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 [email protected]• Jean Ramirez [email protected]• Justin Hill [email protected]• MiMi Gudenrath [email protected]
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