Professional Development HHS 9-12 January 21, 2012 10:15-3 Jess

Overview 10:15-11:15 PBIS wrap up 11:15-12:15 Lunch 12:15-3 The CCSS and literacy Jess

Last time we met Review front of hand out (from 10/31) Multi-tiered system of support Purposeful Organized Monitored and evaluated Systemic Check in with tables: Overall, what might be some of the benefits of having a multi-tiered system of support? Joey

Where did this come from? 1994: All states required to design standards 2002: NCLB and “accountability” movement “Accountability” led to bigger expectations of accessible data Assessment technologies became available due to increased demand Teachers had the ability to monitor students both during and after instruction 2002: Questions regarding the diagnosis and support of LD students and the support they receive In Holt: Started as Courageous Leaders, then FNO, then RtI and PBIS. To simplify, is all MTSS. (ALL A PART OF SCHOOL IMPROVEMENT) 2012: RtI MTSS Jessica

What is the major philosophy? Goal: for ALL students to be successful Gresham, VanDerHeyden, and Witt (2005) eloquently summarize the philosophy of RtI as finding "which children need what services, delivered with how much intensity.” How does this compare with Love and Logic? (Take a minute to talk at tables) Jess

Why do we need data? Decide which students Decide what services Evaluate the services Monitor the students Marcie/Joey

What is happening K-8? 5-6 (Some variations between buildings) Literacy and math screeners are given (identify which students) Data Meetings (decide which supports) Tier III Interventions Pull-out from Arts and Fitness for 25 to 50 minutes 4 to 5 times per week (how much intensity) Based on benchmark data and teacher input at data meetings PBIS systems in place Posters Data collected K-4 (Some variations between buildings) Data days 3 times a year At least once a month grade level meeting to discuss progress monitoring PBIS posters in the hall First week of school to teach explicit behavior Many schools have created videos All schools work from the 90 minute core, 30 minute tier II and 30 tier III. Interventionists and resource teachers All schools provide extra literacy Jess

Holt Junior High PBIS curriculum written by PBIS leadership team Special emphasis on providing interventions as data reveals need. Aligning with CCSS, literacy emphasis All students take the R-Maze 3 times a year as a screener; all ELA teachers now have access to use this data on the classroom level. All students will take the M-Comp screener starting this winter. Intervention Period 2 math and 2 literacy labs in place to close the gap for struggling readers in addition to elective classes FIRST, building-wide data meeting on Wednesday, 10-31-12. At this time we will look at behavior and academic data. Student success coordinator Jess

NGC Intervention period and Reflection Thursday Rams Class Common Core Transition PST process PBIS curriculum and videos GO RAMS matrix and signs Freshmen focus Mentors Strategic Teams Student success coordinator PBIS support coordinator TLTs/Tier 1 engagement 10-12 bldg. Several sections of Algebra 1 with added teacher support Mentors Strategic Teams Literacy class Literacy support person PBIS videos GO RAMS matrix and signs Common Core Transition TLTs/tier 1 engagement Jess- also commenting that behavior is a continuum and so are the responses we should have to it. Differentiate between a student that is harming themselves and a student that is harming the community.

Based on the Tiered interventions we have at the 9-12 level, which on the list do you recognize as something that is happening or effecting your classroom? (Talk at tables) Robert

Looking at MTSS through behavior Classroom behaviors: social and academic Treated differently traditionally PBIS- using MTSS to treat behaviors the same Using the matrix to emphasize the desired behaviors Video? Robert

Traditional Systemic Response PBIS tiered response Behavior Traditional Systemic Response PBIS tiered response Talking out of turn (blurting out answers) Warning, 2nd warning, time in the hall/one on one with teacher, referral/study hall/meet with Chris Tier 1: Teaching methods of conversation (specifying appropriate times to raise hands and appropriate times not to) with whole class Tier 2: Time to practice inside and outside of class (one on one instruction with teacher), recognizing when it is done correctly Tier 3: Contract/sustained support from adult and specific data monitoring Joey

At your table Decide upon three undesired classroom behaviors that you see/experience Complete the table similar to the example for those behaviors (as a group) Joey

PBIS wrap up Reflection sheet to use at the “tier 2” mark Videos: February 4th for “tier 1” instruction Feedback and Evaluation sheet Joann/Jessica