SMSD Tier Three Winter Training 2012 Part One - Teachers

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Tier 3

School
-
wide Positive Behavior
Intervention and Supports

Dawn Miller

MTSS Facilitator

Lea Ann Combs and Jamie Wolfe

PBIS Facilitators





1

Training Topics


Team Orientation


TIPS



Revisiting SIT


Expand scope and clarifying purpose


Application of problem
-
solving process
-
whole group to
individual


Illustration of problem
-
solving process


tertiary level



Revisiting SIT Logistics



Implementation
Efforts: Monitor, Evaluate, Modify


Take TIC


Updating Action Plan


Benchmarks of Advanced Tiers








ACTION PLAN

Elements

of School
-
wide PBIS


Establish a team interest and commitment


Establish expectations & rules


Develop lesson plans & teach


Create a reward/incentives program


Modify discipline referral process/forms


Establish a data
-
based decision
-
making system


Monitor, evaluate, and modify


Refine consequences



Revisit the Triangle

4

Academic Systems

Behavioral Systems

1
-
5%

1
-
5%

5
-
10%

5
-
10%

80
-
90%

80
-
90%

Intensive, Individual Interventions


Individual Students


Assessment
-
based


High Intensity

Intensive, Individual Interventions


Individual Students


Assessment
-
based


Intense, durable procedures

Targeted Group Interventions


Some students (at
-
risk)


High efficiency


Rapid response


Targeted Interventions


Some students (at
-
risk)


High efficiency


Rapid response



Group or individual


Universal Interventions


All students


Preventive, proactive

Universal Interventions


All settings, all students


Preventive, proactive




Evaluating Your PBIS Team

6

Important Structural Components


Regular meetings & regular attendance


The “right” people


The right roles


Facilitator


Minute Taker


Data Analyst


Active Team Members


The right information for problem solving & decision
making


Accomplishments


Products of successful meeting


Meeting Minutes (record of decisions & tasks concerning
administrative/general issues)


Problem
-
Solving Action Plan (record of decisions & tasks
concerning problems identified by team)


6

7

Organizing for an effective

problem solving conversation

Problem

Solution

Out of
Time

Use
Data

A key to collective problem solving is to
provide a visual context that allows
everyone to follow and contribute

Identify Team Roles and Responsibilities


Coach
-

facilitates meetings
, reviews past meeting minutes, keeps
focus of group on agenda,
update Action Plan


Record Keeper

-

writes down the actions and activities


Timekeeper
-

before meeting gets consensus on time to be spent
on each topic, monitors time for each topic, and gives warnings
when time is running out (i.e., “we have 5 minutes left”)


Data Entry Person
-

trained to enter and access office referral
data and brings the data to the meetings


Behavior Specialist
-

a person who has received training in
individual positive behavior support


District Facilitator/External Coach
-

district
-
level individual
who coordinates coach and
inservice

trainings, provides link
between schools, KU PBIS Trainers, and coaches



Norms for PBIS Team Meetings

Safe


Maintain confidentiality of student
information

Respectful


Listen to teammates contributions
without interruption


Respect other’s comments


Show support of PBIS outside of
team meeting


Responsible


Arrive to meeting on
-
time


Conclude meeting on
-
time


Have an agenda and adhere to it


Open agenda at the end of meeting


Be a model to other staff






The Problem Solving Process:

The Big Picture

When you think of SIT……..

STUDENT IMPROVEMENT TEAM
AREAS OF FOCUS

STUDENT IMPROVEMENT TEAM

Individual Student


Partnerships


Organizational/
Systemic


The
SITeam

is…

A formalized safety net that
uses a problem
-
solving process
to address individual student
needs.


BELIEF STATEMENT

Educators, community members, parents, and
students can generate much higher levels of
student achievement



can virtually eliminate school failure



by connecting with students and coordinating
the resources they need to succeed.


BELIEF STATEMENT

Educators, community members, parents, and students
can generate much higher levels of student achievement



can virtually eliminate school failure



by connecting with
students,
making data
-
based
decisions to match students to appropriate level of
intensity of intervention
, and coordinating the resources
they need to succeed..

Our level of
data analysis

Intensity or
customization
of supports

People or
agencies
involved


As the magnitude of the problem increases...

Scope of the
Plan

Systematic Approach

Request for Assistance

or Extended Problem
-
Solving
Warranted

Problem Solving

Family
Involvement

Student
Involvement

Follow up/ Monitoring &

Evaluation

Intervention Plan
Developed or
Tertiary
Customization

Resource
Connecting

Problem
-
Solving Process



Strengths/Concerns
Identified

What’s the problem?

Why is it happening?

What could we do about it?

How will we know if

it’s working?

Should we keep or

change the intervention?

Collect


and Use

Data

SIT Process

PBIS Referral or Request for Assistance Received

Student/Family Conference

Determine and Collect
C
ritical
D
ata Needed to Problem Solve

Team Meeting to Review Data Collected and Begin/Refine Plan Development

Collect Additional Information as Needed

Communicate with the Referring Party about the Status of the Plan

Involve or Inform Person(s) Implementing Strategies

Implement SIT Plan

Monitor Progress of Plan

Follow
-
Up Meeting

Orbiting the Giant Hairball…

School

Improvement

Students
At
-
Risk

§
504

Special
Education

Progress is monitored & changes made
according to student’s response to interventions

Individualized Plan
Student Improvement Plan

§
504 Plan
IEP

Student Improvement Team

A formal support for teachers, parents students,
community members…….


Eligibility Team

If exceptionality suspected
based on response to

interventions:
Due Process

Perception Check


It is important that we have a unified
purpose with SIT.



Every staff member needs to


Understand the purpose


B
e willing to support the purpose



Purpose

VS.

Activity

Some Differences?


Resulting plans clearly articulate WHAT will be
different in class and in intervention.



Resulting plans make necessary connections or
coordination with resources within
school/district and the community.



People who work with the student leave with a
plan that articulates what they will do AND feel
confident that the plan has a chance of
working.


Teacher Beliefs

All Students Can Learn
Disagree
40%
Agree
60%
Problem
-
Solving Process



Strengths/Concerns
Identified

What’s the problem?

Why is it happening?

What could we do about it?

How will we know if

it’s working?

Should we keep or

change the intervention?

Collect


and Use

Data

District Connections

Drug/Alcohol

Poverty

Cultural Awareness

Special Groups (ELL, Minority, Sped)

Social/Emotional

Academic


Social and Emotional
Competencies

Self

Control


In SMSD, we have demonstrated to be
consistently
high

in the protective factors of:


Positive learning climate


High learning expectations


Student
-
teacher
relationships



In SMSD, we have consistently shown a
need

in building protective factors for:


Suicide prevention


Bullying/harassment


Social/Emotional Competencies


33

Quick Sort Matrix

Check
-
In

Check
-
Out

Check & Connect

Social Skills
Group

Organizational
Skills

Newcomers
Club

Adult Attention

X

X

X

X

X

Peer Attention

X

X

Choice of
alternatives/activities

*

X

Teach replacement
behavior

X

X

X

X

Teach problem
-
solving
skills

X

X

Increase
precorrects

and prompts for
behavior expectations

X

X

X

Suicide Prevention

Health Curriculum

After School
Activities/Clubs

Second Step

Bully Prevention

Problem Solving

Gatekeeper
Training

Adult Mentor

Teaching Behaviors

X

X

X

X

Targeted
Opportunities

X

X

Discussion Starters:

List questions you have as a team
related to addressing suicide
prevention.

List known internal or external
resources you know to exist

that
address suicide prevention.


How

are we educating people
about warning signs.














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-
扡b敤

灥潰汥p瑨t琠t敮琠
to Gateway Training.









.

Drug and Alcohol Issues


Drug and Alcohol Issues




F
rom Shawnee Mission discipline system for 2011







Top of Form

Problem Behavior

Bottom of Form

Freq

Drug
-

Related Marijuana: Solicitation/Sale

2

Alcohol
-

Possession

6

Drug
-

Related

7

Drug
-

Related Illicit Drug: Solicitation/Sale

7

Drug
-

Related Illicit Drug: Use

8

Alcohol
-

Use

14

Drug
-

Related Drug Paraphernalia: Possession

16

Drug
-

Related Marijuana: Use

21

Drug
-

Related Illicit Drug: Possession

25

Drug
-

Related Marijuana: Possession

26

132

Infractions

Students

Percent

Grade 6

1

2041

0.05%

Grade 8

20

1947

1.03%

Grade 10

30

2164

1.39%

Grade 12

22

2174

1.01%

Totals

73

8326

0.88%

*
Compare with CTC data.

Funding Support for Drug and Alcohol Education and Issues


District Support:


Science Curriculum, Health Curriculum, Counselors,
SRO’s, Project Alert, Check in/Check out, Individual
Student Improvement Team



Title IV (Federal monies):


Second Step and Signs of Suicide program.



Alcohol Tax Fund (Local monies):


After school Drug Free Clubs at the elementary and
secondary levels. In four SM high schools two SIT team
members with the assignment of utilizing a problem
solving model to provide support for students with
alcohol and drug related issues.

Drug and Alcohol Use

Health Curriculum

Second Step

Resistance
Behaviors

Second Step

Bully Prevention

Social Skills

Problem
-
Solving

Adult Mentor

Teaching Behaviors

X

X

X

Targeted
Opportunities

X

X

SIT Processing:

List questions you have as a team
related to addressing drug

and
alcohol issues .

List known internal or external
resources you know to exist

that
address drug and alcohol issues.


Can we refer for an assessment
without being responsible

for
paying?














Johnson County Mental Health
















Poverty

Social

Skills

Poverty

0
20000
40000
60000
80000
100000
120000
140000
Number of People in Poverty by Metro Counties,
2010

*
2010 Census data

Poverty



Free and Reduced Lunch Count by
Districts

0
5
10
15
20
25
30
35
Gardner-Edgerton
Shawnee Mission
Spring Hill
Olathe
Desoto
Blue Valley
Poverty

(Homeless)



Comparison of Homeless Students by District





School Year



School District

2007
-
2008

2008
-
2009

2009
-
2010

2010
-
2011

As

of January 10,
2012


Blue Valley

12

16

19

53



Spring Hill

8

10

27

48



Gardner Edgerton

22

38

96

145



De Soto

13

0

38

64



Olathe

82

202

265

326

500

Shawnee Mission

186

310

301

266

215

Total:

323

576

746

902



% increase from prior year

78.3%

29.5%

21%



Poverty

(Homeless)


Under Federal law identified McKinney Vento students must
receive full and equal access to the educational experience.



Many McKinney Vento students come to Shawnee Mission with
academic deficits or behavioral challenges.



Building leadership and staff are expected to implement the
same methods of assistance and intervention for the McKinney
Vento student as would be utilized for any other at
-
risk
Shawnee Mission student in the framework of a problem
solving model implemented through the MTSS, SWPBS, or the
student intervention teams.

Poverty

Resource Analysis

Ruby Payne

Planning

Goal Setting

Language Registers

Mental Models


Basic Needs

Backpack
Program

Clothing Center

Mentoring

Teaching Behaviors

X

X

Targeted Opportunities

X

X

SIT Processing:

List questions you have as a team
related to students

impacted by
poverty.

List known internal or external
resources you know to exist

that
assist with issues related to poverty.


How do students qualify

as
homeless?




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?










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䅲Ao睨敡d









Students in Special Groups

Social

Skills

Students in Special Groups


ELL


Special Education


Race and Ethnicity


Free and Reduced Lunch


White

non
-
White

Population

3%

9%

Middle School

Students
with 4 or more F’s


3% of White MS students have 4 or more F’s over Q1 and Q2.


9% of non
-
White students have 4 or more F’s over Q1 and Q2.

No Lunch
Support

Reduced Lunch

Free Lunch

Population

2%

7%

12%

Middle School

Students
with 4 or more F’s


2% of MS students with no lunch support have 4 or more F’s over Q1 and Q2.


12% of MS receiving free lunch have 4 or more F’s over Q1 and Q2.

No IEP

Gifted

Disabled

Population

5%

0%

11%

Middle School

Students
with 4 or more F’s


5% of MS students without an IEP have 4 or more F’s over Q1 and Q2.


11% of disabled MS students have 4 or more F’s over Q1 and Q2.

Culturally Competent Practices

ELL Support

Student Clubs


Peer Mediation

Challenge Club

Teaching Behaviors

X

X

Targeted Opportunities

X

X

Discussion Starters:

List questions you have as a team
related to students

belonging to
special groups

List known internal or external
resources you know to exist

that
assist us with students belonging to
special groups


Why

can a student be identified
as being a student with a
disability from an outside agency
and not qualify for an IEP?



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-
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groups?










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Randy Lopez,

Migrant, SMSD









Academic Achievement

PLC Tie In…..


Four Framing Questions:


The
SITeam

Process…

A formalized safety net that uses a
problem
-
solving process to address
individual student needs.

Social

Skills

Referral Process

Requests Can Come From:


PLC’s


PBIS Team


Administrators


Staff


Parents


Students


Other Concerned Person

Team Activity:

Revisit Referral Process


What is your current referral process? Form?



How will your team insure the request is broad in scope, visible,
and accessible to all?



Where will requests be dropped off?



How will the team ensure confidentiality during the request
process?

PBIS Journey has Provided…


School
-
wide Prevention Efforts




Function
-
Based Intervention Responses




Data
-
Based Routines


Building


Group


Individual Student


Our level of
data analysis

Intensity or
customization
of supports

As the magnitude of the problem increases...