The Three Tier Logic Approach to Creating and Maintaining Safe & Successful Schools

Transcription

1 The Three Tier Logic Approach to Creating and Maintaining Safe & Successful Schools Lynne Weise, M.Ed Coordinator, PBIS Charles County Public Schools

2 Programs do not change kids, relationships do Bill Mulligan Craig Cummings

3 Every 26 seconds a student drops out of school while we are in this conference If that is 2 per minute 120 per hour 120 times 7 hours = 840 students will have dropped out nationally 3 Tiers have been identified as a promising practice for reducing drop out Because it BUILD relationships

4 To increase a students chances of school success A caring adult A safe place free from hostility Healthy environment Challenging curriculum America s Promise

5 For me as a PPW, 3 tiers allows me to Create a host environment (school) that motivates a student to attend (physically, intellectually, and socially) everyday? Use data to help make/drive decisions; Figure out how to use my time efficiently Which students to target Which teachers/staff may need additional support Utilize resources effectively So that every student can meet success.

6 Do we have effective secondary/tertiary interventions? If we do, then how can we maintain? If we do not, how can we

7 Does the process we currently have in place work? How do we know? What needs to happen to make the ideal process work?

8 The goal of PBIS is to. Reduce challenging student behavior through a proactive, positive and consistent manner across all school settings and improve academic achievement and social competence.

9 Imagine playing a 7-inning 7 softball/baseball game in which the basic rules changed every inning.. What would your reaction be? How would you cope? Jump ship?

10 Action Step Review and answer the BOQ as individuals. Complete the teaching assignment

11 Key Elements of PBIS Supporting Staff Behavior School-wide Classroom Non-classroom Individual OUTCOMES SYSTEMS DATA Supporting Decision Making Office Discipline Referrals Staff Input Academic Progress Attendance PRACTICES Supporting Student Behavior Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization

12 What does it look like in a school? 80% of students can tell you what is expected of them and give behavioral examples Positive adult to student interactions exceed negative Function based behavior support is the foundation for addressing problem behavior Data and team based action planning & implementation Administrators are active participants Full and integrated continuum of behavioral support is available to all students.

13 Systematic Behavioral and Academic Planning Intervention/Team Tiers Tier 3 Intensive Interventions: SST/IEP Teams Small groups or individual students; alternative programs and special education instruction and/or services Tier 1 Universal Interventions : PBIS Teams Grade Level Teacher Meetings All settings, all students; monitor and differentiate instruction; implement supplemental interventions Integrated Systems Approach 1-5% 5-15% 80-90% Tier 2 Targeted Interventions: Student Support Teams Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans

14 Features of PBIS Incorporating a school-wide reward structure based on positive incentives rather than negative sanctions

15 Acknowledge Expected Behavior Tangible rewards & acknowledgements High fives Husky Bucks Social recognition 5/1 ratio

16 Components often overlooked: Positive Parent Contact Random Reinforcement Strategies Positive Public Posting Continuous Behavioral Feedback for Students Data on Positive Reinforcement Other Enhancements

17 Data Driven Decisions What data is examined? How often is it reviewed? How is it merged/compared to academic? Drill down? Big Five? Bullying? Hitting vs social skills? What opportunities for discipline/teaching occur when violated?

18 Systems in Place Teacher breaks? Feedback loop SST Teacher peer reviews Kid Chat Pre-SST Using Prim/Brim during team meeting Surveys for staff?

19 Practices Setting norms as adults? Smart phones We assume communication and conflict resolution skills When teaching youth, do we model? Practice provide feedback?

20 Activity As a team, review and complete Activity 1a in the Tier 2 workbook Review the Kent County Tier Systems Lets examine how to look at current issues w/in the 3 tiers.

21 Lunch

22 Analyzing PBIS data is like playing More questions Drilling down Tough conversations Do we have the support Do we provide the staff development Whack A Mole

23 Match up with absences, truancy, class cutting? Who, why, what time?

24 What classroom lessons need to be taught?

25 What preventative and supportive systems in place for the classroom teachers? What are some of the strategies we can used as pre SST? PRIM How can be use team meetings? Kid Chat?

26 Are we greeting students? Bus issues? Is this community stuff?

27 How are we providing services to these students?

28 Making Connections Disrespect Disruption Truancy Tardies Incentives for attendance Due process followed More support prior to suspensions More accurate referrals More difficult discussions

29 INTENSIVE TARGETED UNIVERSAL School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups Special Educaton/IEPs Conflict Resolution Behavioral contracting Character Education Section 504 Plans Check-in/Check-out Alternative programs School mental health services Bullying Prevention

30 Activity Complete the Communication System Activity 2

31 Where do we go from here? Ideas and strategies for opening the collaboration door

32 Activities to address Discipline Data To address the racial disparity of suspension rates, ongoing staff development in the areas of multicultural education and meeting the needs of all types of diverse students is occurring through the Office of Instruction. Double Check The prevention educational component via the lesson plans are taught within health education, classroom teachers, school counselors, and those developed by the PBIS schools to address issues identified during discipline data analysis All schools have set clear standards of acceptable behavior and communicated these expectations to parents and students alike.

33 Tier 1: In Addition to Schoolwide Positive Behavioral Supports, Tier 1 also includes Grade Level Teacher Meetings 1-5% 5-15% 80-90%

34 Tier 1: Grade Level/Teacher Meetings Monitor and track all student progress Analyze academic and behavioral group data: : classroom assessments, MSA/HSA, office referrals, discipline data Determine whether core curriculum and differentiation strategies are being implemented as recommended Collaborate with parent/guardians to obtain family perspective Identify supports for teachers to differentiate instruction and implement group/supplemental interventions Implement and monitor interventions (30( days 6 months) Document student responses to interventions Revise interventions on the basis of student performance Recommend students with COMPLEX academic and behavioral needs to kid chat, SSD and/or Student Support Team (SST)

35 Tier 2: Targeted Interventions Student Support Team (SST) 1-5% 5-15% 80-90%

36 Maryland s s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework Academic Systems Intensive, Individually Designed Interventions Address individual needs of student Assessment based High Intensity Targeted, Group Interventions Small, needs based groups for at risk students who do not respond to universal strategies High efficiency Rapid response 1 5% 1 5% 5 10% 5 10% Behavioral Systems Intensive, Individually Designed Interventions Strategies to address needs of individual students with intensive needs Function based assessments Intense, durable strategies Targeted, Group Interventions Small, needs based groups for atrisk students who do not respond to universal strategies High efficiency/ Rapid response Function based logic Core Curriculum and Differentiated Instruction All students Preventive, proactive School wide or classroom systems for ALL students 80 90% 80 90% Core Curriculum and Universal Interventions All settings, all students Preventive, proactive School wide or classroom systems for ALL students and staff

37 History & Development of Student Support Team (SST) COMAR Regulation 13A : Each local school system shall provide a coordinated program of pupil services for all students SST is an interdisciplinary, general education team that addresses complex academic and behavioral issues SST uses a problem-solving approach that relies on objective, data-based decision-making SST uses a response to intervention (RTI) framework to connect with grade level teacher meetings and special education, IEP teams

38 Tier 2: Student Support Team (SST) SST Members as Required SST Chairperson: Administrator/Designee School Counselor School Nurse School Psychologist School Social Worker Pupil Personnel Worker/PPW Classroom Teacher/Instructional Support Teacher (IST) Additional SST Members how do you get teachers Resource Teacher, Reading Specialist, Reading Coach, Instructional Coach, Mentor Special Education Teacher, SLP, OT, PT, Transition Counselor Supervisor Parents/Guardians (FBA/BIP, 504)

39 Tier 2: Student Support Team (SST) Student Support Team Agenda Processing/Screening Referrals (5-10 minutes) Initial Problem Solving Meetings (30-45 minutes per student) Progress Review Meetings (15-30 minutes per student) Schoolwide Issues (as needed for large group or setting issues) DATA?????

40 Tier 2: Student Support Team (SST) Functions of SST Screening/Processing referrals Case management Mental health issues Substance abuse issues Physical/health issues Academic & behavioral interventions through Student Support Plans 504 Plans Targeted group or setting interventions (ADHD, cafeteria) Referral to IEP/Special Education Team

41 Implementation at school level Intensive Individual Intervention Tri-County Youth Services Counseling Student Studies Team (SST) Referral Individual Counseling Guidance Marine Mentors Teacher Mentors Alternative School Placement Targeted Group Interventions Behavior Education Program Group Counseling Check and Connect Universal Interventions Husky Expectations Husky Consequences Husky Bucks Be There Bucks Charles County Public Schools Code of Conduct Matthew Henson Middle School Handbook for Students and Parents Marine Mentors Teacher Mentors Goal: to increase the use of PRIM in all team meetings

42 Activities Student Identification Process Activity 3 Are the ODRs appropriate? Intervention Implementation Activity 4

43 Tier 3: Intensive Interventions SST/IEP & Community Partnerships 1-5% 5-15% 80-90%

44 Tier 3: SST / IEP A student is referred to SST/IEP when the student has not responded to Tier 1 or Tier 2 interventions or is suspected of a disability as defined by IDEA, including adverse educational impact, and is in need of specially designed instruction/services Students are referred to IEP Team when parent/guardian orally or in writing suspects a disability as defined by IDEA, including adverse educational impact, and need for specially designed instruction/services

45 Systematic Behavior Planning Supports Academic Instruction Increase in instructional minutes for teaching and learning Instructional minutes are used more effectively for academic engagement School environment becomes calm, predictable, and conducive to learning over time

46 Team Action Planning Complete Activity 5, Evaluating Impact Work as a school based team to create your year action plan.