1. Early birds….. Get the group task started!
Divide the Jelly Bellies into grade groupings based on chart
Sort by flavors – Math, Reading, Social emotional needs
Do not eat them yet!

2. Leadership Team Training
Behavior Intervention and Support
Feb. 17 & 18th 2014

3. Welcome! Celebrate! Inform our learning Share principal presentation
Make connections to student behavior
Lovely Lunch
Simple strategies to revisit
TIPS for Team Time
Share your next steps for Action Plan

4. Celebration!!!! Share your Action Plans Academy Park Fox Hills Monroe
Oquirrh Hills
Pleasant Green

5. Objectives:
Identify Tiers of behavioral interventions being used your school and additional strategies
Make the connection: Moving between Tier I and II Intervention/Extensions with academics and behavior
Review PBIS- Bully Prevention and determine strategies needed for Tier II and Tier III using your data
Practice Using the TIPS checklist and agenda format effectively during team time
Write your next 30-day action plan

6. Early birds task analogy
Sort in groups by flavors –
How do we meet all the learning needs?

7. Our task is to provide an education for the kind of kids we have
Our task is to provide an education for the kind of kids we have. Not the kind of kids we used to have, or want to have, or the kind that exists in our dreams.

8. How do we complete the “Task”?
What is systemically in place in your school that meets the learning needs school-wide and by grade level/department?
On your intervention triangle brainstorm all of the behavior interventions you now have in place in your school. 5 minutes

9. MTSS Common Vocabulary
Differentiation
Accommodation
Intervention

10. MTSS Module
Part 1 Moving Between Tier 1 Differentiation and Tier 2 Interventions and Extensions

11. Matching instruction and interventions to student need!
Bottom Line
Matching instruction and interventions to student need!

12. Self - Assessment Task
Universal Interventions PBS- Effective Educational Practice & Targeted Interventions
Individually, highlight all familiar terms (3 min.)
Combine your known terms as a team (3min.)
Hold on to your team list and we will debrief on this later.

13. Discuss self-assessment
As a group discuss the terms you know
and highlight on the buff sheet all that you know as team.

14. Interventions for Behavior (LRBI)

15. What supports do we need to implement effective interventions/extensions?
Awareness/consensus-buy in
Infrastructure (systemic supports, scheduling, team problem-solving, professional learning, etc.)
Implementation (strategies, assessment, data collection and interpretation/analysis,
instructional programming)
Evaluation of effectiveness
Refine, improve, extend
Karen
In preparation for next month:
We know there are exemplars of differentiated small group in Tier 1 along with excellent Tier 2 interventions in our district. However, we have system-wide inconsistencies in implementation of Tiered instruction. It is helpful to learn from each other in this area. We would like you to go back to your school and identify evidence of effective differentiation and intervention practices. If you would like to share what you are doing, please contact Mary Alice so we can put you on the agenda for our next meeting. Some of you may be contacted and requested to share. You will receive extra raffle tickets when you submit ideas. Don’t be shy-Brag about what you are doing.
It can include videos, photos, schedules of intervention/enrichment periods, with the written descriptions.
I can come back with exemplars of differentiated small group in Tier 1 and Tier 2 interventions to model for other schools.

16. How is Tier 3 different from Tier 2?
MORE Intensive
MORE Explicit
MORE Systematic
MORE Time (minutes per day and duration)
MORE Progress monitoring
MORE, MORE, MORE!!!
It is not a repeat of Tier 1 or 2. Instruction should meet the individualized needs of students.

17. Learning Task 1 Staying on task is critical concept for all work tasks
Hypothetical Situation:
Staying on task is critical concept for all work tasks
A teacher teaches an on-task strategy such as a beep tape or sound byte during small group time for one week
At the end of that week
26 students have the concept of being on task
9 had it from the start
6 still don’t get it (1 SWD, 2 ELL, 3 peers)
Problem Solve:
Using the LRBI strategies, what will the teacher do next to intervene/extend for students?
Mary Alice
Think about what structures such as scheduling, grouping, etc. need to be in place for day 2. Talk at your tables and share out. Problem solving diagram. Student support team, grade level, core teams, scheduling for flex times, additional supports, what about our advanced learners?

18. Small Group Differentiation and Supplemental Intervention/Extension
Mary Alice
Reinforcing where we are in the template process
Problem Solve:
What will the teacher do next to intervene/extend for students?

19. Learning Task 2 10 remembered it from the first week of school
Hypothetical Situation:
The school has adopted the “Respect program using “Stop Walk Talk”
A teacher reviews the strategy for one week during second semester. Before recess on Friday, she asks the students to write the steps of the “ When someone asks you to Stop” routine as the exit slip and demonstrate it as they go to recess.
At the end of that week
10 remembered it from the first week of school
24 students have the concept correctly written
and can demonstrate it at the door
6 don’t know them (1 SWD, 2 ELL, 3 peers)
Problem Solve:
Using the LRBI strategies, what will the teacher do next to intervene/extend for students?
Think about what structures such as scheduling, grouping, etc. need to be in place for day 2. Talk at your tables and share out. Problem solving diagram. Student support team, grade level, core teams, scheduling for flex times, additional supports, what about our advanced learners?

20. Small Group Differentiation and Supplemental Intervention/Extension
Mary Alice
Reinforcing where we are in the template process
Problem Solve:
What will the teacher do next to intervene/extend for students?

21. Share Out
What strategies would you as a member of the building leadership member bring to your grade level team?
How could you help all students in your grade master the skills of being on tasks and implementation of the stopping routine?

22. Food For Thought….
Lunch break until 1:00

23. Review Interventions Tier I to Tier II
Sensory Diet
BEP aka Check in/ check out
Think Time

24. TIPS- For Team Time and All Meetings
Effective Pre-planning checklist

25. Team Time Utilize PLC meeting practices:
Roles, agenda, problem solving, data
Continue next steps of Action Plan
Include one Tier II or III practice to put in place as an extension of a universal behavioral intervention you are currently using

26. Evaluate Today’s Learning

27. Action Plan Sharing Academy Park Fox Hills Monroe Oquirrh Hills
Pleasant Green

28. Before you leave… Save the Dates-
Give us an possible dates for the SET
June MTSS Conf. June 18 &19th
Team Training with stipend Aug. 5th
Hand in your Action Plan
Take additional materials
Spinners
Class Rules/ “What if”
Probability Charts

29. Principals Debrief What are your needs for Professional
Learning for you faculty?
What additional support do you need for behavior in your school?