22. Tier 2 Team Purpose • Overall planning and coordination of Tier 2 systems • Regularly review student data • Develop and coordinate Tier 2 interventions • Provide staff training • Ongoing sharing of data and general information with staff

  23. Role of the Tier 2 Coordinator • Facilitates the following: • Student nominations for Tier 2 interventions • Professional development for Tier 2 interventions • Data collection system • Parent/family notification and explanation • Introduction and teaching students

  24. Role of the Administrator • Supports PBIS at all tiers • Staff availability to provide interventions • Access to space to provide interventions • Time to provide interventions • Access to data and data system • Time to develop and meet

  25. Data Decision Rules • Current data • Attendance • Discipline (Majors/Minors) • Tardies • Grades (D and F lists) • Team establishes decision rules – indicators? What interventions to provide?

  26. Sample DPR form for Middle School???

  27. Planner DPR from AMS???

  28. Meeting Data Decision Rule Identify Student Needs/Wants: • Peer attention seeking • Adult attention seeking • Skill deficit • Work Avoidance

  29. Challenges Facing Middle School Implementation of Tier 2 • Professional Development • Staff buy in/commitment • Staff understand purpose (shift in thinking) • Staff understand procedures and responsibilities • Share data with staff • How to implement CICO and SAIG • Room/location • Personnel • Intervention time

  30. Challenges Facing Middle School Implementation of Tier 2 • Role of classroom teachers • Teacher accountability for honest data points • Teacher feedback to student • Not using DPR as a sounding board • Make it “work” for all students • Student Buy in • Understanding intervention – All students • Viewed as part of positive school culture (not just for “bad” kids) • Can’t be a burden or embarrassment

  31. Complacency • Warning Signs • Accepting frequent low data points • Teachers not filling out DPR • Student loss of interest • Support the student at the present level without system review or adjustment • Statistically, DPR does not reflect similar data trends compared to current student data

  32. “Teaching middle school is an adventure not a job.”  Angela K. Bennet

  33. North Middle SchoolMenomonee Falls • Enrollment: 885 students • American Indian: 0.6% • Asian: 6.0% • African American: 9.3% • Latino: 3.4% • White 80.4% • Students with Disabilities : 10.8%

  34. North Middle School • 2011-12: Year 1 of Tier 1 was tough – big learning curve for all • Procedural changes • Cultural changes • 370 days of OSS in 2010-11 • Referrals: Majors vs. Minors • Lack of materials • Incomplete homework • Refer any time? • PRC Cards (Positive Referral Card – blue) • Began Restorative Practices

  35. North Middle School • 2012-13: Year 2 of Tier 1 saw many improvements • Refined behavior descriptions and referral form • Created Classroom Discipline Cycle • Universal for all classrooms posted but not limiting • Golden Bus Tickets • Drivers can recognize students for good behavior • Reflect and Refocus Form/Room

  36. North Middle School • 2012-13 continued • Developed and filmed Cool Tool Videos • Created Gold PRC Cards • Collect 2 completed blue cards for a $5 gift card • Participated in training for Culturally Responsive Practices • District-wide PBIS Meetings • 2012-13 School of Merit

  37. North Middle School • 2013-14: Year 3 of Tier 1; Tier 2 Training • HS began PBIS; MS and HS rebranded PBIS as “Falls Pride” • Minor tweaks to Referral forms • Continued filming Cool Tool Videos to build bank of resources • Trained all teachers, educational assistants, and student services staff in Restorative Practices and Circles • Flex classrooms “circled” with students twice a week – Mondays and Fridays

  38. North Middle School • 2013-14 continued • Began 6 month test pilot of Flex Rep Council - Allows students to: • Have a voice in setting grade level behavior goal • Have a voice in next steps to achieve the goal • Have a voice in the reward and celebration for meeting the goal • BoQ and SAS scores steadily increased over the last two years • Tested CICO with 10 students for 3 months • 2013-14 School of Merit

  39. North Middle School • 2014-15 Moving Forward with Tiers 1 and 2 • PEP Assembly for Falls Pride Kick-Off!!! • Increase students on CICO (20) • Train support staff in Restorative Practices • Continue Flex Rep Program • Refine students involvement and attempt to address monthly

  40. North Middle School School website: http://nms.sdmf.schoolfusion.us Scott Marty, Associate Principal martsco@sdmfschools.org Jess Gieryn, 7th Grade Teacher gierjes@sdmfschools.org

  41. Frank Lloyd Wright Intermediate School WA-WM Schools PBIS – Scaling from Tier 1 to Tier 2

  42. Demographics: 1,055 total students. – 15% Hispanic, 5% Asian, 70% White, 6% Black, 4% Other, 14% students with disabilities. • Tier 1 implementation(Fall 2012). • Successes – More than 10,000 That’s How We Roll cards were earned by students through school-wide behavior recognition, where students can redeem for classroom incentives, chance for monthly sundae bar and/or visit to the Magic Bookstore. • Barriers – Fidelity and perception of card participation. • Tier 2 readiness (Fall 2013). • Student - Student Service Watch List – Big “5” • SAIG – Student Service mini lessons (on website). • Positive Expression, Working Appropriately, Self-Esteem, Social Media • CICO – Attendance - 85% target • Lunch bunch/Breakfast Club • Sundae Bar/Magic Bookstore • Staff - Stars of the month (2) Frank Lloyd Wright Overview

  43. Lunch Program – Tier 1 and 2 Lunch Bunch and Homework Club

  44. Value Added – Tier 1 and 2 That’s How We Roll – Sundae Bar and Magic Bookstore http://animoto.com/play/JPFmgM5I0iy6iS6VrWoc5w

  45. Staff - Tier 1 and 2 Stars of the Month

  46. Contact Information Website - http//wright.wawm.k12.wi.us Adam Freund, Internal Coach freunda@wawm.k12.wi.us Ryan Hammernik, Associate Principal hammr@wawm.k12.wi.us Phone Number - 414-604-3400

  47. Jack Young Middle SchoolBaraboo Website: www.baraboo.k12.wi.us Paul Anderson, School Counselor panderson@barabooschools.net Liz Ptaschinski, Internal Coach eptaschinski@barabooschools.net

  48. Panel Questions: Reflections and Sharing

  49. What has been your biggest success • and your greatest challenge?

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