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PBIS - behavior side of RtI

Tier 1 System of Support, Tier 2 Interventions

To support student behaviors (expectations, reteaching) - should work for about 70-80% of our students
Universal System must be in place to fidelity for Tier 2 interventions to make a long-term difference.
To gather data for Tier 2 interventions - 10-15 % of our students
To gather data for Tier 3 interventions - 1-5% of our students
Like with a reading intervention, we match the intervention to the students’ need - at least 6 weeks (sometimes behavior gets worse before it gets better)
Basic CICO (ALL students in Tier 2), Individualized CICO (Performance deficit), SAIG group (done by staff closest to Skill deficit), Mentor (Engagement/Motivation need)

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CICO – What does it provide?�Adapted from, “Considerations when implementing targeted interventions in an RTI model for social behavior” by McIntosh, Carter, & Campbell. U. of British Columbia http://educ.ubc.ca/faculty/kent.mcintosh

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CICO Daily Cycle

1. Quick check in with greeter upon arrival

Greet & acknowledge student for checking in
Say something positive to start their day
Check preparation for the day

Reminders about appropriate behavior/expectations
Materials & supplies
Attitude

2. Student pick up day’s card (can be before they go)

3. Teacher gives feedback throughout the day (as needed) *positive – a 0 is the equivalent of a Minor/Major

4. Quick check out at the end of the day with greeter – positive

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Criteria for Success

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Point Sheet

�

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Daily Cycle continued

During the Day

Student brings points sheet to teacher
Teacher acknowledges student for checking in
Teacher rates & provides feedback

Students in grades 3-5 can rate themselves for control/investment

Can provide feedback and/or encouragement before/after the areas of need (Specials, recess, lunch)

Check out with adult at end of day

Review day’s points & goals
Adult acknowledges and/or encourages
Take points sheet home for parent communication

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Daily Cycle continued

Student gives point card to parent

Parent acknowledges & encourages for next time

How do we know the points sheets are going home and being looked at?

Give point sheet to Amy and she will put the data into SWIS

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Parent Involvement

Get permission
Get buy-in
Coach parents on how to review the point sheet with their child – keep it positive and encouraging

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Data-Based Decision Making

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Tier II SWIS PBIS�Daily & Weekly Data Summary Templates

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Research Findings

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Who can benefit from CICO?

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Other Issues

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CICO Video

CICO Procedure - Greeter

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Individualized CICO

If CICO is not working, and there is a Performance Deficit, the next step would be Individualized CICO.

This could look like:

1. Change greeter

2. Customize time for CICO-ex. before problem behavior recess

3. Change location

4. Change goal to make it attainable (If less than 80% success)

5. Use peer support

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WOW BUDDIES

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Information about WOW Buddies

WOW Buddies was developed and implemented in the 14-15 school year as a mentor-type of relationship with student (without the block of time)

WOW Buddies is purely positive – no reminders of anything or goal setting – just connection making and boosting self-esteem (no data connection)

Time frame – at least 8 weeks, but lots of teachers said on the survey last year that most students should be all year (student to student basis)

WOW Buddies is for our students who need:

Self-esteem boost
Connection with another staff in our building
Positive connection to school

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Differences from “Prairie Pals”

Students who need self-esteem boost or a connection to school may also be considered for the Mentor program “Prairie Pals”

Prairie Pals:

More one on one time with student (15 minutes minimum a week)
Doing something they enjoy
Connected with internalizing behaviors (engagement and motivation in school) and behavior

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WOW Buddies – Daily Cycle

Student will go to WOW Buddy at the beginning of the day

Teacher at some point during the day will fill out a WOW sheet with the student, OR discuss what their “WOW” moment was

Student will bring the WOW sheet to their WOW Buddy to celebrate at the end of the day, OR the WOW Buddy and student can reflect and write the WOW sheet together

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Teacher Job

Have WOW sheets in your room

Depending on grade, please remind student about going to WOW Buddy (at least first couple of weeks)

If you decide to fill out the sheet with the student, please do so before the end of the day, or discuss WOW with student

Send student to WOW Buddy at end of day

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WOW Buddy Job

Have WOW sheets in your room

Discuss or fill out student’s WOW moment(s)

Celebrate that with them and encouragement

Ask other questions to get to know them

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Student Job

Go to WOW Buddy at beginning and end of day

Brainstorm and reflect on WOW moment(s) of the day with teach and WOW Buddy

Can be social, academic, or personal

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How to measure success?

This year I will be meeting with WOW Buddy students throughout the school year for them to self-assess their successes with WOW Buddies club.

Not about the teacher/buddy
Self-assess the program and how they are feeling because of it

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Prairie Pals - Mentor Program - Engagement/Motivation Deficit

Who can mentor? Anyone can. It’s voluntary.

How many kids can I mentor? 1 student per staff member

How much time do I need to commit? 15 minutes/ week

What do I do? Talk about interests, play a game, eat lunch, have a snack, go for a walk, etc.

Who would benefit from a mentor? Perfect for someone where rewards and consequences are ineffective, student lacks motivation, self-confidence, or self-esteem, or lacks positive role models in their life.

What is the goal? Connection with a student

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SAIG Group - Skill Deficit

Social Academic Instruction Group

Who? Trained adult nearest to the situation provides teaching of the targeted behavior. Counselor can also provide SAIG time with student if needed. Counselor or Principal will cover classroom teacher. Playground supervisors/ lunchroom supervisors will observe for consistency of message and provide feedback if occurring on playground.

How? Student will have direct practice of the targeted behavior in the natural setting with specific feedback until students meet target behavior 8/10 times.

When? Teach the targeted behavior within 3 days for a duration of at least 5 days with daily instruction. Data collection will take place for 6 weeks using the CICO form.

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