Tier I Team Training

1. Tier I Team Training Positive Behavior Intervention and Supports Permission is granted to reproduce and distribute copies of this work for nonprofit educational purposes provided that the following citation is included on each copy. Used with permission from Region 4 Education Service Center.

2. Before Training Notes • The Tier 1 Team training is based on the 10 critical elements on the Benchmarks of Quality (BoQ) and is divided by critical element. • Total training time for Tier 1 Team training is 2 days. • Training format for each critical element: • Campus team pre-assessment on the BoQ as a team using the rubric. • Teach the critical element. • Begin work on the critical element tasks (teams may get started, but may not finish). • Complete the section of the BoQ Action Plan for the critical element. • Trainers will decide which critical elements will be taught on which day. The critical elements can be taught in any order or the order listed on the BoQ.

3. Welcome

4. AGENDA Reward/Recognition Program Established Lesson Plans for Teaching Expectations/Rules Implementation Plan Classroom Systems Evaluation • PBIS Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed

5. Goals for TrainingDay 1 • Complete a baseline BoQ assessment for critical elements (insert) • Start work on BoQ critical elements • Develop an action plan for implementing positive behavior interventions and supports on your campus

6. Overview Positive Behavior Interventions & Supports (PBIS)

7. What Is PBIS? “A decision-making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.” —National Technical Assistance Center on Positive Behavioral Interventions and Supports, US Department of Education, Office of Special Education Programs

8. A Few Myths about PBIS • Give kids candy so they will behave. • Have lots of parties. • There should never be a consequence.

9. Medical Model Surgery, daily medication regimen Medicine, therapy, glasses Diet and exercise, seat belts, car seats, vision screening, vaccinations

10. Universal Interventions • Address the needs of approximately 80–90% of the students • Includes • physical environment • procedures • rules • rigorous instruction

11. Targeted Interventions • Address the needs of approximately 10–15% of the student population • Interventions are individually designed to address behavior and/or academics

12. Intensive Interventions • Students who require the most resources to address behavior and academics • Require intense individualization of services • Are usually less than 1–5% of the population

13. Key Points to Remember • PBIS is not a curriculum. • PBIS focuses on prevention of problem behavior and environmental reengineering. • PBIS utilizes a three-tiered problem-solving approach.

14. PBIS Elements

15. Resource Mapping

16. Working Smarter: Programs Evaluation • Initiative/Committee/Team: List programs or projects present on campus designed to support students. • Purpose and SIP Goals Supported: Label the purpose for each in the next column. • Measurable Outcome: List data used to identify if the initiative is doing what it’s supposed to do.

17. . Working Smarter: Programs Evaluation • Target Group: Identify the students whom the program is intended to impact. • Staff Involved: List roles of campus staff involved. • Overlap/Modify: Identify other initiatives or programs that do the same thing, then determine if anything should be changed.

18. Resource Map