Response to Intervention and Behavior – Tier 1November 12, 200810:00 a.m.

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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 6th and 7th 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

ExpectationsExpectations Cafeteria Rules Hall Rules Classroom

RulesRestroom Rules

Arrival/Departure Rules

ThinkResponsibly

*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

Expectations Cafeteria Rules

Hall Rules Classroom Rules

Restroom Rules

Arrival/Departure Rules

Listen 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

Expectations Cafeteria Rules

Hall Rules

Classroom Rules

Restroom Rules

Arrival/Departure Rules

Come

Prepared

*Know lunch number

*Bring lunch money

*Positive

Attitude

*Move

Promptly

*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 EdDaily InstructionSocial StoriesJournal Writing

Freshman Focus

Data based decision making (SWIS)

Triangle Data Report# All % All # Major % Major # Minor % Minor

Students with 0 Referrals 25 33.33 % 30 40.00 % 37 49.33 %

Students with 1 Referrals 12 16.00 % 21 28.00 % 12 16.00 %

Students with 0 or 1 Referrals

37 49.33 % 51 68.00 % 49 65.33 %

Students with 2-5 Referrals 20 26.67 % 20 26.67 % 20 26.67 %

Students with 6+ Referrals 18 24.00 % 4 5.33 % 6 8.00 %

Students with 9+ Referrals 7 9.33 % 2 2.67 % 4 5.33 %

Triangle Graph Data 11/08

49.33%

26.67%

24%

68%

26.67%

2.67%

65.33%

26.67%

5.33%

Average Referrals Per Day Per Month

16

Days per month

2121

15

Referrals by Problem Behavior

LCPS School-Wide Behavior Support and

Response to Intervention

Lee County Primary School-Wide Discipline Matrix2008-09

Lee County Primary School Second Grade Discipline Matrix2008-09

Expectations Cafeteria Rules

Hall Rules Playground Rules

Restroom Rules

School wide Rules Classroom Rules Bus Rules

Assembly Rules

Respectful Food is for eating only. Keep your hands, feet and all other objects to yourself.

Respect student work, programs, displays and personal space.

Respect each other’s space. Clean up your trash outside.

Use the restroom for intended use and not to visit with friends or horseplay.

Speak politely to adults and peers. Use “I” messages. Leave others’ stuff alone. Do your own work. Use all technology appropriately.

Be a good listener Raise your hand and wait your turn.

Talk softly so others may hear directions from the driver. Be on time for the bus. Be helpful to the bus driver. Keep bus/bus stop free of litter.

Treat each performer/guest as you would want to be treated.

Eager to Learn

When you hear the music, turn on your “mute” button.

Walk directly to and from destination. Look at other’s work on the walls.

Use equipment properly. Try something new.

Learn to be sanitary.

Be on time. Complete your class work/homework. Attend school on a regular basis.

Always follow directions. Do your best work.

Keep your belongings in your backpack.

Remember the “microphone procedure”

Safe Sit on your bottom on your seat with your knees under the table.

Walk quietly on the right side of the hall.

No rough play or throwing objects.

Wash hands. Leave toilet and floor clean.

Keep hands and feet to yourself. Leave toys/games at home.

Keep hands, feet, objects, and unkind comments to yourself. Be in the right place at all times.

Load /unload by holding on to the handrail. Stay in your seat until the bus completely stops. Keep hands and feet to yourself.

Sit quietly

Cooperative Use your table talk voices when the music is not playing.

Be courteous to others.

Share and take turns.

Flush Turn off water in sink.

Follow directions the first time. Listen and learn in class.

Take turns. Work together.

Follow the directions of the bus driver the first time. Stay where the bus driver can see you. Watch for your stop.

Sit quietly and respond appropriately

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 ActivitiesThis 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 2009• 3 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 voconnel@doe.k12.ga.us• Jean Ramirez jramirez@doe.k12.ga.us• Justin Hill juhill@doe.k12.ga.us• MiMi Gudenrath mgudenrath@doe.k12.ga.us