Tier 1 Behavior Components of an MTSS Framework Day 2
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Tier 1 Behavior Components of an MTSS Framework Day 2 2021-22 mimtsstac.org Acknowledgments The content for this training day was A special thanks to developed based on the work of: the many awesome Hank Bohannon Michigan elementary Susan Barrett and secondary schools whose work George Sugai is showcased in this Rob Horner content! Jessica Swain-Bradway Midwest and Plains Equity Assistance Center Thank you! 2 Group Expectations - Virtual Be Responsible • Return from breaks on time • Active Participation . Use participant features of raise hand, thumbs up, etc. Type short answer or questions in chat box . Respond to poll questions, if provided Be Respectful • Limit use of chat box to essential communication • Please refrain from email and internet browsing • Place your phone and other devices on mute and out-of-sight 3 Training Effectiveness • At the end of the session, you will be asked to provide feedback on today’s training • Results will be used to make improvements to professional learning and for reporting to TA Center stakeholders • Trainers will provide a preview of the survey and provide you with the link at the end of this session 4 Diversity and Equity • One of the feedback questions you will see for all of our professional learning sessions is: . The session promoted and positively portrayed diversity among educators and learners (strongly agree, agree, unsure, disagree, strongly disagree, optional comments) • We are collecting baseline data to inform improvements to our MTSS professional learning to promote equity and inclusion 5 Team Roles • Facilitator: lead discussions and activities to keep the team moving forward • Recorder: keep written documentation of key discussion points, decisions, and next steps • Time Keeper: keep track of time and bring the team back together 6 Purpose By the end of this series, the School Leadership Teams will be able to coordinate, lead, and manage full implementation of School-wide Positive Behavioral Interventions and Supports (SWPBIS), in order to increase time spent on academic instruction by increasing positive, pro-social school behaviors and decreasing behavioral challenges 7 Educational Equity …is when educational policies, practices, interactions, and resources are representative of, constructed by, and responsive to all people so that each individual has access to, meaningfully participates in, and has positive outcomes from high-quality learning experiences, regardless of individual characteristics and group memberships. (Fraser, 2008; Great Lakes Equity Center, 2012) 8 Impacting Student Outcomes If, culturally responsive and sustaining practices are implemented within a school-wide PBIS framework and ensure contextual fit (which is a core component of School-wide PBIS) Then, a more effective and positive school environment is created that reflect the beliefs and values of the community in which the school is situated, and this is critical to achieving equitable outcomes for ALL students (Jackson, Moore, Kyser, Selton & Thorius, 2015; PBIS Cultural Responsiveness Field Guide, 2019) 9 Intended Outcomes School Leadership Teams will… • Describe the two types of data used for decision making related to SWPBIS • Explain the need for a behavior matrix and how to include multiple and diverse stakeholders in the development • Summarize why and how behavior expectations are taught • Summarize the importance of monitoring behavior and how to plan for monitoring behavior 10 Agenda 1.0 Data Sources (Fidelity and Outcome) 2.0 Define Behavior Expectations Through Behavior Matrix 3.0 Teach Behavior Expectations 5.0 Monitor Expected Behavior 6.0 Wrap Up & Next Steps 11 Big Ideas of School-wide PBIS 1. Identify & define behavior expectations 2. Teach behavior expectations 3. Monitor expected behavior 4. Acknowledge and encourage behavior expectations 5. Establish continuum of responses to behaviors that includes teaching/re-teaching 6. Use data for decision making 12 Activity 0.1 In what ways are you incorporating (or planning to incorporate) the core constructs of equity (access, representation, meaningful participation and high outcomes) in: • Formation of the SLT or setting up ways to include multiple and diverse stakeholders regularly • Development of school-wide behavior expectations Examples: began the process of reaching out to families and students for team participation, made a plan for getting feedback on behavior expectations 13 1.0 Data Sources 14 Centering Equity in Using Data for Decision Making Access Representation Meaningful High Outcomes Participation Diverse Diverse Stakeholders The voices of the Diverse stakeholders stakeholders review the members who collect and review intentionally use disaggregated data to have historically multiple data to ensure all student been excluded disaggregated data understand who groups are are intentionally sets to ensure all is and who is not experiencing high centered and student groups are benefiting from outcomes and acting teams review experiencing high the way the upon the data to disaggregated academic, behavior, behavior provide the appropriate data and action and social emotional systems are set level of support where plan. outcomes. up needed. (Midwest and Plains Equity Assistance Center; Payno-Simmons, In Press) 15 Two Measures for Decision Making Fidelity Outcome • Are we doing what we • Are we improving said we were going to outcomes for students? do? • Office Discipline Referral • SWPBIS Tiered Fidelity data Inventory 16 Activity 1.1 Discuss with your team: • What data (behavior, perception) do you currently collect that helps you understand the context of your school? • How is the data used for decision-making? • Is the data shared with the whole staff and stakeholders? 17 Using Fidelity and Outcome Data • In order to understand the outcomes that we are getting, we need to consider the system in which those outcomes are situated • Fidelity data can help us understand why we are getting the outcomes we are getting • Using these two types of data supports decision-making 18 SWPBIS Tiered Fidelity Inventory (TFI) • Self-assessment completed by SLT • An individual has been selected to facilitate the SWPBIS TFI • Tier 1 items of the SWPBIS TFI should be completed prior to Day 3 of training • Your TFI facilitator will generate reports for Tier 1 prior to Day 3 19 Using the SWPBIS TFI • Your team will complete a SWPBIS TFI now as a baseline measure of implementation • Your score will likely be less than the criteria of 70% or greater and that’s OK – you are just starting this work! • This year’s score will provide a point of comparison for the next SWPBIS TFI completion • The work you are doing during these trainings and between trainings is your action plan for this year’s SWPBIS TFI score 20 Student Outcomes: Discipline Referrals Discipline referrals are a measure of student outcomes • Discipline referrals are a data source, not a consequence • We collect discipline referral data to support school-level problem solving • We deliberately work to minimize subjectivity in discipline referrals 21 Accurate Data Collection Work with your staff on the following: • Clearly define problem behaviors • Determine major vs. minor • Determine office managed vs. staff managed • Ensure your discipline referral form is compatible with your data system and user friendly for both the staff member filling it out and the one entering the data 22 Process for Data Collection 23 Activity 1.2 A TFI facilitator and PBIS Assessment Coordinator have been selected • Share which individuals are taking on this role • Determine when your team will complete the TFI (approximately 30 minutes) 24 Assignment 1.1 • Bring reports generated by the SWPBIS TFI to Day 3 • Work with staff to ensure there is a process in place for accurate data collection of student outcomes. Use the Developing Consistency in Behavior Data Collection document for support (located in your binder) 25 2.0 Defining Behavior Expectations Through a Behavior Matrix 26 Poll 2 Which of the following applies to you and your experience with using a behavior matrix? a. I have never had one in my school(s) b. I have worked in a school that had one, but it was rarely or inconsistently used (not supported by staff or outdated) c. I have worked in a school that had one and we used it support behavior expectations d. I have worked with a school in developing expectations and implementing 27 Why a School-wide Behavior Matrix? • Focus for establishing setting specific behavioral expectations throughout the school • Common Language to help staff, students, and families to get on the same page • Clarification on what each behavioral expectation looks like • Foundation for plans and teaching behavioral expectations 28 Centering Equity in Defining Behavior Expectations Access Representation Meaningful High Outcomes Participation Behavior Stakeholders Schools value and Behavior expectations expectations are representing multiple use input and reflect the culturally situated and diverse feedback from communities in which and not based solely perspectives play a stakeholders the school is situated on dominant White significant role in representing and that all students middle-class norms identifying and multiple and are set up for success as the standard to defining behavioral diverse across all student which all students expectations. perspectives. identities. will be held to. (Midwest and Plains Equity Assistance Center; Payno-Simmons, In Press) 29 Honoring Cultural Differences within the Behavior Matrix