Early birds…..

1. Early birds….. • Get the group task started! • Divide the Jelly Bellies into grade groupings based on chart • Sort by flavors – Math, Reading, Social emotional needs • Do not eat them yet!

2. Leadership Team Training Behavior Intervention and Support Feb. 17 & 18th 2014

3. Welcome! • Celebrate! • Inform our learning • Share principal presentation • Make connections to student behavior • Lovely Lunch • Simple strategies to revisit • TIPS for Team Time • Share your next steps for Action Plan

4. Celebration!!!! • Share your Action Plans • Academy Park • Fox Hills • Monroe • Oquirrh Hills • Pleasant Green

5. Objectives: • Identify Tiers of behavioral interventions being used your school and additional strategies • Make the connection: Moving between Tier I and II Intervention/Extensions with academics and behavior • Review PBIS- Bully Prevention and determine strategies needed for Tier II and Tier III using your data • Practice Using the TIPS checklist and agenda format effectively during team time • Write your next 30-day action plan

6. Early birds task analogy • Sort in groups by flavors – • How do we meet all the learning needs?

7. Our task is to provide an education for the kind of kids we have. Not the kind of kids we used to have, or want to have, or the kind that exists in our dreams.

8. How do we complete the “Task”? • What is systemically in place in your school that meets the learning needs school-wide and by grade level/department? • On your intervention triangle brainstorm all of the behavior interventions you now have in place in your school. 5 minutes

9. MTSS Common Vocabulary • Differentiation • Accommodation • Intervention

10. MTSS Module • Part 1 Moving Between Tier 1 Differentiation and Tier 2 Interventions and Extensions

11. Bottom Line Matching instruction and interventions to student need!

12. Self -Assessment Task • Universal Interventions PBS- Effective Educational Practice & Targeted Interventions • Individually, highlight all familiar terms (3 min.) • Combine your known terms as a team (3min.) • Hold on to your team list and we will debrief on this later.

13. Discuss self-assessment • As a group discuss the terms you know and highlight on the buff sheet all that you know as team.

14. Interventions for Behavior (LRBI) • http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx

15. What supports do we need to implement effective interventions/extensions? • Awareness/consensus-buy in • Infrastructure (systemic supports, scheduling, team problem-solving, professional learning, etc.) • Implementation (strategies, assessment, data collection and interpretation/analysis, instructional programming) • Evaluation of effectiveness • Refine, improve, extend

16. How is Tier 3 different from Tier 2? • MORE Intensive • MORE Explicit • MORE Systematic • MORE Time (minutes per day and duration) • MORE Progress monitoring • MORE, MORE, MORE!!!

17. Learning Task 1 Hypothetical Situation: • Staying on task is critical concept for all work tasks • A teacher teaches an on-task strategy such as a beep tape or sound byte during small group time for one week • At the end of that week • 26 students have the concept of being on task • 9 had it from the start • 6 still don’t get it (1 SWD, 2 ELL, 3 peers) Problem Solve: • Using the LRBI strategies, what will the teacher do next to intervene/extend for students?

18. Small Group Differentiation and Supplemental Intervention/Extension • Problem Solve: • What will the teacher do next to intervene/extend for students?

19. Learning Task 2 Hypothetical Situation: • The school has adopted the “Respect program using “Stop Walk Talk” • A teacher reviews the strategy for one week during second semester. Before recess on Friday, she asks the students to write the steps of the “ When someone asks you to Stop” routine as the exit slip and demonstrate it as they go to recess. • At the end of that week • 10 remembered it from the first week of school • 24 students have the concept correctly written and can demonstrate it at the door • 6 don’t know them (1 SWD, 2 ELL, 3 peers) Problem Solve: • Using the LRBI strategies, what will the teacher do next to intervene/extend for students?

20. Small Group Differentiation and Supplemental Intervention/Extension • Problem Solve: • What will the teacher do next to intervene/extend for students?

21. Share Out • What strategies would you as a member of the building leadership member bring to your grade level team? • How could you help all students in your grade master the skills of being on tasks and implementation of the stopping routine?

22. Food For Thought…. • Lunch break until 1:00

23. Review Interventions Tier I to Tier II • Sensory Diet • BEP aka Check in/ check out • Think Time

24. TIPS- For Team Time and All Meetings • Effective Pre-planning checklist

25. Team Time • Utilize PLC meeting practices: • Roles, agenda, problem solving, data • Continue next steps of Action Plan • Include one Tier II or III practice to put in place as an extension of a universal behavioral intervention you are currently using

26. Evaluate Today’s Learning

27. Action Plan Sharing • Academy Park • Fox Hills • Monroe • Oquirrh Hills • Pleasant Green

28. Before you leave… • Save the Dates- • Give us an possible dates for the SET • June MTSS Conf. June 18 &19th • Team Training with stipend Aug. 5th • Hand in your Action Plan • Take additional materials • Spinners • Class Rules/ “What if” • Probability Charts

29. Principals Debrief • What are your needs for Professional Learning for you faculty? • What additional support do you need for behavior in your school?