PBIS
Why can't I take away privileges?
The removal of a privileges may be an appropriate consequence if it is effective in changing the student’s inappropriate behavior. Schools develop a plan for inappropriate behavior that matches consequences to the severity of the inappropriate behavior in order to maintain consistency across the school and district. This should be done as part of the building reactive plan.
Why are academics even included in Ci3T? Isn't it about behavior?
Students needs are multifaceted and interdependent. The strength of Ci3T is that integrates data, supports and resources efficiently with the goal of supporting all students.
Second Step for all
When we consider behavior as a possible skill deficit we understand that second step is the core curriculum for that set of skills?
Behavior is highly personal. Having a curriculum helps us deliver a consistent set of learning objectives.
The district is using these data tools to "snoop" into how I run my classroom.
The data informs PD needs. That's all. It is available for building teams and at the district level to T and L to match PD to current need.
Tickets are a pain. Can't I just verbally praise the students?
Tickets serve 2 important functions: to remind adults to point out to students the desirable behaviors and maintain and to monitor the ratio of positive to negative interactions we have with students, and tickets serve as a tangible reminder to students about they way they felt inside when that adult gave them specific positive feedback so that they can use that emotional stimulus as an internal motivator.
Where do we learn what the district expectations are for academics?
The district has a Ci3T Blueprint too. The academic part is complete and revised each summer. Each building should incorporate district expectations into the building blueprint. This allows every staff member to have clarity about what we "hold tight".
Over half of my students are rated "at risk " on our screener - is Ci3T really the right response for my class?
Yes. This data alone shows that we as a system are not meeting the needs of many of our students. The research deals with this issue by addressing "core" or Tier One practices. "My kind of student" may need Tier 2/3 kinds of supports pushed down into Tier 1.
What is treatment integrity?
Treatment integrity is collected thru random observations to gather objective data to measure how the plan is being implemented. It informs teams about revision decisions.
What's the positive in PBIS really for? Are we too focused on extrinsic rewards?
The positive refers to a change in focus from reactive (focusing on what students do wrong) to proactive (teaching and recognizing what students do right). It refers to an overall change in the school climate to a learning environment where students and teachers feel appreciated, safe and respected.
There are not enough minutes in the day to provide all the intervention some students need. What do we do?
Some buildings do need to prioritize intervention time. It is important to balance the intense needs we see with the practical barriers we face. There are some important factors to look at in this situation. Here are a few: do these high numbers of students reflect a need to examine Tier 1? how much intervention can the student really benefit from? are we sure the intervention is tightly matched to the need? do other activities need to be adjusted to allow more time for intervention? There isn't an easy answer to this - when intervention needs exceed our capacity we must look at the whole system for potential reform.
Why are all elementary buildings required to teach Second Step?
Second Step is the set of instructional materials approved by the Board of Education to deliver a guaranteed and viable curriculum in the area of social and emotional skills. The expectations for instruction are consistent as with other subject areas: Math, Reading, etc. 50% of our district's strategic plan addresses Skill For Success. Second Step delivers core instruction for this content.
What is social validity?
Aren't tickets really just bribes?
One key difference between a bribe and a reinforcer is the timing; a bribe is given BEFORE a behavior with the purpose of persuading a certain response, a reinforcer is given AFTER the behavior as a recognition that is earned for a behavior that meets expectations.
Aimsweb testing can be frustrating for teachers and students. Is it really worth it?
What does Ci3T offer for Tier 3 supports for student who suffer from serious mental illness?
Our elementary buildings all have staff (SW, Psych,Counselor, Nurses) who are being trained in collaborative problem solving - a method to determine and design individual interventions. When mental health services are needed, they can be "bolted on" to the tiered system through collaboration with community providers. The goal for us at school is to help those students function in their school environment in the most healthy way possible. It is not within our reach to "treat" their illness.
Why are the same teachers observed multiple times in a year?
The selection of teachers to be observed is random. We use a google random number generator. A new selection is made every based on building rosters. The selection covers 25% of the staff and covers grade levels, specials and support teachers that directly see students.
Let's face it. Sometimes you've just "had it" with a student. As professionally incorrect as it sounds, it feels good to respond with punishment when one is angry.
Punishment works for some behaviors, for some students for varying periods of time. Research has shown that punishment does NOT CHANGE behavior in the long term for most students. Because we are human we sometimes have an emotional need to respond from an emotional place. That's a signal to use our supports and systems to take care of ourselves so we can serve our students.
I can't teach academics because the behavior gets in the way. What do I do?
When a class presents lot of behavior, instructional planning has to include the integration of low intensity behavior strategies at a very high frequency. The two can be addressee at the same time. Teachers who look at behavior from a function-based approach, can alter instruction to respond to that function.
Why do we feel that Ci3T isn't fast enough, strong enough, "right" enough to "fix" the students who continue to struggle????
Look at how we use our academic data to change what WE do. The areas in which we've seen the most student growth are those where WE CHANGED. It's a hard pill to swallow, but we have to change how we approach, expect, interact with, and ultimately serve our students who are the most challenging. How do we work together to do that? What's your role?
How do I see my data?
At this point no one analyses or uses teacher level date. Building level data is distributed to principals, then leadership teams. It is highly encouraged that all staff have access to this data.