Tier 1 Coaching Networking

Marlene Gross Ackeret and Lori Cameron

Introductions Family Engagement Classroom PBIS On Line Resource and

Educator Effectiveness Networking

11 – Noon: External Coach Session

Agenda

Your school If you received recognition this summer One area of need

Introduce Yourselves

Why are we addressing Family Engagement?

Because our data say we need to!

Because our data say we need to!

PBIS and RtI Self Assessment Items:Family Engagement items are on all PBIS and RtI self assessment tools (see resources): TIC: 3 items (3, 8, 11) SAS: 1 item (13)

◦ SAS Individual Student: 2 items (6, 7) BAT: 6 items (12, 24, 26, 33, 41, 46) BOQ: 2 items (34, 41) SIR: 5 items (7, 25, 34, 43, 49) SIR All Staff: 5 items (6, 11, 18, 21, 36)

Family Engagement ResearchOver 50 years of research links the various roles that families play in a child’s education—as supporters of learning, encouragers of grit and determination, models of lifelong learning, and advocates of proper programming and placements for their child—with indicators of student achievement including student grades, achievement test scores, lower drop-out rates, students’ sense of personal competence and efficacy for learning, and students’ beliefs about the importance of education.-Partners in Education: A Dual Capacity Building Framework for Family–School Partnerships: SEDL & US DoE

*Online Resources/Handouts http://goo.gl/R0gGmm

What messages are you sending?Dear __________:

This letter is to inform you that ______________ has accumulated a minimum of 8 absences. School policy

states that when a student reaches a total of 10 parental absences, additional absences will require a doctor's note for the absence to be considered excused.

When a student reaches 10 days of absence, a letter will be sent to the truancy officer as well. These absences may be recorded as excused or unexcused. In addition,

unexcused absences will also be given a disciplinary referral.

It is a state law that children under the age of 17 attend school regularly. Please discuss with your child the

importance of attending school on a regular basis. I am also recommending that you contact the administrative office to discuss this matter further.

Sincerely,

NamePrincipal

Cc. Name, Supt. Name, Guidance Name, Dean of Students

Name, PsychologistName, Social WorkerName, Police Liaison

Check-In, Check-Out Letter From Dave

Six Easy Ways to Enhance Family Engagement and Partnerships in Your School:

1. Positive Phone Call Template (see website)2. National PTA Common Core Guides for Families (www.pta.org)

a) Learning Expectations for grades K-12 in English/Language Arts and Mathematics (English and Spanish versions)

b) CCSS Webinar Series

3. Share Resources with Families and Learn from thema) Cool Tools (Morning Routine, Homework, etc)b) Resources to support learning (flashcards, websites, apps)c) Parkview Elementary (Cedarburg) Survey:

https://sites.google.com/a/cedarburg.k12.wi.us/parkview-pride/

4. WI RtI Center Family Engagement Module (see Facilitator’s guide for description of activities)

5. Family Engagement Pilot School Resources (See Conference Materials website)

6. SPDG: “Serving on Groups that Make Decisions: A Guide for Families” www.servingongroups.org (Webinar series Sept-Oct, 2014)

Wisconsin PBIS Network websitewww.wisconsinpbisnetwork.org/family-engagement

Wisconsin RtI Center websitewww.wisconsinrticenter.org/family-engagement

Family Engagement Resources

PBIS in the Classroom and Educator Effectiveness

Teacher Professional Goals

Principal SLOs

Take 15 minutes to explore the Classroom Management Resource

First team done receives raffle prize

Search and Find

Look at the list of goals and Student Learning Outcomes

Given what you found on the website, how can this resource be used to achieve goals/SLO’s?

What Connections Can You Make?

10 minute

s

Shares from those that figured it out.

Networking

Networking with External Coaches

Marlene Gross Ackeret and Lori Cameron

U300 Tier 2/3 Administrative Overview Classroom Management Sessions

Announcements

http://www.wisconsinpbisnetwork.org/coaches.html

Look to the left for Coaches CalendarReflect on what you’ve done/what needs to be done.

Review Coaches Calendar

SAS and Result Action Planning

HO:Analysis

Tool

Questions and Networking

Tier 2 Coaching Networking

Marlene Gross Ackeret and Lori Cameron

Introductions Announcements Best Practices Networking

Agenda

Your school One thing that is working with CICO One area of need

Introduce Yourselves

Series of 5 webinars Statewide audience Topic Specific

Oct 9: Tier 2 SystemsNov 5: Consistency in using DPRFeb 13: FBA/BIPApr 16: Action Planning based on needMay 12: Panel Discussion

Announcements: Community of Learners

Behavior support is the redesign of environments, not the redesign of

individuals.

Reframe thinking from “the student can’t or won’t” to…

building behavioral fluency by adding layers of support

Putting Tier 2 and 3 in Context

Advanced Tier Supports

Layered on tier I school-wide and classroom systems (not in place of)

Intended to provide:• Increased instruction• Increased behavioral feedback• Increased acknowledgement• Fluency-building opportunities• Positive connections

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Check-in/Check-out (CICO)

Group intervention with individualized feature

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or multiple-domain FBA/BIP

Wraparound/RENEW

Social/Academic Instructional Groups (SAIG)

There is a Continuum of Support (ordered by intensity of intervention & effort needed to implement)

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tion

Increasing intensity of intervention REQUIRES increase in family engagementAND assessment

Wisconsin Conversation Chart

Does anyone look at both academic and behavior data during the same Systems Team Meeting?

Discuss challenges and advantages of integrating conversations

New Twist: Integrated Systems Team

10 Minutes

DATA DATA

DATA

Simple Tier II Interventions

Check In Check Out (CICO) Student checks in with assigned greeter

before and after school

Progress is measured on demonstration of expected, positive behaviors (i.e., safe, responsible, respectful)

Daily progress is measured on a common Daily Progress Report

Designed to provide:Unconditional positive interaction

with an adult (increased connection)

More frequent opportunities for

practice and behavioral feedback

CICO (BEP) Cycle

Systems conversation

On-going progress monitoring - intervention

On-going progress monitoring - individual

BEP Plan

Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

Morning Check-In

Daily Teacher

Evaluation

Check-Out

Home Check-In

Take 15 minutes to review the checklist. Be prepared to report out on an action you

will take; Or… a possible topic for networking.

Check your system

CICO Checkli

st

New Twist: Use of CICO with students who Bully

Advanced Support Options

37

School-wide PBIS and BP-PBIS will not be sufficient for all students

Continued bullying behavior can occur for 3 reasons:

1. Social aggression reinforced by adult attention2. Lack of social skill acquisition3. Lack of social skill fluency with certain peers

Designed for Students with moderate problem behaviors not responding to Tier I behavior supports

• Basic CICO is most appropriate when problem behaviors are maintained by adult attention

• Students “check-in” with an adult at the start of each day• Students get feedback from teachers throughout the day using

a Daily Progress Report (DPR)• Students “check-out” with an adult at the conclusion of each

school day

CHECK-IN/CHECK-OUT (CICO)ALSO KNOWN AS THE BEP

Leanne S. Hawken, PhD - 2012

39

HAWK ReportDate ________ Student _______________Teacher___________________

0 = No1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Is the Basic CICO

Working?

No

Conduct Basic Functional Assessment Interview

(e.g., use Functional Assessment for Teachers and Staff; FACTS)

• Where does the problem behavior occur/not occur?

• Why does the problem behavior keep happening?

Conduct Social Skill Assessment

(e.g., social skills rating system; SSRS)

• What specific social skills is the student lacking?

•Continue with CICO

• Transition to self- management

Yes

Implement Basic CICO to address adult attention maintained problem behavior

42

Is the behavior maintained by escape

from academic demands?

Escape Motivated CICO

Reduce adult interaction

Escape as a reinforcer

Is the behavior related to lack of

social skills?

CICO + SS

Provide regular, efficient Social Skill Training

Is the behavior maintained by peer

attention

Peer Motivated CICO

Allow student to earn reinforcers to share with peers

Revising CICO

Resource Scott Ross Curriculum can be found on home page of

pbis.orghttp://www.pbis.org/school/bully-prevention

Networking