Behavior Management in Specific Settings Applying Schoolwide Expectations

Behavior Management in Specific Settings Applying School-wide Expectations and Interventions – Revised from PBIS training developed by Flint Simonsen, Ph. D.

Welcome Back! 1. Updates… from the World Abroad a) b) 2. 3. 4. 5. Washington Winter Coaches Institute (January 26, 2016 – PSESD, Renton) 2016 North. West PBIS Network Spring Conference (February 24 to February 26, 2016 – Red Lion Inn on the River, Portland) Progress and Problems Team Action Planning Classroom Systems Managing Non-Compliance/Escalation Modify !!!

Professional Learning Focus ØNovember 16, 2016 (Day 3) ü ü Setting the state with progress & challenges (reflection) Team action planning Classroom systems Managing non-compliance / escalation ØCheck calendars: March 21, 2017 (Day 4)

Purpose • Be familiar with the unique features of specific settings • Understand both management (student behavior, systems (staff), and features of specific settings • Be able to apply the general process for designing specific setting interventions

Specific Settings • Particular times or places where supervision is emphasized: – – – Cafeteria Hallways Playgrounds Buses and bus loading zones Bathrooms

The Problem is the Setting Not the Students When: • More than 35% of referrals come from specific settings • More than 15% of students who receive a referral are referred from specific settings • We get the behavior that we allow!

Classroom and Specific Settings • Specific Settings – Student focused – Socially focused – Large number of unpredictable students • Classroom – Teacher-directed – Instructionally focused – Small number of predictable students

Activity – Identifying SETTING challenge Take 5 minutes as a Building Team to • Quickly review current practice & identify no more than three challenging areas • Pick one problematic setting (SLC example) – Identify features of the problem – Specifically Define challenge • Save electronically for later team activity

Management Features • • Physical/environmental arrangements Routines and expectations Staff behavior Student behavior

Manage: Environment 1. Modify physical environment – Supervise areas – Clear traffic patterns – Give appropriate access to and exit from school grounds MSL– insert pictures

Manage: Routines & Expectations 2. Teach routines and behavioral expectations – Teach matrix – Reinforce common rule (e. g. , lining up, cafeteria) – MAL to locate pictures / example, nonexample video

Manage – Staff Practice 3. Precorrect appropriate behavior before problem context 4. Provide active, proactive, and consistent supervision – Move, scan, interact 5. Acknowledge appropriate behavior 6. Schedule student movement/transitions to prevent crowds and waiting time

Manage – Student Practice • Use of Peer Modeling • Use of Peer Mentors

Systems Features • School-wide implementation – All staff (Together We Can!) • Direct teaching first day and week & after breaks – Keep it simple, easy, and doable • Regular review, practice, and positive reinforcement

• Team-based identification, implementation, and evaluation – Do not develop an intervention without identifying why a problem keeps happening • Data-based decision-making – Collect and report outcome information – Provide staff feedback and training

General Process • Identify a problem • Confirm magnitude of issue – Conduct a staff meeting – Analyze location-specific data • Collect additional data (if needed) • Determine why problem is maintained Taking Stock Activity: using challenge identified earlier, take 3 minutes to review management and system that maintain behavior presently.

Modification of Current Practice • Design intervention – – Focus on prevention Provide direct instruction Systematize consequences for problem behavior Utilize available resources • Monitor and report effects – Assess change in student behavior – Assess if faculty note a change – Report results to faculty

Example # 1: Hallway Noise Teacher-identified problem (brought to team) Elementary school with 3 lunch periods • Problem behaviors during hallway transitions included loud talking, yelling, swearing, banging on walls • Current solutions ineffective: – “Quiet Zone” expectation – Hall monitored by staff – Reprimand detention - Kartub, Taylor-Greene, March & Horner (2000)

Example #1: Hallway Noise Intervention • Teach the concept, “quiet” in a 10 -minute skit • Make “quiet hall times” visibly different (e. g. , changed light) • Reward quiet behavior (e. g. , 5 minutes extended lunch) • Measure and report (hall monitor) – Decibel reader • Continue to correct errors (consequence)

Example #2: Recess • • • K-5 th grade, 525+ students 3 recess periods per day Inconsistent outdoor/indoor routines Many supervisors, many rules High rates of referrals for physical contact (rough housing turned into fighting) • Lack of communication between staff • Large space lacking natural boundaries

Example #2: Recess Interventions • K-5 th grade, 525+ students • 4 recess periods per day – Divided lunch recess into more periods • Outdoor Routines – retrained paras and have frequently meetings • Many supervisors, few-consistent rules • Playground divided into natural areas with a supervisor in designated areas • Frequent communication between staff and two main staff identified as lead MAL to insert Communication example

Example # 3: Lunch Room Elementary school with 3 lunch periods • Problem behaviors during transitions – – Loud talking, yelling Taking food from others, throwing food Tables left dirty Rushing through & running off to recess • Current solutions ineffective – – Redirection & Reprimand by staff (loudly) Recess taken away Detention Sent to principal

Example #3: Lunch Room Interventions • Teach Lunch Room routines and expectations (repeated at intervals as needed) – Group / table dismissal by staff • Teacher review expectations prior to transition to lunch room. • Provided consistent feedback for appropriate behavior (models of self-managers) • Supervisors proximity, precorrection & redirection • Incentives for appropriate behavior – “Golden Tickets” – Group / Table Awards (weekly, fade to monthly)

LUNCH Team Activity (Very BRIEF, post lunch report out) • Practice Team Roles – Identify one recorder for the team – Follow group norms • Using previously identified challenging setting & team problem solving protocol – Features of the problem – Brainstorm possible solutions – create an action plan for the identified, specific setting challenge, including • management strategies (physical environment, routines & expectations, and staff behavior). Slc to add this to the worksheet