PBIS Tier 2 New Team Member Training Day 3

1. PBIS Tier 2 New Team Member TrainingDay 3 PBIS District Team 2014

2. Expectations • Be Respectful • Listen to others • Take phone calls out of room • Be Responsible • Take notes as needed • Go back to your school and implement • Be Safe • Take care of yourself • Use the bathroom as needed

3. Attention Signal • Teacher claps twice and says “1,2” while Students say “eyes on you.” Students finish their conversation/ thought. • Then the teacher claps twice and says “3,4” holding up the corresponding fingers and students say “talk no more.”

4. Introduce Yourself! Your name School Your position If you could compete on any reality show which would show would you want to compete on?

5. Learning Intention • Participants will be introduced to Tier 2 of PBIS, experience and discuss their role in their school's PBIS framework, and understand their school’s current fidelity with implementing PBIS Tier 2.

6. Success Criteria You know you are successful when: • You have a clear understanding of your role as a trained PBIS Tier 2 team member in your school’s implementation of the PBIS framework • Understand and can implement PBIS Tier 2 Interventions and best practices around your school.

7. 6 Hours of Training Day 3 Review --------- EXCEED Data BIT Meetings -------- Summary Day 1 Intros What is Tier 2? ------ • Identifying Students • Check-In / Check-Out Day 2 Review --------- • SAIG • Individualized CICO • BAIP

8. Today’s Agenda • REVIEW of Day Two (BAIP, SAIG) • Special Education • Exceed/ Data • BIT • Review

9. REVIEW • Modified CICO • All students should receive CICO as is, the same for every students • For some students you can modify an aspect of CICO (locations, time(s), DPR, greeter) • SAIG • Meet weekly for 9 weeks • (closed or open enrollment) • Focus on a skill(s) • Monitor with DPR

12. SAIG Lesson Format • Learning Intention and Success Criteria • Materials Needed • Restorative Circle • Teaching Procedure • Welcoming • Opening question/ prompt • Explain need for skill • Teach skill • Model examples and non-examples • Practice/ Role Play • Various activities to practice/ reinforce

14. Tweet Out • On a sticky note- tweet out a best practice you have around CICO and/ or SAIG. • Hashtag which intervention (#cico #saig) • Example: • Teachers practice how to give corrective feedback #cico • Students have a weekly personal goal #saig

15. Brainstorm Discuss each of these common complaints and discuss how you/ an administrator can address them: • Why can’t I just give the child a punishment? • What if the student doesn’t carry the card? • Why is this my responsibility as the teacher? • I don’t have time to complete the DPR. • I don’t know when I should be doing this.

16. REVIEW • BAIP • After CICO, SAIG, Modified CICO • before any Tier 3 interventions are attempted • A static team meets on a individual student • Teacher invited to meeting, completes form • Team creates a Behavior Pathway to find a summary statement and replacement behavior

17. BAIP • After students have not responded to CICO, Modified CICO, SAIG; before any Tier 3 interventions are attempted • A static team meets on a individual student • Teacher invited to meeting • Data is brought to meeting • Teacher interview worksheet • Team creates a Behavior Pathway to find a summary statement and replacement behavior

18. Teacher Interview • Form completed by classroom teacher • Used to gather information about what is occurring and why: • Describe problem behaviors • Routines and activities that trigger behavior • How often and intensity of behavior • Setting Events • Function of behavior

21. BAIP Teaming • A “static team” meets on students in need of a BAIP at the school • Members are likely part of the BIT team or a sub committee of the BIT • Membership is the same for each student needing a BAIP with usually the addition of the classroom teacher • Student and family not a part of this team (that occurs at Tier 3)

23. Student strengths • What are areas/ skills the student excels in • Problem behavior • What is the measurable and observable behavior that is the problem behavior with student • Is an action an can be seen (counted or timed) • hits with his fist –NOT- aggressive • out of seat 55% of time –NOT- hyperactive

24. Predictors in the Environment • Antecedents occur immediately before, “trigger” the behavior • When asked to read aloud, when a peer yells at him • Setting events indirectly “set up” the problem behavior • Lack of sleep or food, fought with mom in morning • Function • Obtain something • Avoid something • Answer is NEVER “Power”

25. Discuss What could be the function of each behavior? • Student wanders/ walks around room • Student refuses to do math work • Student used disrespectful language towards peers • Student plays aggressively • Student makes sounds during test/ quiz

26. Replacement Behavior • Serves the same function as the problem behavior • A behavior a student can learn that will lead them to their desired behavior

27. What could be a replacement behavior for each? • Student wanders/ walks around room • Student refuses to do math work • Student used disrespectful language towards peers • Student plays aggressively • Student makes sounds during test/ quiz

28. BAIP Pathway Complete a Pathway for the following situation: When students are asked to work silently and independently at their desks, Bruce gets up and starts making quack quack sounds and walks around the room trying to distract others (see teacher interview at table)

32. Intervention Plan (IP) • Setting Event Strategies • Eliminate or neutralize setting events or triggers • Environmental Strategies • Modify triggers to prompt alternative behaviors • Instructional Strategies • Teaching replacement behavior • Consequence strategies • Minimize reinforcement for problem behaviors • Reinforced desired behaviors

33. Progress Monitoring of BAIP • Weekly or Daily monitoring of a specific goal- the student’s use of their new replacement behavior • Monitor the same behavior in the same manner for the entire time (don’t want a moving target) • Use a DPR • A percentage (0-100%) is inputted into Exceed

35. Discussion • What do you need to implement or improve upon in your building to begin using BAIP as an intervention for students before entering Tier 3?

36. Special Education • Being in special education is not an intervention in and of itself • All special education students can receive Tier 2 interventions • No need to hold an IEP, may want to ensure special education is aware

37. BAIP vs FBA/BIP • Special Education students with behavior in their IEP should skip the BAIP and instead have an IEP meeting to update their FBA/BIP, and then begin to progress monitor implementation of the FBA • Special Education students without Behavior in their IEP should have a BAIP first, if it does not work, should hold an IEP and create a FBA/BIP to be included in their IEP and then progress monitored

38. The Importance of our Work • Nicole • http://youtu.be/Z3Wb5-Sm0MQ

39. Data into Tier 2 • Report: Referrals by Student • Data Warehouse Reporting/ Discipline/ School/ PBIS • Data Warehouse Dashboard/ click on suspensions graph (takes you to Discipline Dashboard)/ bottom of screen will have the “Big 5”

42. Pop Quiz • Thumbs up or thumbs down- • Every PBIS intervention conducted at your school must be progress monitored and put on Exceed.

43. Data system for EXCEED RtI • How is data collected daily? • Don’t just throw into a folder • Who organizes data? • Data organized by day, and by student • Who is putting data on Exceed? • Additional staff member to put on Exceed • Someone outside the team • Data goes on weekly • Data monitored at meetings

45. EXCEED • EVERY intervention conducted at your school must be on Exceed • Exceed should be updated REGULARLY • WEEKLY • Used to progress monitor, not just store data • Find someone in building who is not implementing the interventions to update Exceed data regularly • Organizing data is essential

46. Creating an Intervention Plan • A Plan has 4 tabs to be completed • Plan Details (date, staff members, etc) • Select Goals • Plan Goals (determine baseline and target) • Behavior: always 40 for baseline and 80 for target • Intervention (when and what is the intervention) • USE THE TEMPLATES

47. Entering Score • Blue Gear (insert picture of scores screen) • Can enter student percentage • Can enter points earned and total possible points (Exceed will calculate percentage) • Not Tested option • Ignored Option • Narrative • Don’t put in zeros • Not tested or baseline

48. Old Plans • Can view details of current and old plans • RtI page- upper right change Currently Active to whichever year looking for

49. Viewing Scores • Click on Student • Click on monitoring • A graph of their scores will appear • See legend to the right • Print capabilities