Welcome
MTSS LEADERSHIP TEAM COHORT #3
FEB.5 2015
Group Expectations (Norms)
For The Day
 Cell phones on silent
 Be an active participant
 Stay on Topic
 Be attentive to presenters
 Stay within time limits
Objectives for today
 Understand components of PBIS and determine your
schools need for implementing of PBIS

Effective Behavior Supports EBS survey
 Understand the implementation of the School Climate
SCALE-UP Grant
 Use teaming practices and data for problem-solving
 Write an action plan based on needs determined by the
team
Common Areas Activity
 Locate the interior and exterior maps on your table
 You are each given three dots. Individually, on each
dot, write a behavior concern in which you had to
intervene in last year in one of the common areas of
your school.
 Place your dots on each of the common areas that
the behavior occurred.
 Wait to discuss until all have had a chance to place
their dots.
Common Area Activity Discussion
 When Is it occurring?
 Who is involved?
 What are the most common behaviors on the dots?
 Why do you think it is occurring?
 Rules- Set for all and taught to all?
 Routines- Adult monitoring? Engaging with students?
What is getting in the way of success?
 As part of your Action Plan today develop a solution
to prevent the problem from occurring.
Underlying Principles of
Multi-Tiered Prevention Models
4 Components
What are the
predictable
failures?
1
2
Same at
Every
Level!!
What can
we do to
prevent
failure?
How will we
maintain
consistency?
How will we
know if it’s
working?
3
4
MTSS/PBIS
SCALE-UP! Grant
JUNIOR HIGH PRESENTATION
FEB. 5, 2015
ANDREA T. MILLER
MTSS/PBIS GRANT COORDINATOR
COLLEGE AND CAREER READINESS
“If we can’t help protect kids and staff, and
make them feel safe at school, then
everything else that we do is secondary…”
“If kids don’t feel safe, they can’t learn. It’s
that simple. Through these grants of more
than $70 million, we are continuing our
commitment to ensure that kids have
access to the best learning experience
possible.”
9
U.S. Secretary of Education, Arne
Duncan.
School Climate Transformation
and
”Now is the Time”
10
Why
Now?
“If there is even one step we can take
to save another child, or another
parent, or another town, from the grief
that has visited Tucson, and Aurora,
and Oak Creek, and Newtown, and
communities from Columbine to
Blacksburg before that -- then surely
we have an obligation to try.” –
President Obama
What
Now?
School Climate Transformation
Grant Awardees
WA
1
0
MT
1 – ‘14
NH
1 – ‘14
WI
NE
CA
15 – ’14
NV
UT
3 – ‘14
IA
4–
‘14
MI
MA
NY
PA6 –
3 – ’14
2 – ‘14
OH
IL
2 – ‘14
3 – ’14
MO
KY
VA
NC
1 – ‘14
1 – ‘14
2 – ‘14
TX
6 – ’14
DC
1 – ‘14
SC
AL
1 – ‘14
1 – ‘14
LA
FL
3 – ‘14
HI
CT
DE
4 – ’14
OK
AZ
2 – ‘14
‘14
3 – ‘14
5–
‘14
VI
1 – ‘14
2014 SEA
2014 LEAs with no
SEA
A Five Year Federal Grant
 This grant give resources and specific supports to
our secondary schools to enhance school climate in a
meaningful way for all students, staff, teachers, and
the community.
 It is our opportunity to use a framework that
sustains a positive culture of social behavior and
expectations in each of our secondary schools.
This grant includes our high schools.
Transformational Schools Cohort #3
High Schools 2015-16
Junior High Schools 2015-16
Cyprus
Connection
Granger
Kearns
Matheson
Valley*
West Lake*
Jefferson
Churchill
Bennion
Kennedy
Granite Park
* currently a transformational school
Let’s Use Researched- Based Practices and
Interventions That Work
 PBIS- Positive Behavior Interventions and Supports
is part of the Multi-Tiered System of Support for
behaviors.
•
•
•
•
Teach school-wide expectations
Use positive acknowledgement systems
Establish proactive school-wide discipline
Promote parent engagement in behavior plan
How will implementing PBIS help your school?
 Behavior concerns are addressed in a consistent
manner.
 The school plan designates behaviors to be
managed by the teachers and those for the
administrators to manage.
 Academic achievement improves when the school
expectation are consistent
 Less time is spent managing behavior by teachers
and administrators
Objectives of the SCALE-UP Grant
 Obj. 1: Build administrative capacity for
implementing a sustainable district-wide multitiered behavioral framework
 Establish a District PBIS Team
 Establish Building level taskforce teams
 Establish Student leadership teams
Objectives of the SCALE-UP Grant
 Obj. 2: Develop essential components for
implementing a multi-tiered behavioral
framework
 Complete
EBS Survey, years 1&2 TFI 3-5+
 Develop behavioral expectations matrix
 Determine how to teach behavioral expectations,
 Develop/revise office referral system,
 Select a school/district-wide information system,
 Develop a positive school-wide reinforcement
program,
 Develop a screening assessment for Tier II,
 Review and update components of the framework.
Objectives of the SCALE-UP Grant
 Obj. 3: Increase school staff ability to implement
a multi-tiered behavioral framework with fidelity
through sustained, ongoing professional
development and coaching
 District PBIS Team professional development
[PD],
 Training coaches, school level PBIS taskforce,
student leadership Team training, school staff
PBIS PD).

Objectives of the SCALE-UP Grant
 Obj. 4: Improve student behavior through
universal and tiered systems of support

provide systemic -Tier I, II and III supports, and services
 Obj. 5: Improve school climate.
 Measured by decrease office referrals and increased
attendance and improved SET or TFI score of 80—90%
 Obj. 6: Increase academic performance.
 Measured by academic progress
What Support Comes With the Grant?
 A Systems Coach to support your school’s PBIS plan.
 4 secondary coaches to attend your task force and other
meetings at least monthly
 PD and resources for your teams faculty and staff
 Funding for supplies and tools for data collection
 Ongoing District support to problem-solve critical
issues
Is your school ready to get started?
 Attend an initial training at the Jones Center
Feb. 5th (with two teachers, and a counselor)
 Selection of a PBIS Taskforce team Feb.
 Student focus groups March/April
 Team trainings- May and June
Break Time
Utilizing key faculty as a PBIS Task Force
 Team members:
 administrator/assistant
 school counselor
 psych/social worker
 At least 2-4 teachers –
o a facilitator of the PBIS Task force
o an advisor to the PBIS student leadership team.
o
SRO?
o Discussion- who else should be on your team?
Identifying a Student Leadership Team
 A diverse representation of your school (you
determine the # students involved)
 Students learn to be leaders/models of the
expectations. They help promote the positives
messages“We care about you.”
 “We want you to be here.”
 “We recognize your efforts.”
 “We want to help you graduate.”

Utilizing Focus Groups
 Made up of current students (7th or 8th graders)
 Get their views and opinions related to your school
plan?
 Discuss possible questions- What would you like to
learn from them?
Teams are most effective when
they…






Work collaboratively with others and take
collective responsibility for achieving
shared goals for which they are mutually
accountable
Provide clarity regarding the work to be done
Monitor and support others to help them
succeed at what they are being asked to do
Sustain their focus on a limited number of
goals and initiatives
Acknowledge and celebrate small wins
Focus on student learning, problem
solving and intervention planning to
address school, group, and individual student
needs
Teaming in Our Schools
• Leadership focus
o
o
o
Supports learning for ALL students
School-wide systems and structures
School-wide and subgroup data trends
• Grade level, Core, or Department focus
o
Tier 1 Student learning, supports and differentiation
focus
• Student Support focus
o
Tier 2 Supplemental intervention focus
• Specialized focus
o
Tier 3 Intensive intervention focus
Agenda template
 Norms and roles at tables Scribe take notes for immediate task
 Notetaker keeps meeting minutes
 Celebrations
 Add-review of action steps from previous meeting
 Review of problem solving model
What are the Components of the Agenda?
 Dates
 Team members present roles/responsibilities
 General discussion Items
 Problem solving Task
 Rating of meeting
Agenda
 Look at the template provided
 What highlighted parts are already part of your
agenda
 How do you problem-solve in your team.
The Work of Teams…Problem Solving,
Looking at Data, Posing the Guiding
is it we expect students to
Questions What
learn?
What is the problem?
Describe the data
How will we
know when they
have learned it?
Did it work?
Reflect on
progress
How will we know
when they
have learned it?
Why is it
happening?
Interpret the
data
How will we respond when they don’t
learn?
How will we respond when they already know it?
What should be done?
Design instruction
How are we doing with team practices?
Objectives for today
 Understand components of PBIS and determine your
schools need for implementing of PBIS

Effective Behavior Supports EBS survey
 Understand the implementation of the School Climate
SCALE-UP Grant
 Use teaming practices and data for problem-solving
 Write an action plan based on needs determined by the
team
Items to work on with your team today
 PBIS Task force Team
 Agenda & TIPS form during team time
 Confirm team members
 Decide if you want training for your school at your site or
larger district meeting
 When would you like us as coaches to come to your school
 How would you like to complete your EBS survey
 School Team matrix
 Quarterly Action Plan with behavior goal (email or
hard copy) will be based on finishing any of the
above