Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 PBIS Team Initiated Problem Solving (TIPS) Day 1 and Tier 2 Readiness pbis.sccoe.org

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Goals for Today Track Tier 1 implementation status Address classroom systems support Discuss Tier 2 readiness criteria and activities Preview Tier 2 teaming and implementation requirements

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Materials SCCOE PBIS Website – Resources Tier 2 Day 1 Materials/Presentations

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Working Agreements Be Focused and Engaged Participate in discussions and activities Be an active listener Be present for the entire training Support others by reducing distraction Use electronics responsibly Limit side conversations Take care of your personal needs Use restroom as needed Take emergency texts/calls outside

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 School Wide PBIS Review 1.Team Process ❑ PBIS Meetings ❑ Link w/ Staff – buy-in 2.Developing School Rules 3.Defining & Teaching ❑ expectations across settings ❑ routines across settings 4.Acknowledgment system 5.Responding to Misbehavior ❑ Decision Making using Office Discipline Referrals (SWIS) 6.Handbook 7.Plans for Fall PBS Kick Off – 1 st week of school ❑ Training Staff on SW PBIS

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Are ALL components to SWPBIS in place? Review SW PBIS components with your team In place Not in place Worksheet # 1 HO#1 Tier 1 Checklist How was our SWPBIS Kick Off? Did it run smoothly? Are there things we should change or tweak? Debrief about SW PBIS Kick Off Positives Challenges Worksheet # 1 Did we complete our Team Implementation Checklist and the Self-Assessment Survey? What areas do we need support with? Do they align with what components are in place and not in place? Complete and review results of the Team Implementation Checklist. Review results of a completed Self- Assessment Survey. If the Self- Assessment has not been taken schedule a time for the staff to complete this survey

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 PBIS Handbook

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet What does or will your PBIS handbook look like? Refine or work on your PBIS Handbook Year 1 Day 4 -PBIS Handbook Model -Wisdom Seekers ES Handbook -McNair MS Handbook -HS Handbook

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Classroom Systems

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Are We Ready for Tier Two? For Tier 2 supports to be most successful, basic components of Tier 1 should be in place * Check Classrooms Time must be dedicated for Tier 2 to be implemented Support from staff and admin must be available Professional development must occur

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Classroom Management is NOT discipline; they are not synonymous terms. H. Wong & R. Wong

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 The Difference Discipline Discipline is all about how students behave. Rules are used to control how student behave. Discipline plans have rules. Classroom Management Management deals with how students do their work. Procedures are used to ensure students are productive and successful. Classroom management plans have procedures.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Are all classrooms implementing the elements of SW PBIS? Teaching rules & expectation Using the school wide acknowledgment systems to reward positive behavior Clear consistent consequence system – Tracking minor and major behavior

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Staff Training

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., Maximize structure in your classroom. 1.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 1.Actively engage students in observable ways. 1.Establish a continuum of strategies to acknowledge appropriate behavior. 1.Establish a continuum of strategies to respond to inappropriate behavior. Evidence Based Practices in Classroom Management (Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Develop Predictable Routines Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc. Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.) 1. Maximize structure in your classroom.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Establish Teach PromptMonitor Evaluate 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior Monitor Student's Behavior in the Natural Context

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Maximizes Structure: Establishing behavior expectations Develops and teaches predictable routines Mapping Rules and Expectations

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Mapping Rules to Classroom Expectations & Routine

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Mapping Rules to Classroom Expectations & Routines

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Teach social like academic skills DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Expectations & behavioral skills are taught & recognized in natural context

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., Actively engage students in observable ways (10-18min attention spans). ● Provide high rates of opportunities to respond – Vary individual v. group responding – Increase participatory instruction (enthusiasm, laughter) ● Consider various observable ways to engage students – Written responses – Writing on individual white boards – Choral responding – Gestures – Other: ____________ ● Link engagement with outcome objectives Suggested Reading: Engaged 4 Learning, Dr. Ernie Mendes Ph.D.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Range of evidence based practices that promote active engagement ● Direct Instruction ● Computer Assisted Instruction ● Class-wide Peer Tutoring ● Guided notes ● Response Cards

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies 4. Establish a continuum of strategies to acknowledge appropriate behavior.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Reminder: Acknowledgment Systems Purpose: – To reinforce rules, behavioral expectations & positive behavior – Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior – Increase positive interactions b/w staff & students – Prompt busy adults to remember to reinforce positive behavior

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Video u2e4 u2e4

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Be specific with praise. Instead of “Good job”, say “I like the way you kept your hands and feet still during that presentation. Thank you for that.” Make the first contact positive with every student every day. Don’t start with a correction. The best way to increase the use of student acknowledgment systems is to link it to staff acknowledgment systems Reminder: Acknowledgment Systems

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., Establish a continuum of strategies to respond to inappropriate behavior. Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Only 2 Basic Functions Make sure staff understands the why….

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What if your principal discovered that you called in sick on Friday when you were really skiing at the local resort or going shopping. You might not object to the district refusing to pay you for Friday, but you'd sure consider it to be unfair if they took away Thursday's pay too. You earned it! Response Cost: Thought to Ponder

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., r Positive Behavior Support Classroom Management: Self-Assessment Revised Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai Center on Positive Behavioral Interventions and Supports University of Connecticut Version: May 15, 2006 Review

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Would teaching staff benefit from training? What types of trainings could be provided? By who? When? How can you use Classroom Management: Self-Assessments at your school? Review the Classroom Management: Self Assessments with your team Discuss how these tools may be used and be helpful for teachers Identify and schedule staff trainings Worksheet # 1 Handout #6

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2 Readiness Preparing for Tier 2 Training and Implementation

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Building the Airplane While Flying It Social and Behavioral Support for All Students

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Systems, Data, Practices, Outcomes

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What is a Tier 2 Intervention? An intervention (or set of interventions) known by all staff and available for students during the school day Interventions that provide additional student support in academic, organizational, and/or social support areas

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2 Interventions (Hawken, Vincent, & Schumann, 2008). Assumes a Tier 1 School wide PBIS is in place Involves a problem-solving focused behavior support team Screening to identify a % of students non responsive to Tier 1 Readily available and easily accessible Uses efficient, available evidence based practices Includes data-based progress monitoring & decisions Have an entry & exit criteria, with non-responders moving to Tier 3

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier II: Targeted Group Interventions- Some Students Check In Check Out Check and Connect & Expect Social Skills Group Small Group Intervention Executive Functioning Skill Groups Academic Support Groups

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Establishing the Tier 2 Team May be an extension of the existing SW PBIS team May be a stand alone team, often these teams look at Tier 2 & 3 * Such a team may already exist in your school - SIT team, CARE team, MDT team

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Potential Tier 2 Team Members Coach Counselor/ Social Worker Psychologist Behaviorist Teachers Administrator Other Para-professionals

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Functions of The Tier 2 Team ENTRY, EVALUATE, EXIT Determine & Oversee Referral Process Review Students Referred & Data Evaluate Outcomes and Make Decisions – Ongoing Progress Monitoring – Fidelity of Tier 2/3 Implementation

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Teams in a School FBA Team Intervention Team “Progress Monitoring” Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2/3 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II/III Tier I Tier III Could responsibilities of an existing team (TAT/SST/etc.) be shifted?

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Do we have an existing team that can serve as our Intervention team? Who can we recruit to be on this team? Discuss if your school site currently has an existing team that can serve as our Intervention team. If not, discuss what would need to happen to create a Intervention team. Worksheet # 1 WS #2 Intervention Team Roster

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Next Steps Address Tier 1 needs Have staff complete the SAS Schedule TFI (at least a month prior to day 3 training) If TFI determines full implementation of Tier 1, prepare for Tier 2 training – Identify Intervention Team

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Questions? Evaluations Thank you!