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Strengthening PBIS in Your School: Tier II Interventions
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Strengthening PBIS in Your School: Tier II Interventions

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  1. Strengthening PBIS in Your School: Tier II Interventions MiBLSi/Ingham ISD Focus Day Training

  2. Acknowledgements The material for this training day was developed with the efforts of… • SorayaCoccimiglio • Melissa Nantais Content was based on the work of… • Mickey Garrison • Rob Horner • Anita Archer • George Sugai • Randy Sprick • Robert Marzano

  3. Matt Phillips Coordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD Speech-Language Pathologist • Heartwood • Sparrow • Indiana • Private Practice • MSU - CSD

  4. Erin Rappuhn • MTSS/School Psychology Intern for Ingham ISD • MA, Doctoral Student in MSU School Psychology Program • Background in Psychology and Elementary/Special Education • Teaching, Clinical Work, Consultation

  5. Setting Group Expectations • To make this day the best possible, we need your assistance and participation • Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions • Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing • Be Safe • Take care of your own needs

  6. Goals for the Day Participants will… • Understand the systematic framework for Multi-Tiered System of Behavioral Supports for ALL students • Understand how classroom management and specific “Early Stage Interventions” provide the necessary foundation for additional behavioral interventions • Develop an understanding of behavioral assessment and the function it serves

  7. Goals for the Day Participants will… • Develop a working knowledge of multiple targeted behavioral interventions for individual students • Develop an understanding of the use of data in selecting, monitoring, and revising behavioral interventions.

  8. Today’s Agenda • The MTSS Model for PBIS • The Organizational Framework for Tier II Behavioral Interventions • Prevention via Core Classroom Supports and Early Stage Interventions • “Practical” Functional Behavioral Assessment • Highly Structured Tier II Interventions • Other Resources

  9. Hey there, partner! For responses that are longer, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today.

  10. Red/Yellow/Green Sheet As a result of today’s session, I plan to… Stop… Continue… Start…

  11. The MTSS Model for PBIS

  12. Transition To Tier 2 Implementation Supports Sustaining Tier 1

  13. Keep It Going! • Question: • How can you move forward with Tier 2 supports while maintaining confidence that Tier 1 will be maintained or improved? • Answer: • By focusing on the Big Idea Basics!

  14. Tier 1 “Big Idea Basics” For continued accuracy, fluency, and durability!

  15. Big Idea Basics Foundations of PBIS Implementation Framework Effective Practice Account for Context and Culture

  16. Big Idea #1: Foundations Prevention-Focused Driven by Outcomes and Data Labeling, Language, and Context

  17. Prevention Logic for All(Biglan, 1995; Mayer, 1995; Walker et al., 1996) Redesign of teaching environments … not students!

  18. Driven by Outcomes and Data A plan for intervention or implementing a change to our system without data is just a toss of the dice! But collecting data that doesn’t help to inform our work can be a waste!

  19. Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  20. Can you remember recent programs, curricula, initiatives, etc. that have been implemented without data? Were they off the mark? Or were they effective? Are you collecting data that isn’t being used? Could it be used for something useful? Or not? Activity

  21. Labeling, Language, and Context Language reflects and influences our thinking and our practices. Paying attention to our language can help to change the way we think and the way we work for the benefit of our students!

  22. Classic Examples To Be Avoided Let’s discuss our “Tier 2 Kids” If this (plan) doesn’t work, she may become a “Tier 3 Kid” There are some red flags here, he may need to “be in Tier 2”

  23. An Underlying Belief Must be Established: “…Faculty and staff must believe that any change in student behavior starts with the adults in the school changing their approach to behavior management.” (Sprick, 2009; p. 427)

  24. Activity • Identify common phrases or terms that are used in your building’s efforts • What message(s) does this language convey? Is it helpful or potentially harmful/misleading? • How might you adjust (or further encourage) this language as needed?

  25. Big Idea #2 Implementation Framework Blueprint for success! MTSS/RTI Appropriate Pacing

  26. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

  27. Essential Principles in All MTSS Trainings Create systems, not just programs, to support each and every student Earlier, rather than later Evidence, not opinion

  28. Appropriate Pacing Enthusiasm is priceless, and dragging our feet without reason is a tragedy… But we must be careful to keep our implementation in-line with our preparation!

  29. Stages of Implementation Should we do it! Work to do it right! Work to do it better!

  30. Big Idea #3: Effective Practice • Fidelity • Work Smarter, Not Harder • Prioritize Measureable Goals • Data-based Decision Making

  31. Why Focus on Fidelity? It is, after all, one more thing to measure!But it’s worth it! Without ensuring fidelity, it is impossible to determine whether our efforts are promoting desired outcomes! Effort required to measure fidelity > Effort required to evaluate our work without knowing!

  32. Work Smarter Not Harder OSEP Center on PBIS Guidelines for Implementation “Because we cannot do everything all at once!” Do the smallest number of actions… That are evidence based… And will have the largest and most durable effect!

  33. Prioritize Measurable Goals This all “hangs together” with our fidelity data, and our efforts to Work Smarter! If we cannot measure and record the outcome, it moves further down the priority list. If a goal sounds like a priority, but we don’t have a way to measure it – FIND ONE!

  34. Consider Sources of Data • ODR’s/SWIS? YES! • But what about… • Attendance? • “Local” classroom data? • Others?

  35. Measurable as written? Goals/Outcomes Improve behavior in our school. Increase attendance for Howard Elementary Encourage students to arrive to class on time Improve school climate Decrease ODR’s Increase staff morale

  36. Measurable as written? Goals/Outcomes Improve behavior in our school. Increase attendance for Howard Elementary Encourage students to arrive to class on time Improve school climate Decrease ODR’s Increase staff morale

  37. Look back to your SW-PBIS Goals from last Spring Are they measurable? And measuring meaningful things? Based on the Action Steps you wrote last Spring, evaluate your progress: • Do you need to adjust the wording? • Have you been able to collect the necessary data? Follow-Up

  38. Big Idea #4: Context & Culture Your building culture is unique! Dynamic group membership Shared experience and shared behaviors Shared goals and vision

  39. Dynamic Membership Build SYSTEMS in addition to expertise!

  40. What unique issues need to be addressed or given time/attention in your building? Utilize the Benchmarks of Quality and any prior knowledge/anecdotal data as necessary Identify 1-2 possibilities you’d like to share with a nearby team Context & Culture

  41. The Organizational Framework for Tier II Behavioral Interventions

  42. Q: (How) is Your Tier 2 Team Organized?

  43. Building Leadership Team Addresses Schoolwide Systems & Tier 2/Tier 3 Systems

  44. Building Leadership Team Addresses Schoolwide Systems Tier 2/ Tier 3 Systems

  45. Building Leadership Team Addresses Schoolwide Systems Tier 2/ Tier 3 Systems

  46. Membership Structure Should Include: Administrator Crossover member from Tier 1 Building Leadership Team Faculty with expertise in behavioral assessment and intervention Faculty with expertise in academic assessment and intervention

  47. Do you have a Tier 2/Behavior Response Team? How is your team organized? Does your team have the necessary membership structure for successful functioning? Quick Check

  48. Tier 2 Team’s Role in Targeted Support Establishing systems Ensuring that students have access Ensuring fidelity Tracking effectiveness and making adjustments

  49. Barriers to Tier 2 Success Lack of: Administrative Support and Leadership Classroom System Implementation Communication System