Behavior Intervention Specialists Supporting Change through MultiTiered System
Behavior Intervention Specialists Supporting Change through Multi-Tiered System of Supports Aldine ISD Safe and Secure Schools
Agenda ◦ Multi-Tiered Systems of Support (MTSS) and Systems Change ◦ The essentials for Tier 1 ◦ The 4 -step problem-solving process ◦ Identify your skill strengths ◦ Determine your personal areas for growth with respect to your skill sets
Expectations �C - Participatory conversation and discussion �H - Ask for clarification/help �A - Activity - Training �M - Movement -Make yourself comfortable, take care of needs �P - Fully present and attentive
Multi-Tiered System of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Few
Core Principles 1. Multi-Tiered System of Supports (MTSS) 2. Structured problem-solving 3. Evidence-based instruction and interventions • Matched to student needs 4. Integrated data system 5. Progress monitoring �Student outcomes �Fidelity of implementation
Tiers of Support Tier 1: Core Curriculum – Processes and procedures intended for all students and staff, in all settings across campus Tier 1 & 2: Classroom - Processes and procedures that reflect Tier 1 expectations, coupled with pre-planned strategies and routines applied within classrooms Tier 2: Supplemental Supports: Processes and procedures that reflect Tier 1 expectations, designed for groups of students with similar academic or behavioral problems. Tier 3: Intensive Supports - Processes and procedures that reflect Tier 1 expectations, coupled with team-based strategies to address problematic academic and social behaviors of individual students
Systems Change � System: “The orderly combination of two or more individuals whose interaction is intended to produce a desired outcome. ” (Curtis, Castillo, & Cohen, 2008) � Principles of Systems Change �Shared Mission, Beliefs, and Values �Key Stakeholder Involvement �Effective, Committed Leadership �Systems Perspective – “Big” Picture �Structured Planning and Problem-Solving �Data-based decision making
Systems Change in Education Nation State District School Classroom Student Past initiatives failed due to a lack of integration and alignment of ALL systems
PBIS and School-Based Systems Change �PBIS and the School Environment Change how staff interact with students – altering and enhancing staff-student communication and interactions • Teach Tier 1 behavior expectations like academics • Model and practice expected behaviors with students • Reinforce/reward students engaging in expected behaviors • Pre-correct/prompt to ensure desired behaviors are displayed
PBIS and School-Based Systems Change � PBIS and the School Environment Change how things are done - Developing effective processes and procedures for all • Behavior lesson plans developed and provided to teachers to teach new skills based on Tier 1 expectations • Comprehensive recognition/reward system developed, taught and implemented for all staff and students • Effective, consistent discipline procedures developed, taught and implemented • Implement a structured, collaborative problemsolving process
PBIS and School-Based Systems Change � PBIS and the School Environment Change how decisions are made – Implementing a comprehensive data system to ensure databased decision making • Data Collection • Office Discipline Referrals, Attendance • In-School Suspension, Out-of-School Suspension • Data review and analysis • Interventions designed and implemented based on data • Data sharing • Staff, students, families, and district
School-Based System Change Challenges 1. Doing more, with less such as personnel, time, funds, or other resources 2. Educating an increasing number of students who are more different than similar 3. Educating students with more challenging behaviors 4. Creating environments (systems) that allow for the use of effective practices
Systems Change/Problem Solving �Facilitating system change means increasing the problem solving capacity of the system
Why have past initiatives failed? �Failure to achieve CONSENSUS �School culture is ignored �Purpose unclear �Lack of ongoing communication �Unrealistic expectations of initial success �Failure to measure and analyze progress �Participants not involved in planning…
How can we work smarter? �Explain “the why” �Provide a clear vision �Explain the scope and sequence �Start listening �Provide incentives
Work Smarter (cont. ) �Find success stories �Measure results �Anticipate resistance & get it out in the open �Promise problems �Provide professional development
Multi-Tiered Systems of Support Social Competence & Academic Achievement TE SY S TA DA Supporting Staff Behavior MS OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making
The Science of Implementation �An “intervention” is one set of activities �“Implementation” is a very different set of activities �Leadership teams and principals must hold both of these concepts and issues simultaneously �We want to talk about “Implementation” of Response to Intervention
The Science of Implementation �Students cannot benefit from interventions they do not experience �Training by itself does not work �Policy change by itself does not work �Financial incentives alone do not work
Implementation of MTSS in practice typically proceeds through three stages: �Consensus building – Why are we doing this? �Infrastructure building – What are we doing? �Implementation – How are going to maintain what we’ve built? *National Association of State Directors of Special Education (www. nasdse. org)
Positive Behavior Interventions and Support (PBIS) Overview
Positive Behavior Interventions and Support � What is PBIS? • The application of evidencebased strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures.
Positive Behavior Interventions and Support • Aims to build effective environments in which positive behavior is more effective than problem behavior • Is a collaborative, assessment-based approach to developing effective interventions for problem behavior • Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
One Size Doesn’t Fit All
Multi-Tiered Model of School Supports and the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Florida’s State Transformation Team on Rt. I (Dec. 3, 2009)
Positive Behavior Interventions and Supports Takes 3 -5 years for comprehensive systems change • District and Administrator support essential • Effective, stable PBIS Team • Philosophical change and Faculty Buy-In • Ownership and active participation by staff • Input and feedback • Utilizes data-based problemsolving •
Factors Contributing to the Success of PBIS • • District-level planning and support School-based Administrator support Faculty and staff buy-in and commitment Fidelity of implementation Availability of resources Contextual fit with school culture and school improvement plan Adaptability of the school’s environment
Tier 1 PBIS � PBIS is the use of evidence-based strategies and systems to: • Decrease: �problem behavior across settings and students �office discipline referrals �disciplinary exclusions (ISS, OSS) • Increase: �instructional time and academic performance �school safety �teacher capacity to address problem behaviors �positive school cultures
Critical Elements of Tier 1 PBIS • • • PBIS team and administrative support Expectations & Rules – Core Curriculum of Tier 1 PBIS Reward/Recognition program Teaching expectations, rules and consequences Effective discipline process, procedures and consequences Faculty commitment Implementation fidelity Classroom PBIS systems Data entry, analysis and effective problem-solving (Rt. I) Evaluation and progress monitoring
Tier 1 or Tier 2?
Tier 2: Targeted Interventions and Supports �Goals: • Provide remediation • Prevent problem behaviors from getting worse • Identify and support students ‘at risk’ for not reaching the behavioral expectations
Tier 2 Supports Key Features: • Build on Tier 1 Expectations • Interventions: �Similar across students �Function-based �Evidence-based �Readily available �Easily implemented by all staff �Provide data for progress monitoring
Tier 2 Interventions �Examples: • Check-In Check-Out • Skills Groups �Social Skills �Anger Management �Problem-Solving �Conflict Resolution • Mentoring (SNAPP partner)
Classroom Intervention
Tier 3: Individualized Interventions and Support �Goals: • Provide intensive, individualized supports • Accommodate the needs of students with significant behavioral difficulties in the least restrictive environment �Key Features: • FBA/BIP • Interventions: �Function-based �Individualized �Daily data collection
Individual Intervention
PBIS School-Based Support
How Do you See Yourself as a Facilitator of Change?
Types of Support �Instructional – Working with one teacher or student to improve delivery of academic or behavioral supports �Organizational/Systems- Working with school-based team (EIT team) to implement MTSS for academics and behavior across all students
PBIS Systems Implementation Model Funding Visibility Political Support Policies District Leadership Team Training Administrative Support Evaluation School-Based Implementation Behavioral Expertise (Behavior Specialists)
School-Based Support Responsibilities • Provide expertise on behavior, academics, PBIS, Rt. I, data analysis ◦ Communication link between district, school administrator, staff, families, and community ◦ Participate in structured problem-solving (teacher, administrator, EIT team, primary caregivers) • Assist with data reporting, progress monitoring and evaluation
Characteristics of Effective Specialists � Killion & Harrison (2006) describe 6 broad areas of characteristics of effective coaches (however, a case can be made that some areas can be merged): 1) Beliefs (i. e. , willingness to learn, passion for ongoing learning, has moral purpose [tied to Fullen, 2010]) 2) Teaching Expertise 3) Coaching Skills (i. e. , understands & applies knowledge of adult development, communication, consultation skills) 4) Relationship Skills (i. e. , teamwork, building trusting relationships, is respected by peers); � Killion & Harrison (2006) describe 10 roles for school based coaches: � 1) Resource Provider � 2) Data Coach � 3) Instructional Specialist � 4) Curriculum Specialist � 5) Classroom Supporter � 6) Learning Facilitator (PD � support) 5) Content Expertise � 7) Mentor 6) Leadership Skills (i. e. , understands & applies knowledge about change, communicates the vision of the school, aligns works with school goals, uses data to drive decisions, engages others in developing plans for improvement, maintains productive culture). � 8) School Leader � 9) Catalyst for Change � 10) Learner
Skill Sets 1. Collaboration 2. Communication 3. Professional Development 1. 2. 3. 4. 1. Interpersonal Communication Problem Identification Problem Analysis Intervention Design Evaluation 3. 4. Behavior Intervention Specialist Problem Solving 2. Multi-Tiered System of Supports Effective instructional and intervention approaches (academic and behavioral supports) Basic principles of behavior Evaluation (Response to Intervention) Content Knowledge
Interpersonal Communication � Effective Collaboration • Participate in Problem-Solving (teacher, student, parent, administrator, EIT team) � Effective Communication ◦ Listening, Empathizing, Questioning ◦ Paraphrasing, Summarization, Integration ◦ Group Dynamics
1) Collaboration �Non-hierarchical �Facilitative �Mentor and Support
Collaboration � Consensus • • • Building Review and discuss data Brainstorm ideas to address areas of concern Clarify all ideas/suggestions Prioritize suggestions Determine ‘next’ steps Obtain verbal agreement from all
2) Effective Communication � Essential Communication Skills • Active listening • Appropriately empathic • Open-ended questions for comprehensive collection of information • Paraphrasing, summarization, and ability to integrate thoughts and ideas in a cohesive manner • Comprehensive understanding of group dynamics �Tactfully challenge ideas �Negotiate and engage in conflict resolution �Manage direction of conversation �Maintain meeting momentum �Provide productive feedback and support
Interpersonal Communication � Active Listening 1. Conscious effort to hear the words and thoughts of others 2. Focus on understanding the complete message or idea 3. Careful attention to the speaker 4. Tuning out distractions 5. Maintaining focus on content being shared � Barriers 1. 2. 3. 4. to Active Listening Rehearsing counter ideas, ‘arguments’, solutions, etc. Prejudging suggestions or comments Monopolizing conversation Engagement in other activities (cell phone, email, etc. )
Interpersonal Communication � Empathizing 1. Conveys understanding of another's situation from his/her perspective 2. Increases pro-social (helping) behaviors 3. Supports active listening � Questioning 1. Open-Ended: Generates additional information, enhances discussion, elicits participation 2. Closed-Ended: Confirms information; Does not generate additional discussion or participation � Clarifying 1. Ensures meaning has been captured 2. Enhances understanding of idea, suggestion, problem, etc.
Interpersonal Communication � Paraphrasing 1. Restatement of thought or idea, often to clarify 2. Adherence to original meaning maintained 3. Evaluates our understanding of what was said 4. Not a repetition of the speaker’s phrases � Summarizing 1. Review of content/ideas generated 2. Succinct overview of the most important aspects, key points, and/or themes � Synthesizing 1. Combining content and data 2. Bringing information, thoughts, and ideas together 3. Facilitates the development of interventions and action plan steps
Interpersonal Communication Skill Examples Empathizing 1. 2. 3. “I don’t know why students aren’t responding? ”… You seem to feel confused. “Teachers are tired of trying new things. ”… Sounds like they are discouraged. “The parents just aren’t supportive. ”… You sound frustrated. Open- Ended Question 1. 2. “In what locations are students most often meeting the Tier 1 expectations? ” “What might be alternative strategies for rewarding students meeting the expectations that are easier to implement? ” Closed-Ended Question (Y/N) 1. 2. “Are most of the students in Mr. Y’s class off-task behavior during centers? ” “Do you think disrespect is the most problematic behavior on campus? ” Clarifying 1. “What specifically do the teachers feel is problematic regarding the behavior lesson plan schedule? ” “I heard you say _______, did I understand you correctly? ” 2. Paraphrasing 1. 2. Summarizing 1. 2. Synthesizing 1. 2. “I believe I hear you saying that most problem behaviors occur in the hallway between classroom periods. ” “So, it seems the staff feel the reward system is too difficult to maintain. ” “So far, we’ve talked about behavior problems during dismissal and on the buses, which we might want to explore further. ” “Based on our discussion, it appears we are in agreement that we need to collect additional data before developing any specific interventions. ” “Based on our data review and discussion, the team has agreed to implement the following action plan steps to address the increase in ODRs during lunch. ” “After reviewing the behavior data and teacher survey responses, the team agrees that additional professional development is essential at this time. ”
3) Professional Development � Behavior Intervention Specialist: ◦Provide support/modeling/coaching with teacher to make Tier 1 classroom changes ◦Provide support/modeling/coaching to teacher implementing Tier 2 or 3 strategy ◦Provide staff development to new activities in a multi-tiered system of support (room/teacher change, mentor, check in-check out, classroom management , etc. )
Content Knowledge 1. Multi-Tiered System of Supports 2. Effective instructional and Content Knowledge intervention approaches (PBIS and academic supports) 3. Basic Principles of Behavior 4. Evaluation (Response to Intervention)
1) MTSS Defined • Evidence-based model of educating students using data-based problem-solving to integrate academic and behavioral instruction and interventions • Instruction/interventions delivered to students in varying intensities (multiple tiers) based on student need • Need-driven decision making ensures allocation of resources (district, school, classroom) based on student need at appropriate levels to accelerate performance of all students to achieve and/or exceed proficiency.
MTSS: Braiding Academic and Behavior Supports MTSS model is a framework for integrating academic and behavior supports at each tier of instruction/inter vention. Bohanon, Goodman, & Mc. Intosh. “Integrating Academic & Behavior Supports Within an Rt. I Framework, Part 1: General Overview” http: //www. rtinetwork. org/learn/behavior/integrating-behavior-andacademic-supports-general-overview
Academic and Behavior Link � Link Between Academics and Behavior • Problems in either academics or behavior can predict problems in the other area. • Intervening in one area can produce enhanced outcomes in the other. • Students with both academic & behavior problems have an increased risk of negative school outcomes. • Integrating Rt. I for academics and behavior produce larger gains in both outcomes than single models.
2) Effective instructional and intervention approaches “Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (NCLB, 2002)
How to deal with these… � “We really love our Writing 24/7 program, but our test scores keep getting worst. ” � “We have had our Mustang Math Mentoring program for 5 years. Everyone is comfortable with it. ” � “We like the idea of putting a noise meter in the lunchroom and an air raid signal goes off if students exceed the specified decibel level. ” � “Our new strategy for dealing with tardies is to give an ODR to every student not in their seat at the beginning of class. It takes us all day to process the 120 students who are sent to the office. ”
Tier 1 PBIS �Benchmarks of Quality - Critical Elements 1. Teaming 2. Expectations and rules 3. Effective rewards/recognition program 4. Effective discipline procedures 5. Teaching behavior, consequences, and rewards 6. Faculty commitment and buy-in 7. Data entry and analysis 8. Implementation 9. Classroom systems 10. Evaluation and progress monitoring
Tier 1 Core Curriculum for Behavior � Expectations: • 3 -5 broadly stated behaviors • Stated in positive terms and posted • Applicable to all students, staff, and families in all settings • Meeting or conference room • Front office, parking lot, car line • Hallway, cafeteria, library, bus � Taught as core academics � Reinforced when demonstrated
Effective PBIS Implementation • • Committed district-level leadership team Committed, supportive school-based leadership team Effective teaming and problem-solving Faculty commitment and support Evidence-based practices at all tiers �Tier 1 - Universal (all students, times, locations) �Tier 2 - Targeted (students at-risk) �Tier 3 - Intensive (individualized for severe behaviors) On-going data collection and data-based decision making Progress monitoring and evaluation
3) Response to Intervention �Definition • “The practice of providing high quality instruction and interventions that are matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions. ” ~ National Association of State Directors of Special Education 2006, p. 3
Response to Intervention � Core • • • Components Multi-tiered system of supports providing a continuum of services Collaborative, structured problem-solving Evidence-based instruction and interventions Integrated data system for data-based decision-making Progress monitoring and evaluation
4) Basic Principles of Behavior �Behavior: 1. Anything we say or do (observable) 2. A response to one’s environment (antecedents) 3. Serves a function • Reason, motivator: ‘why’ 4. Results in a desired outcome (reinforcer) 5. It is learned; therefore, it can be changed (teach) 6. It is predictable
ABCs of Behavior = Antecedents: Events or stimulus that occur before the behavior (Prevention) = Behavior: Observable, measurable actions(Teach new skills) = Consequences: Events or responses that occur as a result of the behavior (Reinforcers)
Using the ABCs � Antecedent Events: • Increase the likelihood the problem behavior will occur • Inform prevention strategies � Behavior • Determines new skills to teach (Expectations and Rules) � Consequences: • Reinforce the behavior • Determine motivation (function) of the behavior • Inform appropriate reinforcers for new skills (engaging in the Tier 1 expectations)
Behavior Principles Summary • Behavior is learned, it can be changed and new behavior can be taught: • Expectations and rules define desired behaviors • Teach Expectations so students are able to engage in the appropriate behavior • Model and prompt Tier 1 Expectations • Consequences strengthen or weaken behavior • Rewarding students who demonstrate Tier 1 Expectations will result in more positive behavior. • A well-defined discipline process with effective consequences that are administered consistently will result in a decrease of inappropriate behavior.
Importance of Understanding Behavior Basic Principles of Behavior: • Create the foundation for a Tier 1 Behavior Curriculum • Provide a common framework for addressing problem behaviors • Lead to greater consistency when implementing behavior interventions with fidelity
Content Knowledge Resources � Professional Development • Positive Behavioral Interventions and Supports (PBIS) • Classroom Management – Tools for Teaching, Skillful Teacher, CHAMPS, Love & Logic, Consistency Management & Cooperative Discipline (CDCM) • Early Intervention Team • Functional Behavior Analysis and Behavior Intervention Plan � Websites • Association for Positive Behavior Support : http: //www. apbs. org • Florida’s Positive Behavior Support Project: http: //flpbs. fmhi. usf. edu • National Positive Behavior Support website: http: //www. pbis. org • Aldine ISD, Safe and Secure Schools Department: www. aldine. k 12. tx. us � Staff • Assistant Superintendent of Administration • School Administrator (Assistant Principal-BRICKS) • Behavior Intervention Specialists
http: //ww Directors: Rob Horner & George Sugai USF: Don Kincaid, Heather George, & Glen Dunlap w. pb is. org
Problem-Solving Step 1: Problem Identification Problem Solving What’s the problem? Step 4: Response to Intervention Step 2: Problem Analysis Why is it occurring? Is it working? Step 3: Intervention Design What are we going to do about it?
Problem-Solving Process � Step 1: Problem Identification � Step 2: Problem Analysis: � Step 3: Intervention Design • What Tier 1 problem behaviors are occurring most often? • When and where are they occurring? • Who is involved? • Why are the problem behaviors occurring? • Hypothesis development • Selecting and implementing interventions � Prevent - Alter the environment (systems changes) � Teach - Tier 1 Expectations � Reinforce - Expectations � Step 4: Evaluation • Response to Intervention • Student outcomes • Fidelity of Implementation
Step 1: Problem Identification Data Review: 1. What are the top problem behaviors occurring on campus? 2. Where are these problems occurring? • Classroom, hallway, bus, cafeteria, gym, LMC 3. When are the problem behaviors occurring? • Specific times of the day 4. Who is involved in the majority of the referrals? • Is it most of the students or only a few? • Are many staff writing referrals or only a few?
Office Discipline Referral Data � Examples Forty-five percent of the 6 th grade referrals are for physical contact • Horse-play/physical contact in the hallway between classes Fifty-three percent of the referrals school-wide are for disruption in the cafeteria • Sustained loud talking and/or yelling Five students have repeated referrals for disruptive and off-task classroom behaviors � Each student has 5 or more office referrals
Problem Behavior & Tier 1 Expectations Problem Behavior � Physical Contact • Lower-intensity inappropriate physical contact without indication of anger � Disruption • Behavior that causes an interruption in a class or activity; includes sustained loud talk, yelling, or screaming; noise with materials; and/or sustained out-ofseat behavior Tier 1 Expectations • Be Safe • Be Respectful, Be Responsible
Step 2: Problem Analysis: Review ODR Data 1. Why are the problem behaviors occurring? 2. What barriers are preventing students from engaging in Tier 1 expectations? 3. What are the motivators (function) of the behavior? 4. What consequences have students received most often in response to the problem behaviors? �Conference with parent, ‘Problem-Solving’ Room, Restorative Justice circle, after- school detention, inschool suspension, etc.
Analyzing the Problem Examples 1. Why are the problem behaviors occurring? • Few teachers are monitoring the 6 th grade hallways during transitions. • Only two staff supervise the cafeteria during lunch. • Consistent classroom procedures and reinforcers are not in place in the classroom. 2. What barriers are preventing students from engaging in the expectations? � Students have not been taught the appropriate behaviors to meet the expectations. � Students are not acknowledged (reinforced) for following classroom rules and meeting expectations. 3. What are the motivators for the behavior? � Students get positive peer attention for ‘challenging’ school rules. � Students engaged in horseplay, loud talking, and disruptive behavior receive attention from peers and staff. 4. What consequences have been given? • Parent contact, ISS and OSS are given most often for any problem behavior.
Problem Analysis and Hypothesis/Best Guess Examples 1. During transitions, few 6 th grade teachers monitor the hallways. Students begin engaging in horseplay with their peers due to the lack of supervision. As a result, students are given referrals and the AP gives the student a two-hour ISS. 2. Only two staff are assigned to monitor the cafeteria. Once the students arrive, they begin calling across the room to their peers. The two staff are not able to adequately supervision the entire cafeteria and the noise continues to escalate. As a result, students are sent to the office and their parents are called about their behavior. 3. Several students (5) have been referred to the office on 5 or more occasions for repeated disruption of class, repeated off-task behaviors. Three of the students are in the same class and their behaviors feed off of each other and escalate into name calling, back talk, disrespectful comments to each other and to the teacher. As a result, students are sent to the office, parents called and are given ISS and OSS. The other two students are in separate, individual classes. Each of their behaviors include talking out of turn, out of seat repeatedly, disrespectful comments to students and teacher. Teachers attempt to re-direct, but have become frustrated and refer students to office for ISS and OSS.
Step 3: Intervention Design � Using the ABCs of Behavior • Antecedents • Increase the likelihood the problem behavior will occur • Altering the environment, alters behavior • Informs prevention strategies • Behavior • Determines new skills to teach • Informs Tier 1 Expectation • Consequences • Reinforce behavior (appropriate or inappropriate) • Help determine motivators (function) of the behavior • Informs alternative responses and appropriate reinforcers
Designing Interventions Antecedent/Prevention Strategies 1. Keep hands/feet to self and walk in the hallway = ‘Be Safe’ �Administrator requires all 6 th grade teachers to be stationed at their doors during transitions to monitor hallway behavior 2. Talk quietly in the cafeteria = ‘Be Respectful’ • Increase number of staff monitoring cafeteria during lunch 3. Follow classroom expectations and rules = ‘Be Respectful, Be Responsible’ �Review expectations with students; be consistent with implementation of processes and procedures (ex CHAMPS), actively observe and engage �Provide opportunities to respond (estimate OTRs per minute) �Use praise effectively (at least 3: 1 ratio of positive to negative interactions) �Correct misbehavior fluently (calmly, consistently, briefly, and immediately)
Designing Interventions Behavior: Teaching Tier 1 Expectations • Problem Behaviors 1. 2. 3. Keep hands and feet to self in the hallway = Be Safe Talk quietly in the cafeteria = Be Respectful Follow classroom CHAMPS expectations = Be Respectful, Be Responsible • Develop lesson plans addressing each problem area • Teach/re-teach the behaviors (skills) students should demonstrate to meet the Expectations • Provide opportunities to practice the new skills in the area they will be used (classroom, hallway, cafeteria) • Model and prompt appropriate behaviors • Embed skills into academics
Designing Interventions Consequences: Reinforcing Expectations 1. 2. 3. Walk appropriately in the hallway = Be Safe �Students walking appropriately will earn a ‘Being Safe’ ticket �Tickets will be put in a jar for a drawing each Friday �Students engaging in horseplay will conference with the teacher Talk quietly in the cafeteria = Be Respectful • The students with the quietest table during each lunch period will earn an ‘ice cream’ ticket and a check for their table to cash in during lunch the next day • The table with the most checks at the end of 2 weeks will earn a special lunch Following classroom CHAMPS expectations = Be Respectful, Be Responsible �Students earn ‘ticket’ for following the classroom expectations � 10 tickets after 1 week = 30 minutes on computer to play ‘games’ �Staff will consistently send students to the office for
Intervention Implementation � Implementation • What additional resources are needed to implement the interventions as designed? • Who will be responsible for implementing the interventions? • When will the interventions be implemented and for how long? • When will the interventions be reviewed? (timeframe) • How will you know if the interventions were successful? • What data will be collected to determine if the intervention was implemented with fidelity?
Step 4: Evaluation Response to Intervention: Guiding Questions • Was the intervention implemented with fidelity? �Observation data �Staff surveys �Count rewards distributed and/or redeemed • Did the intervention work? �Review the discipline data (ODRS) �Staff surveys �Other ideas? • Was the goal met? • Was the problem identification accurate? • How accurate was the hypothesis? • Does the intervention need to be changed? �Continue as is, begin fading, implement new strategy, etc.
Evaluation and Progress Monitoring � Essentials • Comprehensive behavior database • SMS Chancery data system • Consistent data review and analysis by PBIS team �Big 5 Reports (avg per day per month-location, time, behavior, staff, student) �In-School Suspension, Out-of-School Suspension, Attendance �Queries to drill-down into the data sub-groups �Pose and answer questions about implementation and student outcomes
Behavior Data Guiding Questions � Areas of Success, Areas in Need of Support • Have the interventions been implemented with fidelity? • Is implementation fidelity being maintained? • What are the benefits for students over time • What are the benefits for staff? Families? Community? • Do Tier 1 supports need to be increased? Decreased? Maintained? • How can the data be used to promote PBIS with staff, families, the district and/or the community? • What additional resources might be needed to enhance school improvement through PBIS implementation? • Is the EIT team able to determine which students are not responding to Tier 1? • What students need additional supports? Tier 2/Tier 3?
Outcomes � District and School-Based • Improved academic and behavioral student outcomes • Enhanced skill development and capacity for PBIS implementation • Increased fidelity of PBIS and intervention implementation • Greater probability for sustainability • Increased buy-in across all areas
Behavior Intervention Specialist Reflection � Strengths • Identify the skill set in which you feel most competent • Interpersonal Communication • Content Knowledge • Collaborative Problem-Solving • Discuss those skills with a partner at your table, and how you have used them successfully � Areas for Growth • Identify the skill set you find to be most challenging • Interpersonal Communication • Content Knowledge • Collaborative Problem-Solving • What additional supports are needed (training, technical assistance, mentoring, etc. ) to help you feel more competent in this area?
Contact Information: Nikki Marie Reid, LMSW c/o Safe and Secure Schools Department, 2114 Aldine Meadow, Houston, TX 77032 Phone: 281. 985. 7253 Email: nreid@aldine. k 12. tx. us
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