Milwaukee Public Schools:

S3 at PBIS Tier 2

Jon Jagemann, PBIS Supervisor

Jerry Luckett, PBIS External Coach

June 18th, 2013

MPS S3

• 23 S3 High Schools

– Serving 20,462 students

• All implementing PBIS Tier 1 and Tier 2

– Piloting Tier 3 since March

• Suspension Days served down in S3 schools 12,383 since last year

• Suspension rate down 2.8%this year

• Learning environment suspensions down 5.6%

• Attendance up 1.0%

Student’s Thoughts..

• http://youtu.be/9s4k87v3xsU

Rollout

• All S3 High Schools began implementation of Tier 1 in 2010-2011

• Tier 2 in 2011-2012

• Piloting Tier 3 March 2013

• Trained by PBIS Illinois

Tier 2 Entrance Criteria • Students with 3+ ODRs in 20 school days

• Students with 2+ suspensions in 90 school days

– Can lower either of these criteria

• Teacher, parent, or student referral to Tier 2

• 839 students received a Tier 2 intervention monitored online (EXCEED)

Tier 2 Interventions

• Check-In/ Check-Out (CICO)

• Social Academic Instructional Group (SAIG)

• Brief Functional Behavior Assessment (FBA)

Tier 2 Support Provided

• PBIS Overview Guide (all tiers)

• Website Description of Interventions – http://www5.milwaukee.k12.wi.us/dept/rti/tier-2/behavior/

• Resources – http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/#tier2

• Forms – http://www5.milwaukee.k12.wi.us/dept/rti/facilitators/forms/

Tier 2 At-A-Glance Document

• Completed by schools to summarize Tier 2 implementation

• Assigns roles

• Describes systems/ procedures

• Accountability piece

Tier 2 Binder • Action Plan

• DPR Card

• At-Glance Document

• CICO Explanation

• Tier 2 Tracking Tool

• Tier 2 Meeting Schedule, Agendas, Minutes

• Parent Notifications

• Staff PD

• SAIG Curriculum

• Data Warehouse/ Exceed Reports

Tier 2 Fidelity

• Benchmarks of Advanced Tiers (BAT)

• Taken annually in March

• Action Plan created

Check-in/Check-out Relatively easy & quick to implement for up to 10-15% of all students.

Description: • Each adult volunteer checks in and out with multiple

youth (up to 10 students) • All youth get same intervention • Same check in and out time • Same school-wide behavioral expectations as goals • Same number of opportunities for behavioral feedback • Same Daily Progress Report (DPR)

Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

CI/CO

SAIG

CI/CO

Ind.

Features FBA/BIP

DATA

DATA

DATA

Simple tier two interventions

CICO Daily Cycle • Check-in with assigned adult upon arrival to school

– Positively greet youth

– Review SW expectations (daily goals)

– Pick-up new Daily Progress Report card

– Provide materials (pencil etc.) if needed

• Meet with teacher in each class

– Teacher provides behavioral feedback

– Teacher completes DPR*

• Check-out at end of day*

– Receive reinforcer

Tier 2 Progress Monitoring

• DPR for all interventions

• Collected daily/ weekly

• Scores put on Exceed

• Exceed monitored by Tier 2 Systems Teams

Checking-In with Greeter • All variations of CICO require a morning check-

in with a staff member

• SCTE Video

– http://youtu.be/7rSNMC14Rq0

DPR Options

• Traditional

• Teacher holds

• Electronic Excel

• Survey Monkey

• Self-monitoring Rubric

Traditional • Students checks-in with “greeter” in morning

• Student carries DPR all day

• Meets with each classroom teacher towards end of class, complete DPR

• Student turns in at end of day

– Meets with greeter again

– Leaves with last class teacher

– Drops in box in a set location

Teacher Holds

• Students checks-in with a “greeter” in morning

• Teacher holds a weekly or daily DPR

• Teacher meets with student near end of class

• Complete DPR together

• Teacher holds on to DPR

• Each teacher has their own DPR

• Turned in weekly or daily to mailbox

Electronic Excel • Student checks-in with “greeter” in morning

• PBIS team creates an excel document for each student

• On excel document is a DPR

• Classroom teacher meets with student near end of class

• Complete DPR together on the computer

• PBIS team/ greeter pull scores from electronic DPR daily/ weekly

Survey Monkey • Student checks-in with “greeter” in morning

• Teacher meets with student near end of class

• PBIS team creates a separate survey on Surveymonkey.com for each student

• Survey link emailed to teachers

• Questions are the expectations from the DPR

• Student and teacher complete online daily

• PBIS team/ greater look at results daily and clear the survey results

• Use same survey link daily

Self-Monitoring Rubric

• Students check-in with “greeter” in morning

• Teacher meets with student daily around their behavior

• Student meets with greeter at end of day and completes a self-monitoring rubric for the day.

• Rubric emailed/ copied to teachers for discrepancies, etc

Summarizing Data • Need a system to collect and organize data

– Don’t just collect a stack of DPRs

• Specific data-entry person (separate from those administering the intervention)

• All that is needed is score for data entry

• Mentor/ greeter can keep sheet with more specific information

Lessons learned • Simplest method is the easiest

• Teachers must carry burden of checking student

• Teachers must be excited about process

• Acknowledgement needs to be attached

• Follow-up/ re-train teachers not participating, don’t reinvent entire system

• Catch as many students as possible with CICO

– Don’t assume they need Tier 3

Adults are Responsible

• THE INTERVENTION IS THE INTERACTION WITH THE STUDENT

• Show excitement over intervention

• Remove excuses for students to not participate

• Focus on positives

CICO Best Practices • Utilize support staff and community members

– Violence Free Zone, City Year, etc

• “Save” psych/ SSW for more intense interventions

• Get staff involved

– Understand their role of administering intervention

• Have a system for organizing data

• Acknowledgement/ Reinforcer for carrying DPR

• Keep it simple

• Create excitement

CICO Examples

• South Division

– http://youtu.be/fXhODEenkyc

SAIG

• Students unsuccessful with CICO

– Success criteria of CICO: receiving a 80% on their DPR 80% of the time for 4 consecutive weeks

• Students to receive SAIG for 9 weeks

• Monitored weekly with a Weekly Progress Report (WPR)

SAIG Basics 1. Re-teaching of school-wide expectations – Cool Tool format

• Smaller group

• In natural location

• Increased acknowledgement

• More frequent pre-corrects

2. Modified Cool Tool format

• More concrete examples/role playing

• Differentiated modality of presentation

3. Instruction in smaller skill set

• More fully defined steps needed to be successful

at expectation

• New curriculum

Three types of skills-building groups: 1) Pro-social skills

2) Problem-solving skills

3) Academic Behavior skills

Skills taught are common across youth in same group (ex. use your words)

Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)

MPS SAIG

• District curriculum (used S3 money)

• Structured around restorative practices

– Intro, ice breaker, inspiring word, reflection, lesson, practice activity, closing question (goal)

• Schools have choices over lessons to choose

• 9 weeks in length

• Closed-enrollment

• Topics created:

– Goal setting, Motivation Resiliency, Dealing with Stress, Knowing your supports, Understanding emotions, empathy, managing emotions, how to apologize, empathy, dealing with conflict, compromising, getting ready for difficult conversations, advocating for self, ribbing vs bullying, respect in the classroom, listening, making a decision, and others (??)

SAIG Lessons Learned • Base students’ entrance on data

– Behaviors as a result of life circumstances, not on life circumstances alone (pregnant teens)

• Try CICO with fidelity first

• Pull students from different classes

– Classes they are not struggling in

• Progress Monitor weekly

Who can run SAIG

• Teachers

• Support Staff (psych, SSW)

• Paraprofessionals (Aides)

• School Counselor

Brief FBA

• 5 boxes on FBA

– Problem Behavior, Predicators in Environment, Function, Replacement Behavior, and Changes to the Environment

• Create a summary hypothesis statement

– When BLANK occurs, the student does BLANK, to get/avoid BLANK

Brief FBA forms used

• Brief Teacher Interview (2 pages)

• Brief FBA Pathway

• Optional

– Scatter plot (to track behavior)

– Student-Directed Functional Assessment Interview

– Forced Choice Reinforcement Menu

FBA Best Practices • Sharing creative intervention ideas with other support staff in all

buildings

• Take time to prep the teachers about what the FBA/BIP process is, how the meeting is conducted, and asking them to bring supporting data

• Parents like knowing that their concerns are being heard and addressed…that we care about their children.

• Each idea within the FBA is accepted or rejected by the teacher, with no judgment from the facilitator. Teachers have to know and feel that interventions are under THEIR control

and realistic to implement.

Resources • RtI/ PBIS website:

– http://www5.milwaukee.k12.wi.us/dept/rti/

• PBIS Resources: – http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/

• PBIS Facilitator Forms

– http://www5.milwaukee.k12.wi.us/dept/rti/facilitators/forms/

• PBIS Pinterest – http://pinterest.com/mpspbis/

• MPS PBIS Youtube – http://www.youtube.com/mpspbis

• Email – jagemaj@milwaukee.k12.wi.us

MPS Board of School Directors

Dr. Michael Bonds, President

Larry Miller, Vice President

Mark Sain, District 1

Jeff Spence, District 2

Annie Woodward, District 4

Dr. Peter Blewett, District 6

David Voeltner, District 7

Meagan Holman, District 8

Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of Staff

Darienne Driver, Chief Innovation Officer

Tina Flood, Chief Academic Officer

Dr. Karen Jackson, Chief Human Resources Officer

Michelle Nate, Chief Operations Officer

Gerald Pace, Esq., Chief Financial Officer

Anita Pietrykowski, Chief School Administration Officer

Denise Callaway, Executive Dir., Community Engagement

Patricia Gill, Executive Director, Family Services

Sue Saller, Exec. Coord., Superintendent’s Initiatives

Milwaukee Public Schools:

S3 at PBIS Tier 2