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[object Object],[object Object],Compiled by S.Vitto for Targeted Training
School Improvement Julie M. Weatherman,  WNC PBS Coordinator Whole School Effective School Organization Positive School Climate   Effective Staff Development Data Based  Decision Making Culturally  Responsive Practices Parent and Community  Partnerships Effective Instructional Practices Classroom Effective  Instructional Practices Positive Classroom Management Culturally Responsive Instruction Universal  Design/ Differentiated Instruction Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral  Group Strategies Mental Health Assistance Focused Research-based  Academic Instruction Individuals FBA/BIP Mental Health Services Consider- ation  for Eligibility EC Specially  Designed Instruction Behavior Interventions Related  Services ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Academic Behavior
Tier 1 80% Tier 1 80% Students Tier 3 5% Tier 3 5% Tier 2 15% Tier 2 15% Completed Tiered Intervention Example: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Examples of Tier 2:  Secondary Behavioral Interventions
Behavior Education Program (BEP) Or CICO ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Check-in ,[object Object],[object Object],[object Object],[object Object]
BEP/Check and Connect Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation
 
 
Mentoring ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.do-it.org.uk/magazine/features/children/mentoring
Mentoring ,[object Object],[object Object],[object Object]
Social Skills Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.cited.org/index.aspx?page_id=154
Definition- Social Competence ,[object Object]
Definition -Social Skills ,[object Object],[object Object],Tim Lewis, 2001
Self-Management ,[object Object],[object Object],[object Object],[object Object],http://www.slc.sevier.org/selfmgt.htm
Positive Peer Reporting ,[object Object],[object Object],[object Object],[object Object],[object Object],http://www.interventioncentral.org/htmdocs/interventions/classroom/peerreport.php
Behavior Contracts ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Academic Support ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Academic Skills Groups ,[object Object],[object Object],[object Object],[object Object],[object Object]
Homework Club ,[object Object],[object Object],[object Object]
Structured Peer Tutoring ,[object Object],[object Object],[object Object],[object Object],http://www.google.com/webhp?client=firefox-a&rls=org.mozilla:en-US:official&hl=en&q=STRUCTURED%20PEER%20TUTORING&tab=iw#client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&source=hp&q=STRUCTURED+PEER+TUTORING&btnG=Google+Search&aq=f&aqi=&oq=STRUCTURED+PEER+TUTORING&fp=5483bb45bcb244db
Peer Tutoring ,[object Object],[object Object],[object Object],[object Object],[object Object]
Newcomer students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.guilford.k12.nc.us/depts/pbs/pdf/PBSschool_leadership_FAQ.pdf
Newcomer Group ,[object Object],[object Object]
Tier 2 Interventions  Requiring Additional Resources
Support Groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data-based  Decision Making There is a menu of targeted interventions available.  How do you choose the one that matches your data?
Data indicate Social-Behavior Concerns ,[object Object],[object Object],[object Object],[object Object],[object Object]
Data Indicate Emotional Concerns ,[object Object],[object Object],[object Object]
Data Indicate Academic Concerns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data Indicate New Student Concerns ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Steve Vitto Targeted Interventions Overview 2009

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  • 8. BEP/Check and Connect Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation
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  • 27. Tier 2 Interventions Requiring Additional Resources
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  • 29. Data-based Decision Making There is a menu of targeted interventions available. How do you choose the one that matches your data?
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Notas del editor

  1. We know that effective schools seek to provide support at multiple levels so that all students, no matter their individual needs, can be successful. So how do we accomplish this task? We have historically looked to specific practices, programs or people to meet the needs of our students. This means that we might need multiple things to meet the multiple needs of our students. Instead, we should be focusing on a process that can be used by any school, no matter what the needs of their individual students. By adopting a problem-solving approach, (CLICK) schools can effectively conduct needs assessments and build in the layers of support that meet their students’ academic and behavior needs. Here in NC, schools are using PBS as the problem-solving framework that allows them to construct the prevention and intervention needed to address behavior and social skill deficits. You can see some examples of the interventions here. Schools will also need a plan for creating a systematic approach to academic intervention (many schools in NC are implementing Responsiveness to Instruction for this purpose).
  2. This slide shows the seven steps of the problem solving model. PBS is a problem-solving model (PSM), just like many other initiatives (for example RtI). What they all have in common is this way of thinking about and addressing problems.
  3. Depending on the student, you may want to include a reactive, consequence plan also.
  4. Skillstreaming, Second Steps