04/18/23 1

Hopkins Public SchoolsPlaying our cards….to win with VIKES

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MiBLSi – Dealing the winning hand

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Winner takes all…..

• Three Tiered Positive Behavior Supports

Universal – building wide rules

Tier 1

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Building A Self-sustaining System –

Years 1 & 2

The Cards in Our Hand for the Behavior Branch

Assertive Discipline – implemented on a class by class basis

NCA – brought us together as a building to look at behavior

Lifeskills – implemented as part of NCA

MiBLSi – gave us building wide structure and support

SWIS – provided the data piece

VIKES – rolled Lifeskills in to the VIKES program

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Stacking the Deck

• With a self-sustaining universal (Tier 1) system of “cards” to play with:– VIKES cards– Bracelets– T-Shirts

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Show the DVD• Universal Tier “VIKES”

Explain, Specify, Practice, Monitor and Review– Kick-off for the VIKES

• First Year – – Each grade to demonstrate skills in a setting during assemblies

– Classroom Presentations (EVA)

• Second Year – – Showed the DVD

– Highlighted an area per month (Staying Safe in October)

– Ongoing Classroom Presentations

» Extra Presentations/Skill Building with 3rd Graders

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Positive Behavior Record______________ ______

Student Date Teacher

___ Very respectful

___ Including everyone

Keeping it together

__ Excited about learning

__ Staying safe

Go VIKES at Hopkins Elementary!

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Economy of our “House of Cards

“economy gives us leverage because they (kids and staff) are invested in it and believe in it”

Expanding the use of VIKES cards

Adult to student

Student to adult

Student to student

Each with a recognition system attached to it

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Staff worked together to revise the first form and make it a little easier to understand.

Inserted this item for parent information

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Keep Building…

Year 2 & 3

Focus on the Playground:

Training for playground supervisors – Kate Shane (our behavior coach) spent hours with the playground paraprofessionals, helping and guiding as they learned

New form only for playground use

Immediate consequence and reward –

Special detention system for noon recess

VIKES cards for the playground

Weekly drawings

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The Playground FormDeveloped by playground supervisors for

their use

Behaviors were kept specific to the playground with immediate consequences available

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We keep on building…

Next on our agenda…..

Bus Drivers!!!They came to us after hearing about it for 2 years

Training provided on a district PSD day – Kate strikes again

They developed their “transportation wide” rules

RIDES

They developed the form/card

We provide the vehicle for recognition

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Close to 95% of our students ride the bus to or from school.

Drivers and the transportation have begun teaching students the new expectations. Buildings will assist by incorporating this in to our own MiBLSi programs.

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The Drivers’ Wall of Fame

Driver Picture Bus Number “Ride” Cards earned by students

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Winner takes all…..

• Three Tiered Positive Behavior Supports

Strategic – teacher implemented plans

Tier 2

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A Unique Opportunity

A Captive Audience

Gender Specific focus:

We took our most at-risk population – Our 3rd graders, one traditional classroom and one all boy classroom

We encouraged their learning styles

Hands on, exploration, short spurts, follow the ideas

We celebrated their learning styles

Plays, readers’ theater, board presentations

We brought all our expertise to bear….

OT, Social Workers, Psych, Special Ed, Teachers, Aides, Volunteers, Mentors

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What made them unique?

• Of the 48 third grade students– 35 are boys, 13 are girls– 13 are families of divorce– 5 have been removed from parent custody and live

with relatives– 4 have one parent recently deceased– 2 live with unmarried parents– 1 adopted by foster parents – after loss of limb due to

parental abuse and neglect– Less than 50% are in traditional 2 parent homes

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Student 1

•

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2005-06

2006-07

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An Ace Up Your SleeveStrategic Interventions Tier 2

• Dealing the right cards at the right time– Targeting specific

behaviors• Teaching & reviewing on

a regular basis – playing to win – Puppet Power

• Strategies and interventions with the other hands around the table– Teachers, aides, parents,

playground, bus drivers and on and on

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Winner takes all…..

• Three Tiered Positive Behavior Supports

Intensive – Student Assistance Team

Tier 3

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Playing to Win - Intensive

• Drawing a Winner– Case study in self

monitoring

• You’ve got to….– Know when to reward

them– Know when to

consequate them– Red light/green light

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Example of Self-Monitoring

• Behavior Intervention Plan

• Monitoring Form

• Rewards– Daily (individual) – Weekly (group) – Home-school connection

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Using the “VIKES” behavioral matrixto tailor student BIP’s, for example:

Jimbo is a capable student who can do good work and follow all of the “VIKES” behavioral expectations.

General and specific expectations: Jimbo will follow school rules and use his VIKES skills:

“Excited About Learning” – Jimbo will come to class prepared to work and complete his school work. “Keeping It Together” – Jimbo will talk at appropriate times in class and stay in his seat.

If Jimbo is able to stay “Excited About Learning” and “Keep It Together” (for X times out of X) he will draw a daily individual reward or a weekly class reward

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A Self Monitoring FormMonitoring Classroom RulesStudents Name:____Jimbo____________ Date:__________________Teachers Name:___Mr. H._____________

Classroom Rules Early Morning Late Morning AfternoonI will start my work right away. 1 2 3 4 1 2 3 4 1 2 3 4 I will stay in my seat 1 2 3 4 1 2 3 4 1 2 3

4I will not talk while the teacher talks 1 2 3 4 1 2 3 4 1 2 3

4I will not bother others While they work. 1 2 3 4 1 2 3 4 1 2 3 4

Rating Scale --- Circle a Number

1 = Needs Improvement 2 = OK 3 = Average 4 = Great

If the teacher agrees with the student rating, put a line across the circled rating. OIf the teacher Does Not agree with the student rating, put an “X” across the circled rating. O

Comments:• Parent Signature:_______________________________ Date:_________________

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Drawing for Daily Rewards

o Time doing preferred activity (computer, assistant to librarian, reading to a younger grade, reading magazine)

o “Jimbo Show” for 1, 2, or 3 minuteso Extra recess for 1 to 5 minutes, with teacher

approved partner (starting before recess begins for rest of class)

o Music, such as listening to pre-approved songs on I-Pod or on teacher’s c.d. player

o 1-Get-Out-Of-Homework-Free Card

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Weekly Whole Class Rewards

• Extra recess 1 to 5 minutes

• Movie (30 minutes from library)

• Sucker or treat at reading time

• Pop corn party

• Bonus 1 to 3 stickers on all desk charts

• Jimbo’s book choice (to be read to class)

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Younger students may need a more concrete and frequent way to monitor their behavior. A “red light/green light” form can be kept on the desk so that student can easily see how his/her day is going.

Sample of plan currently in use with a first grade student…

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Winner takes all…..

• Three Tiered Positive Behavior Supports

Intensive – Student Assistance Team

Tier 3

Strategic – teacher implemented plans

Tier 2

Universal – building wide rules

Tier 1

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2005-2006 Data 2006-2007 Data

Average Referrals Per Day Per Month

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2005-2006 Data 2006-2007 Data

Average Referrals By Location

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2005-2006 Data 2006-2007 Data

Referrals By Student

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2005-2006 Data2nd Grade

2006-2007 Data3rd Grade

Referrals By Student

2005-2006: 77 Referrals

2006-2007: 47 Referrals to date

Minor Classroom Disruptions decreased from 25 to 7

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Less time on discipline….

More time for learning…..

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What does this data mean?

• We’re making progress!

• Having Tiers of Support are decreasing classroom disruptions

• Goal of decreasing disruptions = increase instructional time and overall reading ability

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Three Tiered Reading Support

Universal

• Scholastic Reading Program

• Use of Supplemental Programs

•DIBELS Assessment

• Grade Level Meetings

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Scholastic Reading

• 90 Minute Reading Block is in Place

• Scholastic is used in 1st – 5th grades

• Literature rich program

• Some components of phonics missing from the program

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Supplemental Programs

To Increase Phonics Instruction:

• Kindergarten – KPALS

• 1st Grade – 1st Grade PALS

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DIBELS Assessment

• Each teacher Benchmarks their entire classroom during the DIBELS window

• Principal Enters all of the Data into Website

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Grade Level Meetings

• Focus on: – DIBELS data– Grouping Students– Planning Interventions– Looking at the entire grade-level, not just

classroom by classroom

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2nd Grade Mid Year 2006-2007

71% = Low Risk (31 students)13% = Some Risk (7 students)

15% = At Risk (8 students)

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Grouping Form

Intensive Strategic

Benchmark

NONE!

Classroom #1 Classroom #2

Benchmark

16 Students – Scores Ranging from 74 to 176 Words Read Correctly

Nakia 67Randy 8Josh 10Paul 11Marsha 30Carrie 30Joey 31Ross 49Betsy 50

21 Students – Scores Ranging from 74 to 152 Words Read Correct

Lizzy 54Travis 55Mandy 59Greg 64Henry 64Jarod 65

Intensive Strategic

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Ok – We Have GroupsNow What?

• Typically at Grade Level Meeting:– Teachers determine needs– Interventions are chosen– Additional problem-solving happens as

needed

** Remember – We’re looking across the grade-level. How can we combine kids and combine our effectiveness

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2nd Grade Problem Solving

• Benchmark – Core Program• Strategic and Higher Level Intensive

Students– Teacher Directed Pals– Read Naturally

• Intensive Students– SIPPS with 1st grade students– Reading Mastery– Read Well

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2nd Grade Problem Solving

• Classroom #2– Additional Paraprofessional Time– Additional Behavior Intervention time from

Social Worker

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Strategic

•Scholastic Reading Program

•Tier-2 Interventions

•Additional Meetings with Teachers and other staff

•Progress Monitoring Monthly

Three Tiered Reading Support

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Tier 2 Interventions in Place

• Kindergarten – Road to the Code

• 1st Grade – SIPPS

• 2nd Grade – Teacher Directed PALS

- Read Naturally

• 3rd Grade – Read Naturally

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Monthly Progress Monitoring

• General Education Teachers monitor all of their students with strategic needs

• Teachers review data with the principal, school psychologist, and parents

• Data is shared at conference and any meetings that take place regarding these students

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Intensive

•Tier 2 and Tier 3 Interventions

•Additional Meetings with Teachers, Intervention Teachers, and other staff

•Progress Monitoring Bi-Weekly – often out of grade level monitoring

Three Tiered Reading Support

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Tier 3 Instruction In Place

• 1st Grade – Reading Mastery

• 2nd Grade – Reading Mastery and/or SIPPS

• 3rd Grade – Reading Mastery and/or Read Well -or- Language!

• 4th and 5th Grade – Language!

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Who Receives Tier 3?

• Very Intensive students who are significantly behind the general curriculum

Tier 3

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Who Decides Tier 3?

• A team of people– Typically our Student Assistance Team

• Possibly a general education teacher, principal, and the interventionist will decide together

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3rd Grade 2006-2007

28% = Low Risk (13 students)

26% = Some Risk (12 students)

46% = At Risk (21 students)

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Grouping FormIntensive Strategic

Benchmark

Carrie 77 Caleb 105Juan 80 JIMBO 108Margaret80 Brandon 120Emily 84Jessica 94

Holly 55Aaron 62Lillian 70Kathy 71Crissy 75Alyssa 76

Sarah 12Jimmy 33Andy 35Gary 36Henry 44Rachel 48Karen 48Becky 49Mason 52

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Grouping FormIntensive Strategic

Benchmark

Hank 82Levi 86Tom 92Peter 121Andrew 128

Harry 53Arthur 55Drew 58Michael 65Kevin 65Zack 72

Will 5Art 18Greg 20Devin 25Charlie 29Rick 33Kasey 37Mark 40Mitch 43Aaron 48Frank 51

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WOW! Where are all these kids going? How are we going to meet

the needs?

• First Step: Additional Meetings– Brought together:

• General Education Teacher• Special Education Teacher• Paraprofessionals• Principal• Speech Therapist• School Psychologist• Special Education Director

• Basically – Anyone who could lend a hand!

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Meeting

• Made a Plan for the Intensive Students:• Language! – 90 Minutes run by a paraprofessional

• Read Well – 90 Minutes run by the special education teacher

• Reading Mastery – 90 Minutes run by the special education teacher (grouped with first grade students)

• Additional Vocabulary Instruction

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Monitor Group Progress

• Group continued to meet together about once a month for the first half of the year

• Made changes in how some students were receiving instruction based on:– DIBELS– Teacher Input– Program Placement Tests– Any other information we had

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Monitor Individual Progress

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Where are we now?

28% = Low Risk 26% = Some Risk

46% = At Risk

34% = Low Risk 34% = Some Risk

32% = At Risk

Beginning of the Year Middle of the Year

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Pick a Card……Any Card

And start to play