Taking Tiers 1 and 2 to Scale

at Middle SchoolsMarlene Gross-Ackeret and Linda Stead

Wisconsin RtI Center/Wisconsin PBIS NetworkPBIS Technical Assistance Coordinators

“Middle School,” Griffin repeated. “Where did they come up with that, anyway? We’re in the middle of what, exactly? Too old for elementary school, but not old enough for high school. So they shove us here. Look around. There’s not one interesting person in sight, just a bunch of clones who want to be like everyone else.”

James Preller, Bystander

“People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s ‘good for me.’ Yeah, well, asparagus is good for me, but it still makes me want to throw up.”

James Patterson: Middle School: The Worst Years of My Life

“ Middle School is kind of like Middle-earth. It’s a magical journey filled with elves, dwarves, hobbits, queens, kings, and a few corrupt wizards. Word to the wise: pick your traveling companions well. Ones with the courage and moral fiber to persevere. Ones who wield their lip gloss like magic wands when confronted with danger. This way, when you pass through the congested hallways rife with pernicious diversion, you achieve your desired destination – or at least your next class.”

Kimberly Dana, Lucy and CeCee’s How to Survive (and Thrive) in Middle School

Higher-performing middle schools build a culture of success by consistently maintaining these five common elements:

1. Trusting and respectful relationships

2. Students’ social and emotional well-being

3. Teamwork

4. Evidence-based decision making

5. Shared vision of mission and goals ”The Blueprint for Middle School Success” New York City Dept. of Education

What research has shown for schools implementing PBIS

Creates learning environments that proactively deal with behaviors.

Improves support for students with specialized behavioral needs.

Maximizes on-task behavior and increases learning time for all students

Perfect match!!!!

or maybe not……..

Most Significant Barriers

Resou

rces

Turn

over

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lity

Staff

-Buy

-in

SWPB

S Ph

iloso

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Adm

inistra

tor S

uppo

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Other

Initi

atives

Trai

ning

Mot

ivat

ion

Stak

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der I

nvol

vem

ent

Distri

ct S

uppo

rt0

20

40

60

80

McIntosh, 2013

Middle School Barriers

Middle School Barriers

‣ Peer attention trumps adult attention

‣ Increased expectation for student self-management

‣ Greater physical size of building

‣ Coordination among staff

Maintain Tier 1/Universal Foundation of the entire system

Develop and Maintain Tier 2 Interventions CICO SAIG FBA BIP

Academic Supports

Move to Tier 3

Sustainability

Tier IFrom this:

To this:

Be A Learner

Be Respectful

Be Responsible

Be Safe

Tier I

Be Respectful (cell phones, texts, etc.)• Speak quietly and politely• Listen actively to others• Raise hand to share• Respond positively to teachers and students

Be Responsible• Be on time• Put materials away• Clean up after yourself• Take pride in your learning

Be Safe• Move about safely• Keep aisles clear• Keep hands and feet to yourself

Be a Learner • Fill out assignment notebook• Complete assignments and homework on time• Ask questions• Do your best• Keep electronics off and in lockers

School-wide Expectations

Teach all behaviors Use data to determine what to re-teach,

when, how often Consistently use and update you your

student acknowledgement system Acknowledge all staff for being a part of

PBIS Engage families

Be sure to…

Professional development is aligned to the needs of the workers.

Leaders invest in the development if individual and collaborative efficacy of a whole group or system.

If people are asked to act differently, then their capacity must be developed to do so.

Fullan, M. (2008)

Building Capacity

Content Building Knowledge Time to observe modeling Opportunity to practice Provide feedback Coaching

For every 1 hour of content, 7 hours should be given for these 4 components

Professional Development Success

From this:

Tier 2

To this:

Tier 2

Tier 2 team selection Membership Coordinator/Coach

Define purpose Data decision rules Professional development on all interventions

Planning for Tier 2

Administrator Tier 2 Coordinator/Coach Pupil Services Staff (counselor, school psychologist/social worker)

General Educator(s) Special Educator(s)

Tier 2 Team Make-up

Overall planning and coordination of Tier 2 systems

Regularly review student data Develop and coordinate Tier 2

interventions Provide staff training Ongoing sharing of data and general

information with staff

Tier 2 Team Purpose

Facilitates the following:• Student nominations for Tier 2

interventions• Professional development for Tier 2

interventions• Data collection system• Parent/family notification and

explanation• Introduction and teaching students

Role of the Tier 2 Coordinator

Supports PBIS at all tiers

Staff availability to provide interventions

Access to space to provide interventions

Time to provide interventions

Access to data and data system

Time to develop and meet

Role of the Administrator

Current data Attendance Discipline (Majors/Minors) Tardies Grades (D and F lists)

Team establishes decision rules – indicators? What interventions to provide?

Data Decision Rules

Sample DPR form for Middle School???

Planner DPR from AMS???

Identify Student Needs/Wants:

‣Peer attention seeking

‣Adult attention seeking

‣Skill deficit

‣Work Avoidance

Meeting Data Decision Rule

Professional Development Staff buy in/commitment Staff understand purpose (shift in thinking) Staff understand procedures and

responsibilities Share data with staff

How to implement CICO and SAIG Room/location Personnel Intervention time

Challenges Facing Middle School Implementation of Tier 2

Role of classroom teachers Teacher accountability for honest data

points Teacher feedback to student Not using DPR as a sounding board Make it “work” for all students

Student Buy in Understanding intervention – All students Viewed as part of positive school culture (not

just for “bad” kids) Can’t be a burden or embarrassment

Challenges Facing Middle School Implementation of Tier 2

Warning Signs Accepting frequent low data points Teachers not filling out DPR Student loss of interest Support the student at the present level

without system review or adjustment Statistically, DPR does not reflect

similar data trends compared to current student data

Complacency

“Teaching middle school is an adventure not a job.”  Angela K. Bennet

Enrollment: 885 students American Indian: 0.6% Asian: 6.0% African American: 9.3% Latino: 3.4% White 80.4%

Students with Disabilities : 10.8%

North Middle SchoolMenomonee Falls

2011-12: Year 1 of Tier 1 was tough – big learning curve for all

• Procedural changes• Cultural changes

o 370 days of OSS in 2010-11

• Referrals: Majors vs. Minorso Lack of materialso Incomplete homeworko Refer any time?

• PRC Cards (Positive Referral Card – blue)• Began Restorative Practices

North Middle School

2012-13: Year 2 of Tier 1 saw many improvements

• Refined behavior descriptions and referral form• Created Classroom Discipline Cycle

o Universal for all classrooms posted but not limiting

• Golden Bus Ticketso Drivers can recognize students for good behavior

• Reflect and Refocus Form/Room

North Middle School

2012-13 continued

• Developed and filmed Cool Tool Videos• Created Gold PRC Cards

o Collect 2 completed blue cards for a $5 gift card

• Participated in training for Culturally Responsive Practices• District-wide PBIS Meetings• 2012-13 School of Merit

North Middle School

2013-14: Year 3 of Tier 1; Tier 2 Training• HS began PBIS; MS and HS rebranded PBIS as

“Falls Pride”• Minor tweaks to Referral forms• Continued filming Cool Tool Videos to build bank

of resources• Trained all teachers, educational assistants, and

student services staff in Restorative Practices and Circleso Flex classrooms “circled” with students twice a week

– Mondays and Fridays

North Middle School

2013-14 continued

• Began 6 month test pilot of Flex Rep Council - Allows students to:

o Have a voice in setting grade level behavior goalo Have a voice in next steps to achieve the goalo Have a voice in the reward and celebration for

meeting the goal

• BoQ and SAS scores steadily increased over the last two years• Tested CICO with 10 students for 3 months• 2013-14 School of Merit

North Middle School

2014-15 Moving Forward with Tiers 1 and 2

• PEP Assembly for Falls Pride Kick-Off!!!• Increase students on CICO (20)• Train support staff in Restorative Practices• Continue Flex Rep Program

o Refine students involvement and attempt to address monthly

North Middle School

School website:http://nms.sdmf.schoolfusion.us

Scott Marty, Associate Principalmartsco@sdmfschools.org

Jess Gieryn, 7th Grade Teachergierjes@sdmfschools.org

North Middle School

Frank Lloyd Wright Intermediate SchoolWA-WM Schools

PBIS – Scaling from Tier 1 to Tier 2

Frank Lloyd Wright Overview

Demographics: 1,055 total students.– 15% Hispanic, 5% Asian, 70% White, 6% Black, 4% Other, 14% students with disabilities.

Tier 1 implementation (Fall 2012). Successes – More than 10,000 That’s How We Roll cards were earned

by students through school-wide behavior recognition, where students can redeem for classroom incentives, chance for monthly sundae bar and/or visit to the Magic Bookstore.

Barriers – Fidelity and perception of card participation.

Tier 2 readiness (Fall 2013). Student - Student Service Watch List – Big “5”

• SAIG – Student Service mini lessons (on website).• Positive Expression, Working Appropriately, Self-Esteem, Social Media

• CICO – Attendance - 85% target• Lunch bunch/Breakfast Club

◦ Sundae Bar/Magic Bookstore Staff - Stars of the month (2)

Lunch Program – Tier 1 and 2

Lunch Bunch and Homework Club

Value Added – Tier 1 and 2

That’s How We Roll – Sundae Bar and Magic Bookstore http://animoto.com/play/JPFmgM5I0iy6iS6VrWoc5w

Staff - Tier 1 and 2

Stars of the Month

Contact InformationWebsite - http//wright.wawm.k12.wi.us

Adam Freund, Internal Coachfreunda@wawm.k12.wi.us

Ryan Hammernik, Associate Principalhammr@wawm.k12.wi.us

Phone Number - 414-604-3400

Jack Young Middle School

Liz Ptaschinski JYMS PBIS Internal Coach, JYMS CICO Coordinator, PBIS External Coach, Teacher

Kristin MashakPBIS External Coach, Academic Seminar Teacher

Check-In/Check-Out (CICO) Individualized CICO

◦ CICO with specific goals (ie: brings materials to class)

Academic CICO

Social Academic Instructional Groups (SAIG) Brief Functional Behavioral Assessment

(FBA)/Behavior Intervention Plan (BIP)

Tier 2 Interventions

Students on basic CICO 2014-2015: 42◦ Academic CICO: 1

Students on basic CICO 2013-2014: 39◦ Individualized CICO: 23◦ Academic CICO: 2

Students on basic CICO 2012-2013: 61

CICO

CICO Form

Not getting enough data◦ Kids not participating (or sporadically

participating)

Teachers not buying in/participating◦ Teachers not doing CICO with fidelity◦ Teachers not prompting students for sheet

CICO Challenges

In year 1(2012-2013): Tier 2 team analyzes data and makes decisions for all students◦ Team does not know all students

Difficult to make appropriate modifications◦ Too many students to effectively manage◦ Lack of teacher ownership and participation

CICO Challenges

February 2013-present◦ Grade level teams analyze data and make

decisions for their students Teachers know students

Easier to make appropriate modifications Smaller number of students to manage Teachers make decisions for their students

More ownership and participation Better knowledge of which students are participating in

CICO

Building Staff Buy-InMaking Data-Based Decisions

Student Data Slides◦ Created by CICO Coordinator◦ Contains basic information

When student started on CICO How they qualified Updates from previous months Plan modifications

◦ Contains graph (individual student report-CICO/SWIS)

◦ Contains number of ODRs Google Form

Building Staff Buy-InMaking Data-Based Decisions

Fidelity checklist◦ Teachers take monthly to assess fidelity of

implementation Improved fidelity-helps to have a reminder of all the

components

CICO Fidelity

Scoring CICO with Consistency

Scoring Individualized CICO with Consistency-an example

Students will begin to circle their own numbers after 2 weeks of participation on any CICO intervention (teachers can change)

Students participating on individualized CICO will be able to set their own goals and rating scales (with CICO Coordinator)

Add TWO additional levels of CICO support◦ Individualized CICO with “SAIG” instruction

Quick lesson taught during intervention block (in the classroom) Strategies reinforced in EACH classroom throughout the day

◦ Individualized CICO with “SAIG” instruction and additional support Provide additional materials/supports EACH hour to help the

student in meeting their goals

Moving Forward

Jack Young Middle SchoolBaraboo

Website: www.baraboo.k12.wi.us

Paul Anderson, Internal Coachpanderson@barabooschools.net

Liz Ptaschinski, Internal Coacheptaschinski@barabooschools.net

Panel Questions: Reflections and

Sharing

What has been your biggest successand your greatest challenge?

If you had a “do over” what would you do differently? How would you do it?

What actions will you take to maintainTier 1 and Tier 2?

Describe your next steps for the 2014-15 school year and beyond.

What general advice would you give to other middle schools?

Thank you!!!