Schoolwide PBIS Tier 2 Training Wayne RESA 2015

School-wide PBIS Tier 2 Training Wayne RESA 2015 -16 Chris Mc. Evoy mcevoyc@resa. net

Readiness Check Tier One Checklist Check one Component 1. Positive behavior expectations are defined and taught in each setting within the school to students and shared with families. 2. Practice sessions are scheduled throughout the year to support learning and maintaining behavior expectations. 3. A system of positive reinforcement is implemented with all students for demonstrating the positive behavior expectations. 4. A continuum of consequences is implemented consistently by all staff for minor behavior infractions. 5. The PBIS Team meets at least monthly, reviewing data, providing feedback to staff, and making the necessary system adjustments. In Place Partially In Place Not In Place

Objective: Develop a Tier 2 system for your school • Review Tier 2 options with your school’s PBIS Team • Identify a menu of Tier 2 interventions • Develop a plan for implementation and training – Consult district coach – Wayne RESA support • Delegate roles/responsibilities to team members • Establish Tier 2 Team operations/align with Rt. I • Include Tier 2 interventions in your staff handbook • Submit Tier 2 plan to WRESA by April 10, 2016

Monthly PBIS Reports �Total Office Discipline Referrals (ODRs) by month �Total Suspensions by month �Daily Average ODRs by month �Problem Behaviors Year to Date (YTD) �Location YTD �Time of Day YTD �Number of Referrals by Student YTD �Referrals by Grade YTD �Referrals by Staff YTD �Ethnicity �Compare data year to year �Positive Behavior Indicator

“Work Smarter, Not Harder. ” • Tier One Team screens for hot spots or group situations. Examples include: – Locations : active supervision – Classrooms: classroom management support – Time of day: procedures – Busses: PBIS on the bus – Grade levels: bully prevention; target behaviors – Ethnic groups: data drill down • Team generates targeted interventions – implement an action plan.

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity 1 -5% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive 5 -10% 80 -90% 1 -5% Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5 -10% 80 -90% Universal Interventions • All settings, all students • Preventive, proactive

Tier Two – Targeted Interventions Active Supervision PBIS in the Classroom Alternatives to Suspension PBIS Clubs Bully Prevention PBIS on the Bus Check In/Check Out Targeted Instruction in Behavior Expectations/Social Skills School-based Mentors Home/School Plans Take a Break Simple Functional Behavior Assessment & BIP

Location – Middle School

Active Supervision See Powerpoint module on Wayne RESA website. To reserve Systematic Supervision videos through Wayne RESA contact: Pat Johnson (734) 334 -1595 johnsop@resa. net

PBIS in the Classroom • See Powerpoint Module and checklist on WRESA website • Peer to Peer Collaboration

Alternatives to Suspension • See Powerpoint Module on WRESA website • Behavior Learning Packets – Advantage Press http: //www. advantagepress. com/discipline. html • Grants funds can be used to purchase. • December 11, 2015 Training – Boyd’s Auditorium

PBIS Clubs – “Create Connections” • • Special Interest Student Leadership Newcomers Club Homework

Bully Prevention Manuals Elementary, Middle School & High School

Teaching Matrix Expectations Respectful Achieving & Organized Responsible INCORPORATE BULLY PREVENTION / INTERVENTION All Settings Halls Playgrounds If you see Disrespect Library/ Comput er Lab Assembly Bus Study, read, compute. Sit in one spot. Watch for your stop. Whisper. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Push in chairs. Treat books carefully. Pick up. Treat chairs carefully. Wipe your feet. STOP: Interrupt Be on task. Give your best effort. Be prepared. Walk. Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Recycle. Clean up after self. Pick up litter. Maintain physical space. Have a plan. Share equipment. Include others. Invite those who are alone to join in. Use equipment properly. Put litter in garbage can. & model respect, rather than watch or join in WALK: Invite people who are being disrepected to to join you and move away. Stop: Interrupt, Say “that’s not ok. ” Walk: Walk away Don’t be an audience Talk: REPORT to an adult

PBIS on the Bus • See website resources.

Student-focused Tier 2 Establish Criteria • Criteria – Number of ODR Referrals/Incident Reports – Number of minor infractions - classroom behavior – Teacher recommendation • Internalizing behaviors e. g. , low motivation, withdrawn • Systems issue: – 500 student school – 5 -10% of population is 25 -50 students – Tier 2 – 1 -5% of population is 5 -25 students – Tier 3 • Tier 2 Team/Agenda separate from Tier 1 meeting agenda

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity 1 -5% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive 5 -10% 80 -90% 1 -5% Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5 -10% 80 -90% Universal Interventions • All settings, all students • Preventive, proactive

Middle School – 845 students 7% 4% N=36

Elementary Summary Report for Minors

Student-focused Tier 2 Interventions Relatively Low effort by Teachers Rapid Response – within days to weeks Progress Monitoring Parent Permission Teachers are Trained • PBIS teams & district coaches are the trainers • RESA will help provide training resources and assistance • Tailor training to your needs and situation

Tier 2 & 3 Students (Insert completed Quick Sort Tool)

Check In Check Out • See Powerpoint module on WRESA Website To reserve Behavior Education Program DVD and reference book - Wayne RESA contact: Pat Johnson (734) 334 -1595 johnsop@resa. net

Targeted Social Skills Instruction Identify target behavior(s) for instruction – Observation; data – Ask the teacher or supervisor • Involve School Social Worker or Special Education Teachers – experience with social skills instruction • Create a simple teaching plan • Environment specific • Practice skills • Plan for generalization – teach where the skill is needed • Pre-corrections & Corrective feedback • Reward targeted social skills Resources: Tim Lewis, U. of Missouri Terry Scott, U. of Louisville - see Wayne RESA website •

Take a Break • Not for rule breaking - for agitation, hyperactivity, explosiveness, anger • Identify break area, procedure, & time limit • Neutral reinforcement – not a reward activity • Calm down & focus • Practice requesting “break” • Monitor use • See Wayne RESA website

School-based Mentoring • See Powerpoint module on Wayne RESA website • Peer to Peer Mentoring

Home-School BIPs If the student’s behavioral difficulty appears to be related to inconsistent expectations between home and school – get on the same page with parents Talk to the parents – invite them to work together with you Written plan stating expectations, rewards, & consequences Directly link school & home expectations & consequences Parents & school staff review together with student Follow-up review meetings

Home-School Matrix see Wayne RESA website

Simple FBA & Behavior Plan • Conduct Simple FBA if you have done Tier 2 intervention and it was not successful. • Conduct behavioral observation. • Pinpoint triggers and problem situations • What does the student get out of it? Motivation? – To gain: attention, control, a preferred activity, excitement, a sensory or physical effect, status, etc. – To avoid: an unpleasant event, a demand, etc. • Skill deficits related to the problem behavior? – Identify Replacement Behavior(s) to Teach

BIP based on Simple FBA � Reminders: pre-corrections � Teach active listening � Visual supports � Academic supports � Increase choices � Homework help � Organizational help � Parent communication systems � Break tasks down � Shorten work sessions � More frequent reinforcement � Increase opportunities to respond to instruction � Increase opportunities for movement � Change verbal prompts: create common language

Tier 2 Plan • Submit Tier 2 Plan by April 10, 2016.

Tier 3 Intensive PBIS • • Intensive Functional Behavior Assessment Multi-component BIP Data-based review meetings Wrap-around process • Wayne RESA Tier 3 Training