PB4L - Tier 2

Next Tier of the PB4L

There are 4 schools with the intent that we all work together. 

- Bathgate Park

- St Clair

- Mornington School

- Waitati School

Getting started in Tier 2 - 

What might Tier Two systems and practices look like in your school?

Whakatauki - 

Me mahi tahi tatou mo te orange o te katoa

We should work together for the wellbeing of everyone

Teachers should discuss what is going well and share ideas to help and encourage change. 

The Feathers are broken down values, and we keep reminding the students. 

The best thing a Tier 2 school can have in a rock-solid Tier 1...

The key is to keep Tier 1 going and not have it drop off. 

MTSS (Multi-Tiered Systems of Support): Ten percent of the students will need this. They aren't separate things; they run together. 

PB4L is responsive to what is happening in our school - it keeps evolving and growing to suit the needs of the students.

Sharing why Tier 2 is needed - Supplying support to the middle 10-15% of those students that will benefit from Tier 2. Will need individual support for the 5% that need that extra.

We need to keep things calm and predictable so that we are all on the same page and so that those children are safe. 

A consistent approach to discipline and focus on the restorative process. 

Next training day: Identify those kids that are on the cusp. 

Reflection:

What are three positive changes we have observed at our school?

School Hui: We remind the children of the values and have a weekly focus. All teachers are doing this now. We are looking for the positive.

- The Waitati Way - The positive phrasing of the way. 

- Restorative practices - natural consequences

- Calm spaces - regulation 

- Mini chats - questioning: Does that match what happened? How can we restore this relationship? 

There is a change in language around Major Minor. Which adult will deal with this? Who is the responder? That's a principal, team leader, and teacher.

What is the most effective response? Change this for the action/child, etc. 

How did you work together to achieve these changes? All adults are involved in this. 

Tokens

Individual, house groups, whole school

Token to the individual for a specific thing, which goes into the house group and then works towards a whole school reward.

Tokens - sales@exquisiteproducts.co.nz

How to keep Tier One strong while we are working on Tier 2

1. Keep a strong team—share the load and keep things alive. (Is there one person who, if they left, would make the systems disappear?) Keep bringing new people to the team.

2. Use your fidelity of information - You should always know what your next step is on your action plan. This is not about getting a certain score. It's about how we can keep improving. 

3. Use your school discipline data—you need to use it for decision-making. When was the last time we shared our data? We should use it monthly or termly (the minimum is termly), which will help with the Big 5 report. What day is it, and who was involved? 

4. Implement PB4L in the classroom. How much of the school day do children spend in the classroom? Where is it working, and how can we extend it to the needed places? (Book - Teaching for positive behavior)

Next steps - 

- Organizing a once-a-month pastoral meeting to review the monthly report and help inform where we are with our hui messages.

- Do the BoQ  with Tara

- Do the EBS with the staff

- Sort out tokens for the individual to school-wide incentives

- Draft a short item for the newsletter on why we are engaging in Tier Two.

What do the Tier Two team do?

- Builds the process of systems and practices

- Provides  Tier Two training and support to all school staff.

- Places  students

Create a system that includes:

- A Process to identify at-risk learners.

- 

Tier 2 Day One workshop with All schools - 31 July 2024

Whakatauki

E hara taki tia i te tia

takitahi engari he toa

takitini

Success is due not to the work of one but to the work of many

The central part is teachers talking to teachers about why these might be happening.

3 new discoveries:

- Our children are responding well to the gem jar

- Like having the positives

- Helps with the Tier 3 children

2 interesting facts:

- Has kept the ones that didn't usually get recognition feeling getting heard and noticed.

1 lingering question:

- At what stage do we put the stuff on Edge? How do we keep it consistent?

Paper written "Stop doing that!" written in 2021

Today we are:

1. Understanding the gist of Tier Two - Why, where, Who, and how?

2. Identifying 'at risk' students/learners

3. Introducing classroom practice teams

Tier Two - The Why?

Developing a culture where the children feel like they have a place in the world and create valuable and socially ok learners/society.

The purpose of Tier Two - 

1. Prevent developing or decreasing the frequency and/or intensity of students' inappropriate behaviors.

2. Provide standardized interventions that effectively and efficiently support students yet do not require the time and resources to develop individual plans.

Tier two is what we can do with groups of students, like identifying students who might need to have more social skills to help develop the skills they need to survive. 

Check-in/check-out - Set up one template and check in with them.

The Continuum of the Behaviour Support - The Where?

When you think of the continuum, there are three zones, Tier One, Tier Two, and Tier Three. Tier One, we are comfortable doing this; Tier Two, we can do it with help; Tier Three, the anxiety comes in, and you don't want to do it, for whatever reason. 



You need to shift away from the whole language. These are our high fliers, Tier Three children. It's not the behavior. It might be the task that needs some extra support in different areas. 
We don't stay in one areas of the triangle, we all have areas of strength and areas where we need support.
Tier Two interventions are for behaviours, not students:
- They are for 'at-risk' students who require additional support
They are not for Tier Two students because there is no such thing.
This requires a change of thinking and language on our part.
Ross Green - Kid do well if they can



Good video to watch:
Ross Greene - Kids do well if they can

What is getting their way? 

If they can do well, they will do well because kids do well if they can. 

Where does Tier Two fit within the continuum?

1. Tier Two students and interventions support the approximately 15% of students who are at risk of developing chronic behavioral problems.

2. These students continue to engage in frequent low-level inappropriate behavior (2-5 major ODRs) and/or would benefit from extra attention and targeted support.

Who is already meeting to talk about at risk students?

What interventions do we already have in place?

PBIS world - good for ideas for Tier 1, 2, & 3

The Tier Two student support model - The what?

Tier One implemented with Fidelity

What would someone new to your school see or hear that indicates PB4L - SW is implemented with fidelity(means the way that it was supposed to be done, but what does it look like in our school)?

- Consistency of the language/expectation/response/recognition

- Conversations about school values

- Explicit teaching around the values/expectations

- Visuals - Around the school, flow charts, where to access

Evidence-based teaching for positive behaviour

"Teachers supporting teachers"

Using a problem-solving approach, groups of teachers develop solutions for problem behavior.

Edutopia - a good website 

Our Foundation is dedicated to transforming pre-K-12 education so all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives. Founded by innovative and award-winning filmmaker George Lucas in 1991, we take a strategic approach to improving education.

What 5 things would I place on my bookmark for new teachers/staff?

1. WIN - What's important now?

2. 2x10 - 2 positive comments a day for 10 days

3. Conversations should be calm, respectful, collaborative, and involve mutual listening

4. What happened?

5. What can I do to repair the damage?

6. ABC - Always Be Calm

7. Drop the rope 

8. Values on the bookmark to remind us of the values

9. Be firm, be fair, be gone

10. Zones/calm down tools- breath, meditate

11. WAITATI WAY

12. Connection before correction

13. Stop, Breath, Calm

14. Co-regulate

15. Certainty over severity 

How can we make our gems more cohesive within the school vision?

How do we know that supportive learning environments are created in all spaces?

What supports staff with PLD around this?

What tools do you use to support staff in reflecting on their practice?

Identifying students:

- students who need extra support

Some behaviors will be obvious from what students do (externalising characteristics), whilst others will arise from how students are (internalizing characteristics). These characteristics include anxiety, depression, and withdrawal.

Tier Two is as much for the children that are internalizing as well as externalising these experiences. 

Two main methods of identification:

1. Analysis and regular monitoring of existing school data.

5 groups of data might be useful.

- Behavioural incident referrals

- Attendance data

- Information on progress and achievement 

- formal assessment results, eg, PAT's, e-asttle

- Data on achievement in relation to curriuculm

Data decision rules

Help trigger discussions about 'at risk' students and the supports they made need

- Two major behavioral incidents since the beginning of the school year

- Persistant minor behavioral issues (eg. five in one term?)

- Four instances of unexplained absences or lateness.

- Academic indicators that are well below the average level of achievement for students at the school.

2. Nomination by staff, whanau or students. It goes back to teachers talking to teachers, without the 'moaning' about the behaviour but helping to solve the problem. Can also be the student, whanau or someone else who has noticed. 

How to develop your data-decision rules

1. Review the (see slide show)

How wide will you cast your net?

What data will you use?

Who is going to cast the net?

Who is responsible for checking the net?

What is acceptable 'catch'?

Planned, deliberate and consistent

26th Feb 2025

Tier Two Team Training Day

 We must make it valuable and work for our school, or it won't get done. Needs to be done in the way that it's designed. 

Whakatauki - Comes from the Tier Two manual. Success is due to the work of many.

Tier Two is teachers supporting teachers with the little niggles that happen. 

Last time - 

- Learning how to complete a simple, functional behaviour assessment(FBA)

- Understanding the purpose and organisation of classroom practice teams.

- Developing a simple behaviour support plan for an individual learner. 

FBA -

Step 1 - Describe the behaviour

Step 2 - Identify the antecedent - What is causing the behaviour

Step 3 - Identify the consequence

Step 4 - Identify the function - What is the student trying to obtain or avoid,

Step 5 - Check for the setting events - What's going on outside for the child, things that aren't in the classroom, e.g., family circumstances, pain, etc.

Classroom practices teams process - (12mins)

- Clarify and summarise the current problem behaviour (2mins)

- Identify a replacement behaviour (2 mins)

- Identify strategies to support behaviour change (4 mins)

- Plan how to monitor the progress ( 2 mins)

- Set a follow-up date ( 2 mins)

Remember the twelve mines to the process. Wanting the teacher that is at the centre, to not talk for the 4 mins (Identifying the strategies to support behavior change)

Strengthening the Tier One practices - helps those students, possibly Tier Two, fall back to Tier One. 

Remember to notice positive behavior. 

Tier Two is for those people that are internilising their issues, the team needs to see what's happening for the children. How do you build a system for those children who are internilsing these feelings, who is picking them up and having the conversation with them?

DO THE MARCH CATCH!

Look at all the children that are on the systems so that they either don't exculate or become a major. 

One thing more to do - Who are those kids that are opting out of class more than 5 times? What is the issue around the thing that they children don't want to do? 

Strenghtening the classroom practice is a large part of Tier Two, as is decision making, they are a constant circle that you can go back through many times so that they can choose to make a change to their actions, if. they are struggling them we can there to the intervention for Teir Two. 

Tier Two interventions:

- Check in/Check out

- Small Group Social Skills

- Academic support - We are good at doing this. 

- Check and connect - One to one support for individual children

- Newcomers club - How are they recognised for doing the right thing? 

It's more of a challenge when putting behaviour supports involved. 

Key Feature of Tier Two interventions:

Trying to create a sense of something special for Tier Two - Got to supply mana enhancing activities that require minimal effort and time commitment from teachers. 

Consistant with universal school-wide expectations - keep them the same across the board. 

Keep in voluntary and sell it so that they want to do it. For example playing boards game with those kids that need extra social skills to help them gain those skills. Even if it's just once a week, it gives them the chance to interact with other children and you can coach them through. 

Pastoral Support - Make a visual with descriptions so that the staff can see what is happening around the school and then they know who it is open too and them when it is and who is running it. 

Check in/Check out - These support positive adult attention through calling out, talking back, being off-task etc. 

Most effective for students who enjoy positive adult attention and are willing to participate in the intervention. 

Check in/Check out

Want them to get as many points as possible. 

- Create a check in/check out form to use. A consistent form to use with across the school. 

- Link to the school wide expectations/values

- Descriptors can be individualized eg Hand and feet to yourself, follow directions, use materials appropriatly.

- Monitor for success

Only recording a score on the reminder that they needed to follow the expectation.

Key Elements of a successful CICO process

The form is only one part of the process, it generates the conversation and the positive conversation. 

 Checking in - Participating students 'chech in' with a facilitator each morning.

Regular teacher feedback - Students receive specific feedback about their behaviour from their teacher at the end of each class period or natural transistion.

Checking out - The student returns to the facilitator to 'check out' at the end of each day.

Parent and whānau involvement - the student takes their positive progress record card home with them and the parents can sign if it comes back.

Data collection and progress monitoring -  The factilitor captures the percentage score earned by the student in their CICO excel file

A well-considered exit strategy - The core componant of CICO are gradually faded rather than abruptly ended. Try to fade rather than suddenly stop. 

They should only be on CICO for no longer than 6 weeks, if it doesn't work then you need to try another strategy. 

When they are ready to move out of the CICO process you need to knowledge that for the students. There is an info sheet for the parents, that can be sent home at the beginning. At the of the process the children 'graduate' from the process, you can have a wee party or afternoon tea and can receive a certificate of completion.

Remember to thank the staff for their participation in the CICO process, you can also pair it alongside a coffee voucher or chocolate. 

Tangible acknowledgments for the kids with our Waitati Way on it. 

Maybe create a new beginning of the day, a celebration of the day before where we can give out the tangible things and remember the positives. 

Monitoring student Progress - 

What are we going to do with the data that we are collecting each day? Is the CICO having an effect on the behaviour?

Remember to collect and analysis the data - 

Before the student begins the intervention(Baseline phase) - While the intervention is in place - After the student has finished the intervention

Assessing the effectiveness of CICO is a large part of the part of it, means that we can change the intervention if needed. 

How are they reacting to the CICO?? It's how we respond to the process. 

Six top CICO tips

- choose your CICO facilitor carefully

- CICO is likely to be most successful when learners who like adult attention.

- Standardise your CICO daily progress reports

- Use your data to monitor the impact of the intervention

- Have a plan for 'fading' learners off CICO

Next Steps:

1. Develop a form

2, assign a CICO coordinator to oversee and implement

3. Use your data decision rules to choose three or four students that would be willing to take part. 

4. Create a pastoral support sheet

It's about putting more supports in for these children. 

Creating a sense of buy-in and ownership for the children