Response to Intervention and Behavior – Tier 1 November 12, :00 a.m. Our session will start momentarily. While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the participants window Configure your microphone and speakers by going to: Tools – audio – audio setup wizard Confirm your connection speed by going to: Tools – preferences – connection speed

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Response to Intervention: The Georgia Student Achievement Pyramid of Interventions Behavior

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …TEACH? or…PUNISH?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

Tier 1 - Performance Standards The set of social and behavioral skills all students are expected to display.

Tier 1 – Standards Based Learning School-wide Expectations and Rules Consensus of all staff In all school settings for all students – Classrooms, halls, cafeteria, media center, bus Consistently applied Taught to all students Reinforced and acknowledged when displayed

Why Universal Interventions? Challenging behaviors exist in every school If many students are making the same mistake, it is typically the system that needs to change Behavior and academics are intimately connected Proactive and preventive More instructional time=increase student achievement

Universal Screenings Teacher nominations Parent nominations

“Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning.” Not all students come to school with the same readiness skills – academics & behavior. Some students need multiple means of learning and demonstration of learning.

“Progress monitoring of learning through multiple formative assessments.” Data based decision making School improvement teams review discipline data monthly Interventions are selected based on the data review

Discipline Data Who are the students? What are the behaviors? Where are the behaviors occurring most frequently? What time of day is most problematic? What are the consequences? What teachers refer the most?

Referrals by Location

Referrals by Location by Behavior Hallway / Breezeway

Referrals by Location by Time Hallway / Breezeway

Referrals by Location by Grade Hallway / Breezeway

Referrals by Grade from 7-8:30 a.m. Hallway / Breezeway

Step 1: Identify and Analyze Identify and analyze the problem Fighting in the hall first thing in the morning by 6 th and 7 th graders Gather additional information Which hallways? Supervision in hallways? Has there been efficient teaching of expectations/rules and procedures? Which students?

Positive Behavior Support Data-driven, team-based framework for establishing a continuum of effective behavioral practices and systems that: 1.Prevents the development or worsening of problem behavior 2.Encourages the teaching and reinforcement of prosocial expectations and behavior across all school settings. (George Sugai, Brandi Simonsen, and Robert Horner, 2008)

Lee County Schools Lee County Primary School – Mary O’Hearn, Asst. Principal – Debbie Devane, PBS Coach The Transitional Learning Center – Twila Matthews, Principal

Tier One Positive Behavior Support In Alternative Schools

PBS PURPOSE To facilitate positive behavior changes in our students and staff. To reduce the number of inappropriate behaviors occurring across campus by educating students and staff and reinforcing appropriate behaviors.

What PBS looks like at Tier I at TLC  The school has a small number of clearly stated expectations for success.  Teacher and staff are able to state and use the expectations and interpret them uniformly.  Teachers know what behaviors they will manage and what behaviors the office will manage.

TLC EXPECTATIONS Think Responsibly Listen Well Come Prepared

Expectations Cafeteria RulesHall RulesClassroom Rules Restroom Rules Arrival/Departure Rules Think Responsibly *Use Appropriate language and comments *Clean up after yourself *Stay in line *Sit at assigned table * Walk Quietly *Respect School Property *Keep moving * Remain on task *Stay awake *Flush *Be quick * Keep Clean *Stay in assigned seat until dismissed by teacher *Stay in uniform *Use appropriate language

ExpectationsCafeteria Rules Hall RulesClassroom Rules Restroom Rules Arrival/Departure Rules L isten Well *Follow Teachers Instructions Follow Teachers instructions * Raise hand and be recognized before speaking *Follow Instructions *Comply with requests the first time *Follow dismissal instructions *Stay quiet

ExpectationsCafeteria Rules Hall Rules Classroom Rules Restroo m Rules Arrival/Departure Rules Come Prepared *Know lunch number *Bring lunch money *Positive Attitude * Move Promptl y *Hall pass * Follow dress code *Take notes *Arrive on time *Be ready to learn *Positive attitude *Go directly to assigned area

PBS and RTI at Tier I Character Ed  Daily Instruction  Social Stories  Journal Writing Freshman Focus Data based decision making (SWIS)

Triangle Data Report # All% All # Major % Major# Minor% Minor Students with 0 Referrals % % % Students with 1 Referrals % % % Students with 0 or 1 Referrals % % % Students with 2-5 Referrals % % % Students with 6+ Referrals % %68.00 % Students with 9+ Referrals % %45.33 %

Triangle Graph Data 11/ % 26.67% 24% 68% 26.67% 2.67% 65.33% 26.67% 5.33%

Average Referrals Per Day Per Month 16 Days per month 21 15

Referrals by Problem Behavior

LCPS School-Wide Behavior Support and Response to Intervention

Lee County Primary School-Wide Discipline Matrix

Lee County Primary School Second Grade Discipline Matrix

Trojan Pledge of Behavior Show your School Pride!

I Am Respectful.

I Am Eager to Learn.

I Am Safe.

I Am Co-operative.

Second Step Overview The research-based SECOND STEP violence prevention program provides engaging lessons and activities that teach essential social skills, such as problem solving, emotion management, impulse control, and empathy. Engaging Lessons and Activities This social and emotional learning program uses hands-on, activity-based lessons to captivate young learners. Child-friendly photo-lesson cards contain complete lesson scripts with ideas for group discussions, skill practice, and other activities. Young children will enjoy Impulsive Puppy and Slow-Down Snail puppets as well as the lively Sing-Along Songs CD, which reinforces ideas from the curriculum. Research-based and demonstrated effective

Average Office Referrals

Referrals by Problem Behavior

Regional meetings for interested systems in early February Application process in March day team training in early summer 2009 Monthly support for district coordinators and school coaches from the GaDOE System level commitment

Tier 2 and Behavior December 3 at 10:00 a.m.

Contact Information Ginny O’Connell Jean Ramirez Justin Hill MiMi Gudenrath