Insert School Picture Elementary

Acknowledgments Staff PBIS Team Principal Etc..

Three Tiered Models of Prevention: A Comprehensive Approach Primary Preventio n Academic Behavioral Social Goal: Prevent Harm Secondar y Preventio n Academic Behavioral Social Goal: Reverse Harm Tertiary Preventio n Academic Behavioral Social Goal: Reduce Harm Lane, Kalberg, & Menzies, Address varying responses to intervention Three-tiered school-base intervention model

Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Positive Action; Social Skills Improvement System

Universal (Tier 1) Quality curriculum and instruction Preventative Intervention is carried out with fidelity Using data for decision making Screening measures to proactively identify at- risk Only after high-quality academic and behavior instruction and interventions are established at both the school-wide and classroom levels that schools could conclude that a student has a need for additional services.

Targeted group (Tier 2) Evidence-based interventions Resources appropriate to the student’s level of need Progress monitoring Interventions must be carried out with fidelity

Team & Teachers Identified who can Benefit from BEP/CICO APPROPRIATE - Low-level problem behavior (not severe) referrals - Behavior occurs across multiple locations - Examples - talking out - minor disruption - work completion INAPPROPRIATE – Serious or violent behaviors/infractions – Extreme chronic behavior (8-10+referrals) – Require more individualized support –FBA-BIP –Wrap Around Services

Getting Started Implemented Positive Behavior Interventions and Supports School-wide Some students unresponsive Leadership Team attended training this summer Leadership Team developed secondary systems to support students unresponsive to PBS-SW –Check-In Check-Out (CICO) Team provides overview to entire staff

BEP/CICO at ______Elementary Using the results from the SSRS (Drummond Screening Tool) students were identified as unresponsive to the PBS-SW XX students will participate in Check and Connect

Check-In and Check-Out Structure Connection with families (Parent Letter) Daily Progress Report Card Home report Monitoring of student data will be ongoing Check-In and Check-Outstaff will teach students’ their responsibilities and the routines Students will enter data daily and visually analyze daily

BEP/CICO Cycle Weekly BEP Meeting 9 Week Graph Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

Teachers’ Role in BEP/CICO Encourage student to follow the school-wide expectations Interact with student positively first thing Record hourly on daily progress report Support students beginning of the day and end of the day routine for Check-In Check-out Review student data monthly Share student outcomes with student and families

Coaching Students New Learning –Must shape behavior by providing the students with frequent predictable feedback –Check-In Check-out Daily Progress Report Form

HAWK Report Date ________ Student _______________ Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teache r initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Work in class Class Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today ______________% Goal ______________%

Daily Progress Report/Contract

Important Information Student selection Parent letter Location of BEP (am and pm) Entering and exiting classroom Review weekly progress Discuss monthly progress with the BEP/CICO Coordinator or BEP/CICO Team

What additional barriers should we discuss? Questions –Who will substitute for morning and afternoon teacher staff who are mentoring students? –How will substitute teachers know about Check-In Check-Out and if one of their students is on the program? –Trading menu (do we need a reinforcement system?)

Coaching Students New Learning –Must shape behavior by providing the students with cues and prompts of when to engage in the new behavior and frequent predictable reinforcement for engaging in the new behaviors

Your Turn… 1.Discuss at your table your understanding of the Secondary Interventions? 2. What seems promising? 3. What questions do you have?