1. School-wide PBIS Tier 2 Training
Wayne RESA
Chris McEvoy

2. Readiness Check Tier One Checklist
Check one
Component
In Place
Partially In Place
Not In Place
Positive behavior expectations are defined and taught in each setting within the school to students and shared with families.
Practice sessions are scheduled throughout the year to support learning and maintaining behavior expectations.
A system of positive reinforcement is implemented with all students for demonstrating the positive behavior expectations.
A continuum of consequences is implemented consistently by all staff for minor behavior infractions.
The PBIS Team meets at least monthly, reviewing data, providing feedback to staff, and making the necessary system adjustments.

3. Objective: Develop a Tier 2 system for your school
Review Tier 2 options with your school’s PBIS Team
Identify a menu of Tier 2 interventions
Develop a plan for implementation and training
Consult district coach
Wayne RESA support
Delegate roles/responsibilities to team members
Establish Tier 2 Team operations/align with RtI
Include Tier 2 interventions in your staff handbook
Submit Tier 2 plan to WRESA by April 10, 2016

4. Monthly PBIS Reports Total Office Discipline Referrals (ODRs) by month
Total Suspensions by month
Daily Average ODRs by month
Problem Behaviors Year to Date (YTD)
Location YTD
Time of Day YTD
Number of Referrals by Student YTD
Referrals by Grade YTD
Referrals by Staff YTD
Ethnicity
Compare data year to year
Positive Behavior Indicator

5. “Work Smarter, Not Harder.”
Tier One Team screens for hot spots or group situations. Examples include:
Locations : active supervision
Classrooms: classroom management support
Time of day: procedures
Busses: PBIS on the bus
Grade levels: bully prevention; target behaviors
Ethnic groups: data drill down
Team generates targeted interventions – implement an action plan.

6. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 6

7. Tier Two – Targeted Interventions
Active Supervision
PBIS in the Classroom
Alternatives to Suspension
PBIS Clubs
Bully Prevention
PBIS on the Bus
Check In/Check Out
Targeted Instruction in Behavior Expectations/Social Skills
School-based Mentors
Home/School Plans
Take a Break
Simple Functional Behavior Assessment & BIP

8. Location – Middle School

9. Active Supervision
See Powerpoint module on Wayne RESA website. To reserve Systematic Supervision videos through Wayne RESA contact: Pat Johnson (734)

10. PBIS in the Classroom
See Powerpoint Module and checklist on WRESA website
Peer to Peer Collaboration

11. Alternatives to Suspension
See Powerpoint Module on WRESA website
Behavior Learning Packets
Advantage Press
Grants funds can be used to purchase.
December 11, 2015 Training – Boyd’s Auditorium

12. PBIS Clubs – “Create Connections”
Special Interest
Student Leadership
Newcomers Club
Homework

13. Bully Prevention Manuals Elementary, Middle School & High School

14. INCORPORATE BULLY PREVENTION / INTERVENTION
Teaching Matrix
INCORPORATE BULLY PREVENTION / INTERVENTION
All Settings
Halls
Playgrounds
If you see Disrespect
Library/
Computer Lab
Assembly
Bus
Respectful
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Achieving
& Organized
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Share equipment.
Include others.
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Responsible
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs carefully.
Wipe your feet.
STOP: Interrupt & model respect, rather than watch or join in
WALK: Invite people
who are being disrepected to
to join you and move away.
Invite those who are
alone to
join in.
Expectations
Replacement behaviors
Stop: Interrupt,
Say “that’s not ok.”
Walk: Walk away Don’t be an audience
Talk:
REPORT to an adult

16. PBIS on the Bus
See website resources.

17. Student-focused Tier 2 Establish Criteria
Number of ODR Referrals/Incident Reports
Number of minor infractions - classroom behavior
Teacher recommendation
Internalizing behaviors e.g., low motivation, withdrawn
Systems issue:
500 student school
5-10% of population is students – Tier 2
1-5% of population is 5-25 students – Tier 3
Tier 2 Team/Agenda separate from Tier 1 meeting agenda

18. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 18

19. Middle School – 845 students7% 4%
N=36

20. Elementary Summary Report for Minors

21. Student-focused Tier 2 Interventions
Relatively Low effort by Teachers
Rapid Response – within days to weeks
Progress Monitoring
Parent Permission
Teachers are Trained
PBIS teams & district coaches are the trainers
RESA will help provide training resources and assistance
Tailor training to your needs and situation

22. Tier 2 & 3 Students (Insert completed Quick Sort Tool)

23. Check In Check Out See Powerpoint module on WRESA Website
To reserve Behavior Education Program DVD and reference book -
Wayne RESA contact:
Pat Johnson
(734)

24. Targeted Social Skills Instruction
Identify target behavior(s) for instruction
Observation; data
Ask the teacher or supervisor
Involve School Social Worker or Special Education Teachers – experience with social skills instruction
Create a simple teaching plan
Environment specific
Practice skills
Plan for generalization – teach where the skill is needed
Pre-corrections & Corrective feedback
Reward targeted social skills
Resources: Tim Lewis, U. of Missouri
Terry Scott, U. of Louisville - see Wayne RESA website

25. Take a Break
Not for rule breaking - for agitation, hyperactivity, explosiveness, anger
Identify break area, procedure, & time limit
Neutral reinforcement – not a reward activity
Calm down & focus
Practice requesting “break”
Monitor use
See Wayne RESA website

26. School-based Mentoring
See Powerpoint module on Wayne RESA website
Peer to Peer Mentoring

27. Home-School BIPs
If the student’s behavioral difficulty appears to be related to inconsistent expectations between home and school – get on the same page with parents
Talk to the parents – invite them to work together with you
Written plan stating expectations, rewards, & consequences
Directly link school & home expectations & consequences
Parents & school staff review together with student
Follow-up review meetings

28. Home-School Matrix see Wayne RESA website

29. Simple FBA & Behavior Plan
Conduct Simple FBA if you have done one Tier 2 intervention and it was not successful.
Conduct behavioral observation.
Pinpoint triggers and problem situations
What does the student get out of it? Motivation?
To gain: attention, control, a preferred activity, excitement, a sensory or physical effect, status, etc.
To avoid: an unpleasant event, a demand, etc.
Skill deficits related to the problem behavior?
Identify Replacement Behavior(s) to Teach

30. BIP based on Simple FBA Reminders: pre-corrections
Teach active listening
Visual supports
Academic supports
Increase choices
Homework help
Organizational help
Parent communication systems
Break tasks down
Shorten work sessions
More frequent reinforcement
Increase opportunities to respond to instruction
Increase opportunities for movement
Change verbal prompts: create common language

31. Tier 2 Plan
Submit Tier 2 Plan by April 10, 2016.

32. Tier 3 Intensive PBIS Intensive Functional Behavior Assessment
Multi-component BIP
Data-based review meetings
Wrap-around process
Wayne RESA Tier 3 Training