1 Module 2: Secondary ImplementationPBIS Team Training Module 2 of 3. Each is 2 days (12 contact hours) in length, for a total of 36 contact hours. Materials Needed: Workbooks Expectations to Post Poster/flip chart paper Masking tape Markers Post-it notes Music (CD’s & CD Player or speakers for computer Tickets Incentives Cards/Sticker with Stereotypes for “Labels” Activity Alka Seltzer and water jug or soda for “Johnny” Activity Johnny Story Jenga Extra pens/pencils Optional items Candy “fidgets” for tables (slinkys, playdough, squeeze balls, etc) Module 2: Secondary Implementation

2 Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative Training & Technical assistance sponsored by NC DPI, EC Division

3 Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Team

4 PBIS Training OverviewTraining organized around three “modules” School responsibilities Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities Overview of Institute Discuss the training dates for each module if known. 2. Discuss school responsibilities—remind teams of the important of staying intact and attending every meeting. 3. Review the PBIS M1 Readiness list or timeline and ask if there are any concerns or questions that need to be addressed at this time. 4. Action planning has been designed as an integral part of the training. Schools will leave with the beginnings of an action plan and action items. 5. As participants of the training, teams are asked to share their outcomes with their district coordinator. Specifically, teams are asked to complete an annual Implementation Inventory, SET/ BoQ, and Data Spreadsheets (achievement, ODR, Suspension-Expulsion Data – all available on website). The District Coordinator will share information with Heather Reynolds, PBIS State Consultant.

5 Overview: Module 2 ReviewData : Classroom Data, Data Decision Rules, Evaluation Systems: Referral Process, Intervention Team, and Effective Classroom Design and Management Practices: Effective Classroom Management/lessons, Small Group Social Skills Instruction, Check-in/Check-out, Mentoring Team Time Module Two Agenda Review this general agenda. We will take breaks but take care of your own needs throughout. Yes, we will have lunch breaks both days! Discuss lunch plans. Discuss start and end times.

6 Module 2 Accomplishments and ProductsAt the end of these two days, teams are expected to use the problem-solving model to: Assess current level of implementation & determine plan to address gaps Identify strategies to improve classroom management Begin planning systems to support secondary implementation Plan to collect & evaluate secondary data Revise and update Action Plan Materials to Assist: slides, workbook, supplemental resources, & Action Plan Team Outcomes for Module 2 This is a list of outcomes we expect your team to accomplish by the end of the institute. Each team will need to address their own priorities, so this is not a firm “to do” list. Your team will continue to monitor progress of implementation at the Universal level. You will learn how to determine which students need secondary interventions and how to facilitate group interventions to meet their needs. You will also learn about a variety of secondary practices that are research based practices that could be utilized to further establish your schools continuum of supports. Your team will also learn how to collect data and apply the problem solving process to inform Secondary levels of implementation.

7 Expectations Be Responsible Return promptly from breaksBe an active participant Be Respectful Silence cell phones Listen attentively to others Be Kind Participate in activities Listen and respond appropriately to others’ ideas We work hard at putting practices in place throughout training that we share with you as useful. One of these is group expectations throughout our next 2 days of training. We hope to practice the following expectations and ask that you take care of your needs as they arise.

8 Attention Signal Trainer will raise his/her handParticipants will raise their hand and wait quietly Attention Signal: used at all PBIS functions in NC These are the directions for the signal that will be used to gain audience attention throughout the training. Show the slide. Practice by asking everyone to turn to their neighbor and say, “good morning” and tell them how happy you are to be here today. After about 15 seconds, raise your hand and say, “Attention here.” Time how long it takes all participants to get quiet. Give a ticket to the team or individual who responded to the attention signal first.

9 School-wide Implementation Review

10 What is PBIS? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13) Reference: Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

11 Social Competence & Academic Achievement OUTCOMES SYSTEMS SupportingStaff Behavior DATA Supporting Decision Making Positive Behavior Intervention & Support Graphic This graphic describes the interplay between the four key elements of PBIS. Each element supports the other: Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators Practices: interventions and strategies that are evidence-based Data: information that is used to indentify status, need for change, and effects of interventions Systems: support that are needed to enable the accurate and durable implementation of the practices of PBIS systems consider multiple points of support: individual, classroom, school-wide, district, community, state (From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at TRAINER COULD BRING A HARD COPY OF THIS TO SHOW. Supporting staff behavior addresses changing adult behavior to change student behavior. Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness and gained desired outcomes, we must address each element. Research validated practices, interventions, strategies, curriculum, etc. to achieve goals and outcomes. Data are used to guide which Practices should be selected and/or adapted to achieve goals/outcomes. The selection and use of evidenced-based practices Are given priority. Systems change – considerations that support the effective and efficient selection and implementation of practices by school personnel (e.g., teachers, school psychologist, administrators.) These…. (new Implementation Blueprint, p. 11). PRACTICES Supporting Student Behavior Resources Page 4 Positive Behavior Intervention & Support

12 School Improvement Academic Behavior Whole School Effective SchoolTargeted Group Interventions Small group instruction Focused academic help sessions Intensive, Individual Interventions Tutoring Academic Remediation Plans Specially Designed Instruction Functional Behavior Assessment & Behavior Intervention Planning Social Skills instruction Reinforcement of specific skills Group Behavioral Strategies Classroom Coaching Universal Interventions School-wide rules and procedures Systematic reinforcement Social Skills Instruction Culturally responsive practices Data-based decision-making Parent & Community Partnerships Effective instructional practices Recognition of academic achievement Culturally responsive practices Academic Behavior Whole School Effective School Organization Positive School Climate Effective Staff Development Data Based Decision Making Culturally Responsive Practices Parent and Community Partnerships Instructional Classroom Positive Management Instruction Universal Design/ Differentiated Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral Group Strategies Mental Health Assistance Focused Research-based Academic Instruction Individuals FBA/BIP Mental Health Services Consider- action for Eligibility EC Specially Designed Behavior Interventions Related Services Resources Page 5 Schools have many responsibilities that span a range from the whole school to individual students with very intensive needs. (refer to responsibilities for each area on the graphic). While it is challenging for schools to establish systems to address all of these responsibilities, the North Carolina model for school improvement, RtI (Responsiveness to Instruction) assists schools with establishing a framework for providing a continuum of supports to address many of these responsibilities. If you think about the increasing intensity associated with these responsibilities you can see how a continuum of supports is necessary for schools to meet these demands (CLICK). This pyramid reflects the RtI problem solving model and depicts the continuum of supports that schools will create in order to meet these levels of responsibility in both areas, academic and behavioral. You are attending PBIS training, and are well on your way to establishing a continuum of supports in your school to address behavioral challenges. This would be reflected in the behavioral side of this pyramid.

13 Positive Behavior Intervention & SupportFramework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students PBIS is a framework above all else. It gives you a system created out of the roots of ABA and evidence-based interventions to achieve social competence for students, while enhancing their academic experience and achievement for all students. Reference: Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. (Sugai, et al, 2010)

14 CONTINUUM OF POSITIVE BEHAVIOR SUPPORTTertiary Prevention : Specialized Individualized Systems for Students with High Risk Behavior ~5% Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~15% Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~ 80% of Students Resources Page 4 Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai etal., 2000; Walker et al., 1996): (CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school. (CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills. (CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits. When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.

15 GOAL: 100% of students achieveat high levels Tier I: Begins with clear goals: What do we expect all students to know, understand and do as a result of our instruction? How will we know if these goals are met? How will we respond when students do not meet the goals with initial instruction? How will we respond when some students have already met the goals? Core Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 15 15 15

16 Supplemental Tier II < 20% of students Core + SupplementalTo Achieve Benchmarks Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/month to get there? What resources will move them at that rate? How will we monitor the growth of students receiving supplemental instruction? Supplemental Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 16 16 16

17 Intensive Individual InstructionTier III < 5% of Students Core + Supplemental Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s growth? ve, Individualized Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits. Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from (Batsche, 2010) 17 17 17

18 Label behavior…not peopleUniversal Targeted Intensive Math Science Spanish Reading Updated version of the triangle recognizes that each individual has a range of support needs, and strength areas in which they require very little support. Also, we don’t want to talk about “red kids” vs. “green kids.” The point is not to categorize children, but to use the graphic to help us understand that our core instruction must be meeting most students’ needs, and then to determine how we can provide additional support beyond the core instruction we provide for every student. Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

19 PBIS Focuses on prevention Focuses on instructionUses data to make decisions & develop appropriate curriculum Collaborative process What if we went to the doctor not for medication after we have a cold, but we went to ask for prevention medicine to ensure that we stay well? In PBIS we do just that. We focus on what we can do to prevent problem behavior, not how do we react to problem behavior. We teach behavior the same way we teach academics. We do not wait for the student to fail.

20 PBIS Training & ImplementationAll PBIS Modules organized around problem-solving model Resources Pages 6-8 The PBIS workshop has been designed to follow the Problem-Solving Model approach. The Problem-Solving Model framework will ensure the school’s ability to weave initiatives together, such as Response to Instruction. PBIS utilizes the problem solving approach as does Response to Instruction. It is imperative that we continue to look at new initiatives within our schools with a lens of how we remain effective by adding something new. With the PSM approach we are able to stay effective and efficient.

21 PBIS Teams Best practice in professional developmentRepresentative of all faculty and staff Assessment Guides Intervention Used for problem-solving & action planning Context Application of best practice to fit unique school environments Involves all staff, students, families, & community

22 PBIS These are more key features of PBISEffective Process 3-5 years Effective professional development Increase efficiency Expectations Defined by building team with staff and community input Implemented by all faculty and staff Reflect behavior needs /challenges of school Teaching Appropriate behavior is taught Positive behavior is publicly acknowledged Inappropriate behavior is corrected These are more key features of PBIS Effective Process: Effective professional development must include training teachers on the operational definitions of each expectation and rule for THEIR SCHOOL, what do we mean when we say “respect” or what does it look like to be “on time”. This is critical if expectations are going to be taught consistently. Focuses on establishing school environments that support long term success—this effort takes commitment, leadership (administrators and team), if change is to take place in adults and the system. You may see change but universal systems will not impact tough kids. Is implemented consistently by staff and administration—everyone. A “critical mass” of staff teaches & practices. Consistent implementation by all staff every day of school is an important concept of PBIS. Appropriate student behavior is taught—this cannot be emphasized enough. When students do not display the expected behavior, they must be taught. Positive behaviors are publicly acknowledged—publicly acknowledging social behavior is more than “catch them being good.” Examples include a red card to go to the front of the line, Student of the Month, etc.

23 Administrators at Successful PBIS SchoolsPublically support & encourage implementers Prioritize PBIS Acknowledge regularly Participate actively in team Provide direction Attend meetings regularly Knowledgeable about data & action plan Provide opportunities for learning & practice Team members schedules Time for professional development Schools with Effective Discipline Systems Have Effective Leadership Work smarter not harder—schedule regular meeting times that are protected, use an agenda, and get communication methods established. Are actively involved to support Provide direction for clarity of purpose

24 Systems Implementation LogicEffective Achieve desired outcome? Efficient Doable by implementer? Relevant Contextual & cultural? Durable Lasting? Scalable Transportable? Logical Conceptually Sound? While administrative support is critical, consideration of implementation science is necessary to support sustainable change. You always want to ensure that you have the system in place to support the practice, the practice in place to support the system, and the data in place to assess the success of both. These beginning questions help us determine if a new initiative is going to pay off in the end. When you begin a new process, initiative, program, etc. We want it to be… Effective…for the good of the cause Efficient…to the implementers Relevant…to the environment and the context of your school Durable…to stand the tests of time and the trials/errors that will occur Scalable…so your success can be shared and replicated at other sites Logical…to make sense to those that you want to invest – “Does it make sense?” Fixsen and Sugai, 2010

25 Features of a Comprehensive System of PBISTotal staff commitment to managing behavior Clearly defined and communicated expectations and rules Clearly defined consequences for unwanted behaviors An instructional component for teaching students expected behaviors A support plan to address the needs of students with chronic, challenging behaviors Procedures for acknowledging appropriate behavior(s)

26 PBIS Team ResponsibilitiesAssess the current behavior management practices Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain family and community participation and input Oversee, monitor, and evaluate all planned objectives and activities developed by the team Think work smarter not harder. If you improve school climate and have a foundation where staff wants to come to work and students want to come to learn, parents are more satisfied and community is in support behavior problems are more likely to be less and academics are more likely to improve.

27 Activity: Audit of School-wide ImplementationComplete the Universal section of the Implementation Inventory (or review your completed Inventory) Determine if your score is above 80% Address any areas of concern on your action plan Workbook Pages 3-5

28 Why is it so critical to build School-Wide Interventions before implementing Secondary and then Tertiary Interventions? Activity: Jenga What happens if we jump straight to individual students with high number/intensity of problem behaviors? You will lead the group in playing a short round of the game Jenga. You will ask participants to name one behavior that happens in schools. These can be common office referrals or things they often see in their classes. After naming the behavior they will pull one piece out of the stack of blocks and place it on top. You will continue until the stack of blocks tumbles over. Ask the group what they think this activity has to do with PBIS? Validate their responses. To close the activity explain: Imagine that the stack of blocks is our PBIS pyramid. The point of the activity is to explain that when we spend more time focusing on the top and depleting the support for the bottom, we will not have a strong foundation. This can result in challenges from gaps in resources and supports at the universal level all the way to having more problems at the top. Knowing this, what indicators can teams use to know they are ready to move on?

29 It’s Time to Consider Secondary PBIS Implementation When…Universals have been implemented but are not sufficient to impact specific behaviors Students display chronic patterns Behavior is impacting academic progress and “time in class” When to Use Targeted Small Group Interventions These are some general guidelines to help determine when targeted small group interventions are needed: Universals are not sufficient to impact behavior—it is often reported from schools implementing universal PBIS strategies that the “at risk” students become very obvious. These are the students that continue to exhibit that they have not learned the expected behavioral expectations, rules and routines and continually misbehave. Students display chronic patterns—this may be indicated by office referral data. Concerns arise regarding students’ behavior—when students’ behavior is becoming a concern and needs attention.

30 CONTINUUM OF POSITIVE BEHAVIOR SUPPORTTertiary Prevention : Specialized Individualized Systems for Students with High Risk Behavior ~5% Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~15% Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~ 80% of Students Take a close look at Classroom Management before implementing specific secondary intervention Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai etal., 2000; Walker et al., 1996): (CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school. (CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills. (CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits. When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.

31 Problem Solving Meeting Foundations12/4/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model The inner circles provide the strategies for using data to identify and solve problems Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B 31

32 Positive Behavior Intervention & Support Social Competence &OUTCOMES Social Competence & Academic Achievement DATA Supporting Decision Making Supporting Staff Behavior SYSTEMS Positive Behavior Support Graphic: Data Next we will look at how the PBIS framework uses data to support effective decision making. PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

33 NC PBIS Data Collection ManualSecondary Data IIO at least Level 1 and SET scores at least 80% Triangle Data Data Collection Tool: DBR Data decision rules Small Group Outcome Data Evaluation of Secondary level of PBIS NC PBIS Data Collection Manual Data Manual:

34 Triangle of Student Referrals07% 10 - 15% 03% 80 90% Intensive, Individual Interventions Individual Students Assessment based Intense, durable procedures Targeted Group Interventions Some Students (at risk) High Efficiency Rapid Response Universal Interventions All Settings All Students, Preventive, proactive 1 5% Students with 6+ referrals Students with 2-5 referral Students with 0-1 Useful in tracking number of students likely to benefit from Secondary Support

35 Referrals by Student as a Universal Screening Tool12/4/2017 Referrals by Student as a Universal Screening Tool Student with 2-5 are candidates for more support in behavior, academic, or both areas. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

36 Data needed to Problem-SolveData from “bounces,” ODR, ISS, after-school detention, OSS should include information about Location Frequency Problem Behavior Motivation

37 DBRs Daily Behavior Report = DBRResources Page 9 DBRs Daily Behavior Report = DBR The DBR involves a brief rating of target behavior over a specified period of time Additional examples at Other Names for DBR Home-School Note Behavior Report Card Daily Progress Report Good Behavior Note Check-In Check-Out Card Performance-based behavioral recording Level II

38 Characteristics of DBRThe DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g., parents, teachers, students) the card is used to monitor the effects of an intervention as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002) Effective behavioral assessment and intervention procedures in applied settings require the use of empirically-supported yet feasible techniques To date, feasible assessment of behavior skills has been focused on ODR data – which may not be sensitive to capture all behaviors of interest To date, support for feasible, formative assessment of academic skills is available (e.g., CBM) – but attention has not been directed toward social behaviors Strengths Highly Flexible Highly Feasible, Acceptable, and Familiar Minimal Cost Given Potential Amount and Uses for Data Reduced Risk of Reactivity (atypical behavior) Can be used in assessment, intervention, and communication Weaknesses Rater Influence (history) Limited Response Format Limited Knowledge about Psychometric Adequacy Chafouleas, S.M., Riley-Tillman, , T.C., & McDougal, J.L. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39(2), 38

39 Potential Uses for the DBRIncrease communication As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible 60% of teachers surveyed already use DBRs to change student behavior 32% to monitor or observe student behavior 81% to identify positive behaviors, 77% to identify negative behaviors 86% use with individual students, 19% with whole class, 9% with small groups 32% use DBRs “routinely” as part of classroom management plan Increase communication (teacher-student, home-school) As a component of an intervention package, particularly in self-management Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible K-12, + or – 1 student or larger group range of behaviors (Chafouleas, Riley-Tillman, & Sassu, 2006) (Chafouleas, Riley-Tillman & McDougal, 2002) 39

40 A systematic DBR possesses the following 4 characteristics:1. The behavior of interest must be operationally defined 2. The observations should be conducted under standardized procedures 3. The DBR should be used in a specific time, place, and at a predetermined frequency 4. The data must be scored and summarized in a consistent manner Ensure that use is “systematic” Identify and operationally define a behavior of interest Use a system of observation in a specific time and place Score and summarize the data in a consistent manner (Similar to the criteria that define systematic direct observation (Salvia & Ysseldyke, 2004) Provide checks on integrity and acceptability Understand correspondence with other data sources (Chafouleas, Riley-Tillman & McDougal, 2002) 40

41 How are DBR data summarized?Data can be quantified, compared, combined, and summarized for summative and formative purposes. For example, DBR data of Susie’s disruptive behavior over the week can be summarized into a statement of average daily or weekly rating (6 out of 9 points) or most likely period of high or low disruption if multiple ratings per day are taken (just before lunch). Since DBR involve rating on some scale, data are summarized relevant to the scale. For example, a simple yes/no checklist can be easily depicted through a bar chart whereas rating information might be plotted on a line graph, with the intervals on the y-axis indicating the DBR scale. 41

42 DBR Considerations Measures perception of behavior“3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects It is important to consider the fact that the DBR measures the teachers’ perception of the behavior, not the actual behavior (ex. Engaged in the behavior 5 times). Further, we are measuring changes in the teachers perception of the behavior as a movement between scores, and not using a score as a description of a student. Remember, in social behavior there are no absolutes, the goals must be defined within a given social context. In addition, who the rater is matters because we are measuring perceptions. Teachers perceptions tend to move consistently once established on the scale of 1-10, however, it is not appropriate to compare one teachers score of 5 to another teachers score of 1. Thus, keep consistency in the rater for the duration of the intervention.

43 This is another way to document DBR data.

44 Data Decision Rules

45 Data Decision Rules Can be used by teams to determine set points where students will be referred for additional support Can be used to determine focus of implementation

46 Data Decision Rule ExamplesAny student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention Any student who fails one or more classes will be invited to join a small group related to classroom success

47 Data Decision Rule ExamplesResources Page 10

48 Evaluate Program EffectivenessPre-test/post-test comparison of criterion for entrance into program (attendance, grades, suspensions, etc.) Evaluate Program Effectiveness Regardless of the targeted small group interventions, your team will want to have some methods to determine the effectiveness of the strategies being used. Determine in advance how to measure program effectiveness. Find an easy way to collect this information...most of this information is easily accessible to staff.

49 Activity: Secondary DataAssess & Identify Problems Develop Hypothesis & Solutions Identify Action Steps Workbook Pages 6-7 5 minutes – ask for volunteers

50 Problem Solving Meeting Foundations12/4/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model The inner circles provide the strategies for using data to identify and solve problems Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B 50

51 Positive Behavior Intervention & Support Social Competence &OUTCOMES Social Competence & Academic Achievement SYSTEMS Supporting Staff Behavior DATA Supporting Decision Making Positive Behavior Support Graphic: Systems To begin talking about the solutions that the PBIS framework provides, we will look first at the systems necessary to support your staff in implementation. PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

52 Systems Support for Effective TeachingYour secondary PBIS team will need to establish systems to support effective teaching in your school. 52

53 Secondary Systems Supporting effective classroom systemsBrain-based learning Cultural Responsiveness Effective Teaching Plans Secondary Team Functions Data Decision Rules How Students Access Targeted Interventions Emphasize that even though we look at these kids as individuals to identify them, our goal is to look for ways to intervene with the whole group of them

54 Effective Classroom Systems

55 Brain-Based Learning Students are functioning from either:Limbic System: Fight or Flight Cerebral Cortex: Analytical, Logical Brain develops from back to front Frontal Cortex: Self-regulation, attention, critical thinking Problem-solving, long-term planning develop last Limbic System: located beneath the cortex in the central region of your brain. It is associated with certain emotions and memory processes, as well as, biological rhythms. The amygdala is located within the limbic system, as well as, the hippocampi and hypothalamus. Limbic lobes: Sex, rage, fear; emotions. Integration of recent memory, biological rhythms. Olfactory pathways: smell Amygdala and their different pathways. Hippocampi and their different pathways. Hypothalamus- temperature, hunger, homeostasis The next part of the brain you will want to know about is the cerebral cortex. This is the outer layer of gray matter. The cerebral cortex is associated with analyzing sensory information, processing memories, learning, forming thoughts, and decision making. So when we are teaching students, this is the part of the brain we want activated to facilitate successful outcomes. Outermost layer Composed of gray matter Left and right hemisphere Analyze: sensory data perform memory functions learn new information form thoughts make decisions The pre-frontal cortex is specifically critical for attention, judgment, self-regulation or inhibition, as well as personality and temperamental traits. Impairments associated with this region of the brain are often associated with short-term memory loss, inattention, lack of concentration, inability to process new information, inappropriate behaviors, and moodiness. It’s important for educators to keep child development in mind when we think about behavioral expectations for students. We know that the brain develops from the back to the front. This area is last part of the brain to fully develop. What does that mean for students?

56 Proof that impulse control…

57 …and judgment develop last

58 Classroom ImplicationsEmotional responses from students = reduced reasoning, logic, ability to understand consequences To avoid functioning in limbic mode in the classroom, students must feel Safe Wanted Successful Events that trigger memories of trauma or painful emotional experiences result in limbic response. Can you control every emotional response you have? Whenever you experience stress, real or perceived, your limbic systems initiates a chemical response from your autonomic nervous system (fight or flight). Teachers need to know that when you observe rage and fear a student’s limbic system is responding. When this part of the brain is engaged in self-preservation (fight or flight for example) the ability of the brain to plan, reason, and process consequences is reduced. In order to avoid these responses, teachers are encouraged to think about facilitating an environment where students feel safe, wanted, and successful. 58

59 Perception is Reality What is “perceived” by the brain determines the chemical response How one interprets reality when under stress is most reflective of one’s significant life experiences Repetitive experiences reinforce synaptic pathways The brain strives for efficiency and tries to help us become more efficient by knowing the things you do most often and helps you to do those things more often and better… When things work, your brain tries to help you access that skill or behavior faster in the future. More practice = increased efficiency Actually “worn into” synaptic pathways (student who uses profanity as a typical response this becomes their “go to” response) The things that you do less often do not appear effective and so they are not given the opportunity to develop. To change a behavior we have to strengthen alternative synaptic pathways (same student does not access other problem solving responses). To effectively change behavior, we need opportunities for not just practice, but perfect practice Retrieved from Discovery Health:

60 Activity: Johnny’s StoryA child’s life is like a piece of paper on which every passerby leaves a mark. Chinese Proverb

61 The Chemistry of AttentionDopamine levels decrease as focused attention time is required or enforced Dopamine regulates emotion, movement, and thought Research suggests 8-12 minutes of maintained attention for grades 3-7 When learners are drowsy or “out of it,” it’s likely that brain chemical levels are low While we may not be able to address developmental delays or impairments of the prefrontal cortex, we do know some strategies that we can utilize to increase attention. Focus on minutes!! Dopamine can help our brains to sustain attention for this limited amount of time for students in grades This suggests the importance of breaking down our instructional time so that we have small blocks of time. Do we have our instructional time set up in these small increments of time with activity transitions planned after about 12 minutes? 61

62 Classroom ImplicationsProvide ENGAGING activities: Physical movement Use humor Play music Change location Drama/Storytelling Games Discussions Celebrations The bottom line here is you help support greater development of the brain by having an engaging, interesting environment. Who has ever been to a gray office with few pictures or interesting objects? How did you feel? Boring environments = thinning effect on the cortex +disruptions Enriched classroom =thickening of cortex + increases in judgment creativity planning problem solving Think about our classrooms and the activities and tasks that we ask our students to do? Are they different? Are they new and interesting? Do they require their attention or is it the same things they’ve been doing all year? BONUS…physical activity triggers release of hormones that enhance neural communication, elevates mood, and assists in long-term memory formation!! 62

63 Classroom ImplicationsROTATE STYLES of instruction to provide strong contrast : Mini-lectures Group work Peer feedback Reflection Individual work Team time Computers Student-led teaching The bottom line here is you help support greater development of the brain by having an engaging, interesting environment. Who has ever been to a gray office with few pictures or interesting objects? How did you feel? Boring environments = thinning effect on the cortex +disruptions Enriched classroom =thickening of cortex + increases in judgment creativity planning problem solving Think about our classrooms and the activities and tasks that we ask our students to do? Are they different? Are they new and interesting? Do they require their attention or is it the same things they’ve been doing all year? 63

64 Classroom ImplicationsUse emotion to trigger attention Alert Students’ Senses Trigger Significant Memories Introduce a Sense of Novelty Build in time for processing and rest so information has a chance to make it into long-term memory Provide a variety of learning formats but allow transition and “down” times so that the brain has time to process the new information. This will lead to better retention and therefore, possibly less frustration. 64

65 Activity: Classroom SystemHow can your team support all teachers in using effective classroom systems? Workbook Page 8

66 Activity Labels

67 Culturally Responsive InstructionWe’ve talked about different parts of the brain and how each is related to learning outcomes. Now let’s discuss what culturally responsive instruction means for your school.

68 Is School Discipline Fair? 30 Years of StudyDisproportionality found based on race/ethnicity & gender in: Office referrals Suspension & expulsion events Corporal punishment Alternative schools Inconsistently applied rules Here’s what we know- in 30 years of literature disciplinary disproportionality has consistently been identified regarding a variety of disciplinary factors. Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana. (Skiba, 2008)

69 What Behaviors are Students Referred For By Race?Of 32 infractions, only 8 significant differences: White students referred more for: Black students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language Disrespect Excessive Noise Threat Loitering Specifically, we know that significant differences exist for the types of behaviors students are referred for based upon his or her race. White students are more likely to be referred for more objective behaviors that are easier to define and observe. While Black students are more likely to be referred for subjective types of behaviors, where variability in the definition and observation of the behavior is much more subjective. Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana. (Skiba, 2008)

70 Other Cultural FactorsStudents who receive free lunch are at increase risk for school suspension Students whose fathers did not have a full time job were significantly more likely to be suspended Both low and high income adolescents agreed that low income students were unfairly targeted by disciplinary practices From the study, there also appeared to be differences in the types of punishment meted out to students from different SES. High SES students report receiving mild and moderate consequences ex. (Teacher reprimands, seat reassignments) Low SES students report more severe consequences, sometimes delivered in a less than professional manner ex.( yelled at in front of class, made to stand in the hall all day and a search of personal belongings) You can also talk about perceptions of students and staff regarding SES and other areas that you need to consider. Skiba, R.J., Michael, R.S., Nardo, A.C., & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, Skiba, Micheal, Nardo & Peterson, 2002

71 Culturally Responsive InstructionAcknowledge students’ differences as well as their commonalities Validate students’ cultural identity in classroom practices and instructional materials Educate students about the diversity of the world around them Promote equity and mutual respect among students Assess students’ ability and achievement validly 1) Acknowledge students’ differences as well as their commonalities. While it is important for teachers to note the shared values and practices of their students, it is equally incumbent that teachers recognize the individual differences of students. Certainly, culture and language may contribute to behaviors and attitudes exhibited by students. For example, some cultures forbid children to engage in direct eye contact with adults; thus, when these children refuse to look at the teacher, they are not being defiant but practicing their culture. However, for teachers to ascribe particular characteristics to a student solely because of his/ her ethnic or racial group demonstrates just as much prejudice as expecting all students to conform to mainstream cultural practices. Moreover, because each student is unique, learning needs will be different. Recognizing these distinctions enhances the ability of the teacher to address the individual needs of the students. The key is to respond to each student based on his/her identified strengths and weaknesses, and not on preconceived notions about the student’s group affiliation. 2) Validate students’ cultural identity in classroom practices and instructional materials. Teachers should, to the extent possible, use textbooks, design bulletin boards, and implement classroom activities culturally supportive of their students. When the school-assigned textbooks and other instructional materials perpetuate stereotypes (e.g., African Americans portrayed as athletes) or fail to adequately represent diverse groups (e.g., books containing no images or perspectives of Native Americans, Latinos(as), and other non-Anglo Saxons), teachers must supplement instruction with resources rich in diversity and sensitive in portrayal of individuals from different backgrounds. By utilizing images and practices familiar to students, teachers can capitalize on the strengths students bring to school. The more students experience familiar practices in instruction and are allowed to think differently, the greater the feeling of inclusion and the higher the probability of success. For example, in some communities, members work together in a supportive manner to accomplish many tasks in their daily lives. Reflecting these home practices in instructional approach, such as the use of cooperative learning (Putnam, 1998), increases the likelihood of success for these students. 3) Educate students about the diversity of the world around them. As the “village” in which students live becomes more global, they are challenged to interact with people from various backgrounds. When students are ignorant about the differences of other groups, there is a greater probability of conflicts. Particularly in the classroom where student diversity is increasing, students need the skills to relate to each other positively, regardless of cultural and linguistic differences. Teachers need to provide students with learning opportunities (e.g., have students interview individuals from other cultures; link students to pals from other communities and cultures) so that they might become more culturally knowledgeable and competent when encountering others who are different. Furthermore, students will develop an appreciation for other groups when they learn of the contributions of different peoples to the advancement of the human race. A word of caution, this requires active research and planning by teachers so that cultural stereotypes are not inadvertently reinforced. 4) Promote equity and mutual respect among students. In a classroom of diverse cultures, languages, and abilities, it is imperative that all students feel fairly treated and respected. When students are subjected to unfair discrimination because of their differences, the results can be feelings of unworthiness, frustration, or anger, often resulting in low achievement. Teachers need to establish and maintain standards of behavior that require respectful treatment of all in the classroom. Teachers can be role models, demonstrating fairness and reminding students that difference is normal. Further, teachers need to monitor what types of behaviors and communication styles are rewarded and praised. Oftentimes these behaviors and ways of communicating are aligned with cultural practices. Care must be taken so as not to penalize a student’s behavior just because of a cultural difference. 5) Assess students’ ability and achievement validly. The assessment of students’ abilities and achievement must be as accurate and complete as possible if effective instructional programming is to occur. This can only be accomplished when the assessment instruments and procedures are valid for the population being assessed. In today’s schools students possess differences in culture and language that might predispose them to different communication practices and even different test-taking skills. Hence, assessment instruments should be varied and suited to the population being tested. When this does not occur, invalid judgments about students’ abilities or achievement are likely to result. Further, tests that are not sensitive to students’ cultural and linguistic background will often merely indicate what the students don’t know (about the mainstream culture and language) and very little about what they do. Thus, the opportunity to build on what students do know is lost.

72 Culturally Responsive InstructionFoster a positive interrelationship among students, their families, the community, and school Motivate students to become active participants in their learning Encourage students to think critically Challenge students to strive for excellence as defined by their potential Assist students in becoming socially and politically conscious 6) Foster a positive interrelationship among students, their families, the community, and school. When students come to school they bring knowledge shaped by their families and community; they return home with new knowledge fostered by the school and its practitioners. Students’ performance in school will likely be affected by the ability of the teacher to negotiate this home-community-school relationship effectively. When teachers tap into the resources of the community by inviting parents and other community members into the classroom as respected partners in the teaching-learning process, this interrelationship is positively reinforced. To further strengthen their bond with the students and their community, teachers might even participate in community events where possible. Moreover, everyone benefits when there is evidence of mutual respect and value for the contributions all can make to educating the whole student. 7) Motivate students to become active participants in their learning. Teachers must encourage students to become active learners who regulate their own learning through reflection and evaluation. Students who are actively engaged in their learning ask questions rather than accept information uncritically. They self-regulate the development of their knowledge by setting goals, evaluating their performance, utilizing feedback, and tailoring their strategies. For example, by examining his or her learning patterns, a student may come to realize that reviewing materials with visual aids enhances retention, or that studying with a partner helps to process the information better. It is important, therefore, that teachers structure a classroom environment conducive to inquiry-based learning, one that allows students to pose questions to themselves, to each other, and to the teacher. 8) Encourage students to think critically. A major goal of teaching is to help students become independent thinkers so that they might learn to make responsible decisions. Critical thinking requires students to analyze (i.e., examine constituent parts or elements) and synthesize (i.e., collect and summarize) information, and to view situations from multiple perspectives. When teachers provide opportunities for students to engage in this kind of reasoning, students learn how to think “outside the box.” More important, these students learn to think for themselves. These students are less likely to accept stereotypes and to formulate opinions based on ignorance. To foster these skills, teachers might devise “what if” scenarios, requiring students to think about specific situations from different viewpoints. 9) Challenge students to strive for excellence as defined by their potential. All students have the potential to learn, regardless of their cultural or linguistic background, ability or disability. Many students often stop trying because of a history of failure. Others, disenchanted with a low-level or irrelevant curriculum, work just enough to get by. Teachers have a responsibility to continually motivate all students by reminding them that they are capable and by providing them with a challenging and meaningful curriculum. Low teacher expectations will yield low student performance. It is important to engage students in activities that demonstrate how much they can learn when provided with appropriate assistance. As students progress, teachers need to continually “raise the bar,” giving students just the right amount of assistance to take them one step higher, thereby helping students to strive for their potential. 10) Assist students in becoming socially and politically conscious. Teachers must prepare students to participate meaningfully and responsibly not only in the classroom but also in society. Meaningful and responsible participation requires everyone to critically examine societal policies and practices, and to work to correct injustices that exist. Students must be taught that if the world is to be a better place where everyone is treated fairly, then they have to work to make it so. This is their responsibility as citizens of their country and inhabitants of the earth. To foster this consciousness, teachers might have students write group or individual letters to politicians and newspaper editors voicing their concerns about specific social issues; or students might participate in food or clothing drives to help people less fortunate.

73 APA Recommendations: Reducing Disciplinary DisproportionalitySchool-wide: Teacher training in classroom behavior management Reducing cultural mismatch Avoid one-size-fits-all discipline Use data to facilitate change The American Psychological Association recommends taking these steps to reduce disciplinary disproportionality. Reducing cultural mismatch: actively recruiting teachers & staff that reflect the student population Use data to transform: systems & practices that are maintaining disciplinary disproportionality Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana. (Skiba, 2008)

74 Activity: Cultural ResponsivenessWith your team discuss the implications of disciplinary disproportionality within your school Problem-solve for possible solutions Workbook Page 8

75 Effective Teaching Plans

76 Effective Teaching Plans…Are for all teachers Become fluid, living, breathing documents Support reflective, thoughtful, well-planned teaching & use of effective strategies (academic and social) Provide direction for needed PBIS system supports Effective Teaching Plans Focus on how the PBIS team support struggling teachers? Mentor, PLCs, We have talked about a number of management strategies to the classroom. Now we are going to talk about the purposes and benefits of using Effective Teaching Plans. Are for all teachers—these plans are helpful for those who are “struggling” because they have a class of students who need a lot of instruction to learn expected behaviors, rules and routines. Effective Teaching Plans are also helpful for teachers who need some new strategies. Become fluid, living, breathing documents—Effective Teaching Plans are working documents teachers should feel free to change and alter regularly. Support reflective, thoughtful and well planned teaching—effective Teaching Plans are a tool for reflective teachers who continually strive to enhance student learning of academics and behavior. Provide direction for needed PBIS system supports—the Effective Teaching Plan addresses many of the classroom management strategies we have been discussing, such as teaching rules and routines. Therefore it may provide direction to the PBIS team about the PBIS system supports that are needed. For example, a survey of teachers may indicate teachers do not have classroom rules. The PBIS team could then use the Effective Teaching Plan to help teachers think through classroom rules and ways to teach them. Handout #21 is an example—refer participants to this handout. 76

77 Components of An Effective Teaching PlanDefine classroom rules based on school-wide expectations Outline routines (attention signal, etc) Establish schedule for teaching routines and procedures Decide strategies for encouraging appropriate behavior and discouraging problem behavior Plan a variety of instructional strategies Establish effective classroom environment Components of an Effective Teaching Plan Your role as the team is to function in the problem solving model. Workbook handout can be used to work with struggling teachers This slide provides an overview of the components or parts of an effective teaching plan. Refer participants to the Blank Effective Teaching Plan form they can share with their teachers. Resources Pages 11-13 77

78 Effective Instructionincreases the likelihood of correct student responses Correct responding is correlated with positive teacher interactions Effective Instruction In summary, we have been discussing effective instructional strategies to help manage student behavior. Effective instruction increases the likelihood of correct student responses—all the strategies we have discussed are proven to increase the likelihood of correct responses by students. Correct responding is correlated with positive teacher interactions—we have discussed the importance of positive interactions as a method to increase correct responding. Effective instruction and correct responding lead to increased academic achievement of students and positive behavioral exchanges between students and teachers—this is the “bottom line” of student learning and a positive learning atmosphere. Reference Gunter, P. L., Hummel, J.H.,  & Venn, M. L.(1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9(3), 5-11. Leading to increased academic achievement of students and positive behavioral exchanges between students and teachers Gunter, Hummel, & Venn, 1998 78

79 Creating a Climate for LearningClear, Positive Expectations Clear Rules Positive Role Modeling Acceptance of Shaping Respect for Each Student Limit Setting Praise Procedures & Routines Positive Reinforcement Structured Academic Success Each of these variables set the tone for learning. These are powerful contributors for student’s academic success in the classroom. Ask if participants use any of these in their classrooms. Clear, positive expectations & rules: Students can’t meet our expectations if they don’t know what they are. We must clearly define and demonstrate the behaviors we want from students Role-modeling is tremendously powerful. Do we role model what we expect our students to do in our classrooms? Have you ever seen someone in the hall screaming “Be quiet in the halls!” We want to show students the appropriate way to show respect, be positive, and be sure that adults follow these procedures as well. Acceptance of Shaping: We don’t change behavior radically overnight, instead we change it by gradually shaping the problem behavior into the replacement behavior we want. As part of this process, we have to be willing to accept the small changes in behavior that will eventually add up the new behavior that is our goal Progress of positive behaviors is an INCREASE, not to be a set number. If your team set a number of ODR reductions and doesn’t meet that number but does decrease ODR have they succeeded or failed? Respect for each student: respect is a two-way street Limit setting: Students need to know what we expect AND what we don’t. They also need to know what the consequences will be when they don’t meet expectations Praise: Specific, contingent, positive feedback Procedures & Routines: Help create structure and predictability Positive Reinforcement: Acknowledgement when students meet expectations Structured Academic Success: Success breeds success. Students who are struggling sometimes need guaranteed opportunities for success to build their confidence so they are willing to take academic risks later. 79

80 Activity: Effective Teaching PlansHow can our PBIS team help all teachers in our building utilize Best Practice in the Classroom? Space for teams to brainstorm this question is provided at the top of workbook page 11. How Can Our Team Help All Teachers in Our Building Use These Classroom Systems? Ask if anyone is concerned about how to answer this question. Workbook Page 9 80

81 Secondary Team Systems

82 Secondary Systems Secondary support team processesReferral process for students Function based intervention In addition to supporting effective teaching, your PBIS Secondary team is a critical part of your Secondary System of support.

83 Secondary Support Team Processes

84 PBIS Secondary Support Team ProcessesHow will you structure your team? Subcommittee of existing PBIS team? Separate team dedicated to problem-solving secondary behavior concerns? Who will be on your team now? Counselor, Social Worker, Behavior Specialist, ISS coordinator, others, etc. Consider how you will structure your PBIS secondary support team. You may continue with one team and appoint several team members to be responsible for coordination, implementation, and communication about secondary supports. Some teams elect to have some separate secondary team meetings and then reconvene with the whole PBIS team regularly. The key is to figure out how to appoint the responsibilities while keeping universal implementation in mind as well. In addition, consider any addition team members who might need to be invited to join the team.

85 What does the PBIS Secondary Support Team do?For secondary levels of support: Create data decision rules Create referral form & flow chart for Secondary Support Process Facilitate referral process for intervention & support Oversee secondary intervention implementation Evaluate data to determine intervention progress & effectiveness Your secondary support team will be responsible for creating data decision rules, a referral form and process for secondary support services, supporting intervention implementation, and evaluating effectiveness of interventions.

86 Activity: Secondary Support Team ProcessesDiscuss and outline how your secondary support team will operate Workbook Page 9 This activity begins on the second half of page 11.

87 Secondary Referral Process

88 Who is appropriate for Secondary interventions?Low-level problem behavior (not severe) 2-5 office referrals Behavior occurs across multiple locations Examples: talking out minor disruption work completion Generally, students who would benefit from secondary supports demonstrate low-level problem behavior, have 2-5 office referrals, and demonstrate behavior across settings. (If behavior is in one location, it might be an issue with the environment, rather than the student.)

89 Data Decision Rules 6 or more ODRs 2-5 ODRs 0-1 ODRsTertiary Prevention : Specialized Individualized Systems for Students with High Risk Behavior ~5% Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~15% Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~ 80% of Students 2-5 ODRs Other data decision rules: -# minor incident referrals -absences -teacher concern -behavior screening results 0-1 ODRs This graphic shows the number of office discipline referrals associated with each level of support within the continuum. For secondary supports we would ask that students with 2-5 referrals be referred for secondary supports. Other data decision rules might include: absences, teacher concern, or behavior screening results.

90 Referral Process Simple referral process for staff (referral form example) Team receives referral Respond to teacher referral within 48 hours Team assigns secondary intervention Intervention begins within 10 days Team evaluates Continue Intervention Move to next step in problem solving process When establishing the referral process keep in mind the following steps.

91 Secondary Referral ProcessTargeted Intervention Team Assessment of Concern Team Contact Request for Assistance Secondary Referral Process Resources Page 14 Process for Assistance- an example of a referral for secondary support Our goal is to design a system that allows this process to take place. Following this model the teacher is never left on his/her own. The team meets within 48 hours of initial request for assistance. The team provides strategies for the teacher to implement immediately. The team checks in with the teacher the next day to see how things are going. If strategies are not successful, the team assesses to get the needed information to develop an individual plan for the student. The critical component is that all pieces are connected. This sends the message that this is “our student, our responsibility” and the teacher doesn’t feel he/she is alone. It is a team process with everyone supporting each other. Used with permission from the Center on Positive Behavioral Interventions and Supports, University of Oregon, Eugene.

92 Critical Features Rapid access to interventionVery low effort by teachers Positive System of Support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Functional Assessment Adequate resources allocated (admin, team) Continuous monitoring for decision-making In order to ensure the efficiency and effectiveness of secondary support systems, access to support must be quick. Teachers must not feel that the process is a burden, but rather an easy way to access support. The supports should be something students will choose to participate in. Flexibility, time, resources, and consistency are all factors that must be considered.

93 Activity: Secondary Referral ProcessReview and discuss sample Secondary Support System Referral Flow Chart and Referral Form to begin designing the system for your school Workbook Page 10

94 Problem Solving Meeting Foundations12/4/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model The inner circles provide the strategies for using data to identify and solve problems Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B 94

95 Positive Behavior Intervention & Support Social Competence &OUTCOMES Social Competence & Academic Achievement DATA Supporting Decision Making Supporting Staff Behavior SYSTEMS Positive Behavior Support Graphic: Practices Next we will take a look at some specific practices that support implementation PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

96 Secondary Practices

97 To correctly match appropriate intervention practices to problem behaviors, teams will rely on the science of behavior.

98 Basics of Behavior Behavior is learnedEvery social interaction you have with a child teaches him/her something The Basics of Behavior This points out a basic fact that behavior is learned. We have discussed this throughout our institute. This is easy to see when students are displaying appropriate behavior but it is not so obvious when students have learned behavior that is inconsistent with the expectations of school. So we need to focus on teaching and modeling behavior we want students to learn. Kids aren’t born being mean and hateful. They are just trying to figure out how things work. Humans like the world to be predictable and we watch for social cues to help figure out how the world works. The following is an example of liking life to be predictable—we are running late for work, we get in our car and the battery is dead. The car is not acting predictably which often causes us to act up (curse, hit the steering wheel, slam the door, etc).

99 Functional PerspectiveEvery behavior serves a purpose (…every picture tells a story …) Every behavior’s purpose is to meet a need (either real or perceived) The “WHY” of behavior Functional Perspective: the purpose of behavior is to meet a need The point here is to start thinking about why students misbehave in the presence of universal strategies and review the science of behavior. The behavior may serve the purpose of addressing an actual need for the student. It may also be an attempt to meet a “perceived” need of the child. The perceived need does not exist but to the child the craving to fill the void is just as real as hunger to you and me.

100 Discuss How would knowing the function of problem behavior assist in developing interventions? Show slide Give a precorrect and remind participants of the Attention Signal that will be used to signal the end of the sharing time. Give the participants 2 minutes each to discuss. Give the Attention Signal. Ask the participants to share some of their ideas. Discussion might include: Students with similar behavior to “get” or “avoid” could be grouped together for social skills instruction. The function of behavior could help guide the content of the social skills lessons. Give tickets to participants as they participate and say, “Thank you for being respectful and being an active participant.”

101 Brief Behavioral AssessmentEddie’s teacher is increasingly frustrated with his outbursts. Anytime she asks Eddie to work independently or turn in assignments, Eddie talks back, yells out, gets out of his seat, or “starts something” with his classmates. Eddie’s teacher says that she has tried repeatedly to talk to him about this behavior to no avail. Have participants read about Eddie’s behavior. Ask participants what they think is the function of the behavior. The function of the behavior is simply what does the child get or avoid from performing the behavior? Without this knowledge correcting the behavior error and or completing a Functional Behavior Assessment or implementing a Behavior Intervention Plan is fruitless.

102 Behavior InterventionsLook for opportunities to: Prevent problem behavior from occurring Teach an acceptable alternative behavior Reward a positive behavior When we talk about behavioral interventions we must look for ways to prevent problem behavior, replace the inappropriate behavior with a new behavior that we teach, and find ways to acknowledge that appropriate behavior when the person performs it.

103 Behavioral InterventionsResources Page 15 Behavioral Interventions TRIGGER 1.Teacher Present 2. Staff Directive 3. Indep. Work 4. Little Attention BEHAVIOR 1. Blurt out 2. Talking back 3. Yelling 4. Verbal Disrespect 5. Out of Seat OUTCOME Response 2. Talk about Concern 3. Repeat 4. Peers Ignore PAY OFF 1. Get Teacher attention (power struggle/ conversation) So, for Eddie we want to look at the triggers. For Eddy the triggers were: teacher present, staff directive, independent work, and little attention. Is there any way that we can do anything to remove or change these conditions? We could provide more attention during independent work time to see if this affects the behavior. What else could we do? We know Eddies behavior includes verbal blurt outs, talking back, yelling, and being out of his seat. What new Behavior can we teach Eddie? We could teach him to stay seated and raise his hand to access teacher attention. What else could we do? It seems as though Eddie is accessing attention from the teacher and his peers. How can we be sure the teacher and his peers respond differently? We can ask the teacher and his peers to ignore the inappropriate behavior and only respond to his appropriate behavior. What else? We see the pay off is likely to be to an attempt to gain attention. We can be sure to meet this need when Eddie does the hand raising behavior. This is the way we can be sure the new behavior still meets his need. TRIGGER: Is there any way to remove? BEHAVIOR What new Behavior can we teach? OUTCOME How can we respond differently? PAY OFF Is there a different way for the student to get his/her need met?

104 Activity: Assess Current SupportList the Student Support Programs being offered in your school now. Decide which behavioral needs are met by each program. Workbook Page 11 Think about your school and what resources you have available for those secondary students.

105 Common Questions Activity-or- We know what you’re really thinking… On large sheets of sticky poster paper write the following questions, 1 per page. Provide markers and allow small groups to rotate through each of the questions and write their own personal responses to each question. 1. Do problem students deserve positive attention?2. When I change interactions am I giving a misbehaving student his/her own way? 3. Is it appropriate to give even more time and attention to students who misbehave? 4. Won’t the students know the positive attention is phony? 5. What do you do when you just don’t like the student? Do Problem Students Deserve Positive Attention? Students are not equal. Some have received a lot of attention from infancy. Some have received very little attention. Many have only received negative attention. When I Change Interactions, Am I Giving a Misbehaving Student Her/His Way? The teacher begins to take control by initiating interactions while the student is being responsible. Is it Appropriate to Give Even More Time and Attention to Students Who Misbehave? Reducing the amount of attention the student gets for misbehavior and increasing attention for appropriate behavior is not changing the time; It is simply restructuring your time. Won’t the Students Know The Positive Attention is Phony? Over time, positive interactions become “normal” and the student is likely to invite more natural positive interactions. What Do You Do When You Just Don’t Like the Student? Be professional!

106 Common Questions?? Do Problem Students Deserve Positive Attention?When I Change Interactions, Am I Giving a Misbehaving Student Her/His Way? Is it Appropriate to Give Even More Time and Attention to Students Who Misbehave? Won’t the Students Know The Positive Attention is Phony? What Do You Do When You Just Don’t Like the Student? Do Problem Students Deserve Positive Attention? Keep in mind that students are not equal and their needs vary widely from one student to the next. To treat everyone the same is to ignore this fact. Equitable, on the other hand, implies that students get what they need. Trainer Note: The next 5 slides have been created to show the question first. After you discuss the question, you must push Enter on your laptop to show the answer(s). Discussion Show the question. This question may be one you are having now, which is rather fundamental to the concept of increasing positive interactions with students. Discuss as a large group. Push Enter to show our answer. The short answer is yes, problem students do deserve positive attention. This is because all students do not come to school with the same positive background. We discussed this early in Module One. 106

107 Practices In The ClassroomUniversal Strategies in the Classroom In this session, we will provide an overview of some universal systems teachers in your school can use to effectively manage student behavior. PBIS teams will need to think about a couple of things as we go through this information: As a team member, you need to think about how you can help all the teachers in your school implement these strategies. We want you to think about any teachers who are struggling with classroom management. The PBIS team will want to be sure teachers are using these behavioral, instructional, and environmental management methods prior to additional interventional strategies for those “tough kids.”

108 Preparing the Classroom TeacherRules are defined for each of the expectations and posted in classrooms Routines have been established Praise is given and made priority Acknowledgement Procedure for tracking discipline issues Range of consequences are consistent Resources Page 16

109 Activity: Classroom PracticesComplete the classroom practices team activity Workbook Page 12

110 Tiered Lessons for Students with Behavioral ChallengesMatch to learning style and interest Tiered for 2+ levels of students’ readiness Teach same objective with same amount of time Each student should remain challenged at any level What are tiered lessons? Tiered for 2+ levels of students’ readiness Teach same objective differently with the same amount of time: Tiered lessons for heterogeneously grouped classes allows all of your students to be challenged at their own specific readiness level and permits you to more closely match their learning styles and interests. You can tier a lesson for two or more levels of students’ readiness. Most classroom teachers have a sense of low, middle, and high readiness levels so it is reasonable to design a lesson for those three levels. It is important to remember that you should be teaching the same objectives to all students, and mastery of the content should take the same amount of time. For instance, high level students should not be given more projects than lower students; however, they can read faster so they could be given more to read. Most importantly, even though the level of difficulty will be different for each tier, each student should be challenged to do his/her best at whatever level he/she is performing. *Northey Waterman, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye on Education. *this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman (Northey Waterman, 2005)

111 Select a Differentiated ProcessMultiple Intelligences Tiered lessons based on four learning styles Flexible grouping Differentiated learning experiences (Northey Waterman, 2005) *Northey Waterman, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye on Education. *this author’s name has changed was Sheryn Spencer Northey is now Sheryn Northey Waterman

112 Multiple Intelligences(Northey, 2005) Linguistic-skits, letters, speeches Spatial-maps, posters, models, collages Logical/Math-database, charts, graphic organizers Interpersonal skills Note that whenever you attempt to differentiate for learning styles, you need to be able to accommodate more sound and movement going on together in the room. If your classroom cannot accommodate multifaceted activities, you may need to find another space (like media center) or find a way to segment your space. *Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools: Eye on Education *this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman Kinesthetic-skits, dances, videos, talk shows Musical-songs, ballads, commercial jingles Naturalist-environment, affect, history, protection Intrapersonal skills

113 Self-Expression StyleFour Learning Styles (Northey, 2005) Mastery Style Self-Expression Style Understanding Style Interpersonal Style Mastery of Style – Needs concrete evidence, practice, needs to know what to expect, needs quick/accurate feedback Self-Expression-Multi-tasker, creative, wants to work with others, discuss open-ended questions, allow to create Understanding- Analyze situations, debate, thinking and studying relationships, interpret Interpersonal-Seeing how concepts relate to people, work in groups, share ideas, role play, learn about feelings, wants to empathize *Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools: Eye on Education *this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman

114 Flexible Grouping Flexible grouping helps to avoid “tracking” students at certain levels or learning styles. Students can get to know more of their peers if they are required or inspired to become involved in group work with everyone in class at some point. “Tracking” means consistent homogeneous grouping Students can be grouped throughout the year in various ways for various types of assignments. They can be grouped to represent heterogeneous readiness levels, learning styles, or interests, or they can be grouped by homogeneous readiness levels, etc. Framework of Flexible Grouping may best be utilized in this manner: Pretest students’ understanding of a concept or skill teach or review the concept or skill assess student learning give assignments based on students’ level of mastery

115 Flexible Grouping Continuum Examples1. Foundational to transformational 2. Concrete to abstract 3. Simple to complex 4. Single facet to multiple facets 5. Small leap to great leap 6. More structured to more open 7. Less independent to more independent 8. Slow to quick See handout

116 Environmental Assessment

117 Physical Arrangement

118 Physical Arrangement Reduce congestion in high-traffic areasEnsure the teacher can easily see all students Make teaching materials and student supplies easily accessible Make sure students can easily observe whole class presentations Devote some display space to student work Physical Arrangement Here are some things to consider when arranging the classroom: Reduce congestion—congestion and tight spaces are invitations for students to misbehave. Consider where space is tight and make adjustments. Also the teacher will want clear walk ways for easy access to all students in the room. Ensure the teacher can easily see all students—often bookshelves and file cabinets are used to divide the room into sections or stations. Make teaching materials and student supplies easily accessible—it is important to carefully consider where to store materials and supplies so instructional time is not lost searching for these items. When creating work spaces throughout the classroom it is important to still be able to see all students. Make sure students can easily observe whole class presentations. Just as it is important for the teacher to have a view of all students, it is equally important that students can see the teacher when whole class instruction takes place. Devote some display space to student work. Displaying work is very motivating to students and is an easy change to the physical arrangement of the classroom.

119 Classroom Arrangement ConsiderationsWhat type of activities will students typically be doing? What type of student interaction does the teacher want? What arrangements will foster these activities and interactions? Classroom Arrangement Considerations Here are some questions to help teachers make decisions about their classroom arrangement: What type of activities will students typically be doing? The teacher will need to make determinations such as if whole group activities or small group activities are most typically used. What type of student interactions does the teacher want? The answer to this question will have a significant effect on the arrangement of the classroom. For example, if the teacher wants students to work together in groups, student desks can be arranged in “pods.” What arrangements will foster these activities and interactions? The answers to the first two questions will lead to the answer to this question. Desks arranged in a row usually indicate the teacher involves the students in whole group activities and plans for limited student to student interaction. Teachers who use a lot of small group activities or stations will arrange their classroom in clusters of desks and pods to facilitate students’ interaction.

120 Establish Expectations, Rules, and Routines

121 Establish Behavioral Expectations and RulesUse school-wide expectations as basis for classroom rules Clearly and positively stated State in observable terms Posted and referred to frequently Teach explicitly to FLUENCY Reinforce consistently Establish Behavioral Expectations & Rules Use school-wide expectations—remember to have 5 or less rules so students and staff can remember them. State in observable terms—you cannot observe a student being respectful; rather you can observe a student picking up and throwing away their trash to be respectful of others. You can’t measure attitudes but you can measure getting to work in a timely fashion. Posted and referred to frequently—post the rules at student eye level in a way that is big, bold and beautiful. Refer to the rules often so they become the underlying structure of the classroom. Teach explicitly to fluency—you want to tie all behavior (appropriate and inappropriate) to the school-wide expectations and your classroom rules. We are working toward student and staff fluency! Consistently reinforced—give students regular feedback when they are following the classroom rules.

122 Establish Procedures Based on ExpectationsDevelop a schedule Teach an attention signal Teach routines for repetitive tasks Use precorrects Let's take a closer look!

123 Develop Classroom ScheduleEstablish predictable schedules illustrate with icons, time, etc. Schedule non-instruction time Evaluate the variety and time for each activity. POST Develop classroom schedule Discussion Ask participants why they think developing a classroom schedule is an effective classroom management strategy. Establish predictable schedules—designate regular activities. Illustrate using pictures and icons so all students understand what is taking place during a designated time. Schedule non-instruction time—for administrative duties (attendance, lunch count, etc.) and personal time (restroom breaks, individual student conferences, etc.). Evaluate the variety and time for each activity—as with every aspect of teaching, teachers should examine their schedule to decide if they are providing a variety of teaching activities and are allowing an appropriate amount of time to each activity.

124 Develop A Schedule... Down Time Causes ProblemsUnscheduled time in a classroom is an open invitation to disruptive behavior. Scheduled time is one of the basic proactive variables that is under teacher control. At least 70% of the school day should be scheduled for academic activity Develop a Schedule...Down Time Causes Problems Unstructured and unscheduled time in a classroom is an open invitation to disruptive behavior. Scheduled time is one of the basic proactive variables that is under teacher control. 70% of the school day should be scheduled for academic activity. It is important to keep students engaged and learning. If anything, over prepare lesson plans in an effort to avoid down time as much as possible.

125 Teach Attention SignalAlways use a simple portable cue Avoid starting instruction until all students are attending Reinforce students who attend immediately Provide specific verbal praise to peers to redirect students Consistency, consistency, consistency! Teach Attention Signal Another strategy effective teachers use is a method to gain and maintain student attention. The signal needs to be portable so it can be used in the classroom and in all settings. Yelling or blowing a horn are not appropriate; they model what we do not want students to do. Some good examples are rhythmic clapping or saying “Quiet on the set.” The critical point is to teach and practice. Avoid starting instruction—you want the attention of all students. Quietly wait until you have everyone’s attention. Reinforce students who attend immediately—to ensure students attend immediately after the attention signal, give positive feedback to those who do so. Provide specific verbal praise to peers to redirect students—give specific positive feedback about what you as the teacher observe about how kids respond to the signal. Then start asking the kids to “notice” what they observe. Consistency—consistent use of the same signal and reinforcement for students who respond appropriately is a key to effectiveness.

126 Routines Used for transition times and basic activities that happen on a regular basis Establish clear expectations for students and adults PLAN, POST, and TEACH routines Routines In Module One we discussed why routines are beneficial and the importance of teaching classroom procedures. Keep in mind that we teach the procedure. Once the student can demonstrate the procedure on his/ her own without prompting then the procedure has become a routine. Used for transition times—we are talking about big routines, such as lining up to go to lunch, and the many small routines that take place during the day, such as putting away reading books and getting out math books or turning in homework. Establish clear expectations for students and adults—make sure everyone knows the routines. Plan, post, and teach routines. As we have discussed before, it is not enough to just tell students a procedure. It must be carefully planned, posted and taught.

127 Effective Routines - RationaleThe number one problem in the classroom is not discipline; it is the lack of procedures and routines. A vast majority of the behavior problems in the classroom are caused by the failure of students to follow procedures and routines. -Harry Wong Effective Routines-Rationale Now we are going to talk about the second “R”—routines. The same teaching process that we described earlier to teach rules can be used to teach procedures. A nonschool example where we are taught procedures is at the Department of Revenue License Bureau. Just think of how chaotic it would be without the signs reminding us of what documentation we need to bring, which line to be in, how to write out your check, etc. Reference Wong, H.K. (1998). The effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications.

128 Effective Routines: Why They Help Manage BehaviorSupport for transition times and basic activities that happen on a regular basis Establish predictability Clear Expectations for Student Behavior Clear Expectations for Adult Behavior Effective Routines—Why They Help Manage Behavior These are two reasons routines are so effective in managing behavior. Support for transition times and regular activities—these are the times when behavior is likely to escalate. Establish predictability—routines help students know what to expect and teachers to be more consistent.

129 Encourage Expected Behavior

130 Encourage Expected BehaviorProvide praise for correct academic responses and appropriate social behavior leading to: Increases in student correct responses Increases in on task behavior Decreases in disruptive behaviors (Sutherland, 2000) Encourage Expected Behavior Encouraging expected behavior is another effective strategy to manage classroom behavior. We just touched on this topic in Module One and will discuss in more detail later in this session. Reference Sutherland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44(3),

131 Encourage Expected Behavior: Verbal FeedbackTimely and accurate Specific and descriptive (Tie to school-wide expectations) Contingent Age-appropriate Given in a manner that fits your style Positive Interactions—Verbal Feedback These are points about how to make verbal feedback effective to increase positive student behavior, which is our goal. Timely and Accurate—it is very important to give feedback right after the student has displayed the behavior. If there is a delay in the feedback you may reinforce an inappropriate behavior. Specific and Descriptive—”Good Job” is ineffective because it is not specific or descriptive. It does not tell the student what they did that was appropriate. To reinforce the school expectations and rules, tie them to verbal feedback. We have modeled this throughout the institute by giving you specific feedback when tickets have been distributed. Contingent—feedback must be conditional on the student displaying appropriate behavior. Age-appropriate—feedback must be given based on the language of the student. Given in a manner that fits your style—it must be given sincerely and in a way in which you are comfortable.

132 Examples of Non-Verbal FeedbackWink Nod Thumbs-up Pat on the back High-five Hug (when and where appropriate) Examples of Non-verbal Feedback Often it is not appropriate and convenient to give verbal feedback. For example, if a school rule is to be quiet in the hallway, the teacher will want to use non-verbal feedback techniques. Keep in mind the importance of knowing your students. Even a pat on the back much less a hug can be threatening to some. Here are some examples…

133 Ratio of Interactions 4:1 ratio of positive-to-negative statementsEach time you have a negative interaction, tell yourself you owe that student positive interactions Identify specific times you will give positive feedback Schedule individual conference time Scan the room for appropriate behaviors Engage in frequent positive interactions with all students Ratio of Interactions Teachers should strive to keep a 4:1 ratio. This is a general guide and goal to strive toward. These are some techniques for a teacher to reach the goal of the 4:1 ratio. This ratio is difficult because we often are so happy when a student is acting appropriately we don’t want to jinx it by giving the student a positive statement.

134 Teaching Effective RulesTell-Show-Practice-Assess-Repeat Give positive reinforcement for appropriate student use Consider consequences for errors re-teach redirect time to “Cool Down” Reflect! Are the rules working? Why or why not? Teaching Effective Rules Tell, show, practice—just as you would an academic task you want students to learn. Give positive reinforcement—this will teach students the rules and increase the likelihood they will use the appropriate behavior in the future. Consider consequences for errors—remember that we want to consider students not displaying the appropriate behaviors as learning errors. Re-teach—go over the rules again, show an example and practice the appropriate way for the students to follow the rules. Redirect—guide the student to an activity to help them follow the rules successfully. Time to cool down—sometimes students need a few minutes to collect themselves before they can come back and follow the rules. Reflect—teachers need to step back and take a look at their practices and ask themselves if their strategies are working. Celebrate your success! If your students are still struggling with following the classroom rules, think about your strategies and make adjustments. Do you need to teach the rules more intensely? Do you need to devote more time to teaching them? Are you giving enough positive verbal and nonverbal reinforcers? Activity Before showing the next slide, ask the group what they do when a student makes a math or reading error. Listen to their responses. Distribute a ticket to the team that participates and say, “Thank you for being responsible and participating in our discussion.” Show the next slide.

135 Begin the cycle again forTeaching Rules Teach your expectations before the activity or transition begins. Monitor student behavior by circulating and visually scanning. Provide feedback during the activity and at the conclusion of the activity. Teaching Lessons on Expectations The first step is to teach by telling, showing, and practicing—just as you would an academic task you want students to learn. Next, monitor student behavior—to see how students are doing with the expectation. Next, provide feedback—this will teach students the rules and increase the likelihood they will use the appropriate behavior in the future. If learning errors occur, the classroom teacher will need to: Reteach—go over the rules again, show an example and practice the appropriate way for the students to follow the rules Redirect—guide the student to an activity to help them follow the rules successfully Time to cool down—sometimes students need a few minutes to collect themselves before they can come back and follow the rules Begin the cycle again—teaching expectations and rules in a PBIS classroom goes on all day long. The teacher needs to make teaching expectations an integral and important part of his/her job. Begin the cycle again for the next activity.

136 Give Precorrects PRECORRECTS function as REMINDERSOpportunities to practice Prompt for expected behavior Especially helpful before teacher anticipates behavior learning errors Give Precorrects This is a list of basics for using precorrects. Precorrects are reminders. Precorrects can give students opportunities to practice the expected behavior. Precorrects can be verbal or modeled prompts for the expected behavior. Precorrects are provided when teachers anticipate students will not display the appropriate behavior.

137 Precorrect Examples “Remember to put your papers in the bin before you quietly walk out of the room.” “Sam, show us how to be respectful and line up quietly for gym.” Precorrect Example Read the examples. Note that the second example is a school-wide expectation “Be respectful.”

138 Increasing Positive InteractionsFocus on teaching students to get attention through responsible behavior Require adults to change the ratio of adult to student interactions from primarily negative to primarily positive Increasing Positive Interactions These are some simple yet very powerful ways to increase positive interactions. Focus on teaching students to get attention through responsible behavior—when teachers give high rates of positive responses to desired behavior, students are being taught responsible behavior. Require adults to change the ratio of adult to student interactions—we discussed this in Module One. Do you remember the recommended ratio of positive interactions to corrective statements? (Answer is 4 to 1). This is easy to say and difficult to do. Videotaping the teacher is a very effective way to give the teacher feedback about his/her ratio of positive interactions.

139 Increasing Positive InteractionsBased on the concept that most students want and need adult attention Leads students to feel like valued members of the learning community Increasing Positive Interactions These are more basics of increasing positive interactions. Based on the concept that most students want and need adult attention—this is a basic premise that for the most part, students want and need adult attention. Leads students to feel like valued members of the learning community—it is difficult for a student to feel valued when the majority of the interactions with his/her teacher are negative. Using the student’s name is very important to all students and is especially important in high school, when students sometimes feel they are just a face in the large crowd and not an individual.

140 Techniques to Improve ComplianceDo not use a question format Get up close - proximity Use a quiet voice Make eye contact Give them time Techniques to Improve Compliance Give Attention Signal to reconvene the group. We are continuing to discuss classroom management strategies. Many teachers struggle with getting students to follow their directions. This is a list of effective and specific strategies that have been effective in improving student compliance and disrespect. Do not use a question format—a student is more likely to comply if the teacher makes a statement. Also some teachers have developed the habit of adding “ok?” to the end of a request or direction. This question is not appropriate when the teacher is not really giving the student a choice. Get up close—it is more difficult to ignore a request when the teacher is close to the student. Keep in mind the student’s personal space and do not invade. If the teacher stands relatively near the student, he/she is more likely to comply. In other words don’t make a request from across the room. Use a quiet voice—a raised voice will not help the teacher achieve compliance. Look them in the eyes—this is similar to getting up close. Give them time—it is important to give the student enough time to process the teacher’s request and then respond.

141 Techniques to Improve ComplianceTell them only twice Give one direction at a time Tell students what you want them to do (rather than what you don’t) Verbally reinforce compliance Get up and move Techniques to Improve Compliance . Don’t give multiple requests—this may cause confusion and chaos. Give only two requests for compliance. Also give only one direction at a time. Make more start requests—tell the students what you want them to do more often than what you don’t want them to do. Verbally reinforce compliance—if you want students to comply, you need to reward them for doing so. Get up and move—the teacher is going to have to be active to implement the list above!

142 Increasing Opportunities to Respond: Active ParticipationEncourages everyone to become involved in learning Increases rate of responses of all learners Increases attainment of material presented Allows reluctant learners a secure environment to practice Decreases inappropriate or off task behavior Increasing Opportunities to Respond—Active Participation These are the benefits of getting all students to actively participate in learning: Encourages everyone to become involved. Increases the number of responses for everyone in the class. Increases attainment—since more students are responding they are more likely to learn more and attain the material being presented. Allows reluctant learners to respond—when everyone is expected to be involved and participating, those learners who are insecure or have not been successful in the past, will feel more safe and willing to practice. Decreases inappropriate or off task behavior—with a faster pace and active participation, students do not have time to be off task. 142

143 Some Examples… Small Groups/partners Whole GroupWhole Group Verbal Responses Whole Group Action Responses Whole Group Oral Response Teachers can plan learning activities to include whole group oral responses, which is one way to have all students actively participate. Strategy for reviewing or memorizing information—this is a drill and practice strategy that may be unique and interesting for your students. Students repeat information in unison when teacher prompts—the teacher will need to teach the students the prompt used for the students to respond. Action -Put your finger on the title of the story Point to the hour hand on the clock Touch the action word in the sentence Sometimes it is more appropriate to have a written response. Here are some suggestions for planning whole group written responses. Short response—plan a short answer that can be completed in a short period of time. You do not want behavior problems to occur because students are idle. Give a signal—tell students what you want them to do to indicate they are finished with their work. Have materials available—here are suggestions. Whole group written responses are good for math problems, practicing spelling words, states and capitals, and short answer test review. Whole Group Written Responses Small Groups/partners 143

144 Practice Time! Students should be reinforced at a rate of _____ to ______. Universal strategies used in classroom management are to teach rules and _________. PBIS stands for_________________. Practice Time Students should be reinforced at a rate of 4 to 1. Universal strategies used in classroom management are to teach rules and expectations. PBIS stands for positive behavior support. Discuss how this engages all in instruction. It is important to pause and give students time to think. This is particularly helpful for students with learning difficulties. Even if all students don’t give a response, they will hear the correct answer. That is why this is such a good strategy to help reluctant learners. Give a ticket to the team that participates and say, “Thank you for being responsible and actively participating.” 144

145 Minimize and Correct Student Behavior Errors

146 Techniques to Minimize At-Risk BehaviorsSurface Management Cognitive Approaches Sensory Strategies Signaling Systems These are the four techniques that can be used to minimize challenging behavior that we will discuss now.

147 Surface Management: ProximityPhysical presence of the teacher is an external source of control for student behavior Allows for intervention without any “public” acknowledgement of the student or behavior Teacher circulates around the room, moving closer to the student as behavior occurs Proximity can range from standing nearby to placing a hand on the desk or shoulder The teacher continues teaching! One of the best ways to prevent problem behavior is TO BE THERE. Proximity is a great way to help redirect students and prevent behaviors simply by moving closer. Think about the importance of this with supervision on the playground and in the cafeteria.

148 Surface Management: Antiseptic BouncingAllows the student to exit the setting briefly and minimizes continuation/escalation of the behavior Signal student to leave while “saving face” Travel to an arranged spot for a set time This can be done as a “helping job” This process should prearranged Bouncing is a strategy used by teachers to allow a student to take an out of class time out in another classroom. Be sure to arrange this process ahead of time and prepare expectations for the other teacher and the student. This can include written rules to post in that area. The strategy is used so that the student can leave his/her classroom briefly to prevent escalation, allow them to save face, or to take a cool down. Some classrooms allow that student or the teacher to initiate the process. Some schools have set this up as a helping job, in which the student who might need to leave the class is given a task to do such as: taking a note to the office making a request for office supplies or taking a note to another class asking that they be allowed to stay for a brief time.

149 Surface Management: HumorHumor can be used to effectively redirect and/or de-escalate behavior A good ice-breaker allows everyone to save face Caution: avoid sarcasm! Caution: If you said it, and you are the only one laughing, it wasn’t really funny! Humor can be used as a way to prevent the escalation of behavior but it should be used cautiously. We have to always avoid sarcasm or cruel humor. It’s a good idea to avoid laughing at students and instead find other things to laugh about. Don’t be afraid to have fun. The funny thing about humor is that everyone thinks they are funny. We all know someone who really is not that funny but thinks that they are. Just be sure that your students don’t think that person is you.

150 Surface Management: IgnoringQuite simply, refusal to respond Useful for low-intensity behaviors No eye-contact, emotion, proximity, message (verbal, gesture, tone, expression) Begins immediately upon behavior initiation Pair with reinforcement of the correct behavior Ignoring is not as simple as it sounds. This management strategy should only be used for low intensity behaviors. It should never be used for a dangerous behavior, so be cautious about how students behaviors escalate in an attempt to get your attention. Those serious, unsafe behaviors can never be ignored. After you have started ignoring a students behavior be prepared for increases in the problem behavior before it gets better. The challenge is not giving in. If you should give in, the problem behavior will likely increase in intensity next time because the student has previously been successful in accessing your attention. Be sure to provide immediate positive reinforcement for the appropriate behavior.

151 Cognitive Approach: RoutinesStructure creates safety and comfort Provides a sense of purpose, work guidelines and ability to anticipate Structure that is universal will especially benefit certain students Additional individual structure may be needed Routines allow students and staff to know what is going to happen and when it’s going to happen. This helps everyone to feel more comfortable. Routines are useful for all students but extremely important for many students in order to be successful. Some students might require additional individual structures.

152 Cognitive Approach: RepetitionIf it’s important, say it (write it, do it) again! Natural way for the brain to determine importance Ensures information will be available when it is ready to be processed Can also be done through symbolic attachment Repetition is very important for learning. The brain tries to speed up the process for us to access information that we have repeated numerous times. Our school expectations, for example, are very important and should be repeated often. Symbolic attachment = pairing new information with a symbol (linguistic, physical, or otherwise) to improve recall

153 Sensory Strategy: MusicThere are specific neurons for processing music…it may be a preferred learning style. Specifically helpful in spatial reasoning and math Useful to facilitate student transition Impacts and helps regulate mood Can be calming to students with anxiety…. Provides multiple reinforcement opportunities Option to use the music activity. Play about 30 seconds of 10 different songs (variations in style, pace, genre). Each person will number their paper from 1-10, listen to the song, and then write an adjective to describe how the song makes them feel. After you’ve completed all 10, review how different people felt about each of the songs. The key is to notice how music affects people differently. Ask the group what that would mean for including music in the classroom…or how have they used music in the classroom in ways that consider the whole class. Music can be very beneficial in the classroom to help signify transitions, influence mood, and be a reinforcer for students. Ask teams if anyone uses music in their classroom and what they believe the benefits are.

154 Sensory Strategy: MovementPhysical movement (gross and fine motor) Associated with language development and problem solving Repetitive movement can improve recall Can increase engagement and time on task for those easily distracted/inattentive Provides stress reduction Provides multiple reinforcement opportunities Chicken dance Repetitive movement – Wilson tapping sounds Geometric shapes – have students use their bodies to create shapes What are other ways to incorporate movement

155 Signaling System: CueingVisually/Verbally based prompts and reminders Improve overall communication when paired with language Respond to the brain’s needs during stress to process information & clarify perceptions Gain student attention by signaling what is important Minimize disruptions to the learning process When we are under stress we know that it can be very difficult to process verbal information. Using a visual cue can help us to respond when we are under stress. Visual cues also help tell the brain what is important, such as highlighting or bold text.

156 Signaling Systems: VISUAL CUEINGVisuals are the strongest aide in quick learning. Vision also has dedicated neurons in the brain. Children need gestures to make language clearer. Stress makes the brain more dependent on visuals not only to hear and process, but also to establish perceptions. Use visual cues to get students’ attention, to clarify language, as a behavioral intervention, and to signal the brain as to what is important. Relationships is the key poem with participants putting their hands on their heart when they hear the phrase relationship is the key throughout the poem.

157 Signaling Systems: Verbal Cueing CATCH PHRASESNike? Trix? Burger King? Conjunction Junction? Key Points in your lessons should be reduced to catch phrases. Rules/Procedures should be reduced to catch phrases. We know that catch phrases work! Ask participants: What is the catch phrase for Nike? (Just Do It) Trix? (Trix are for kids.) Burger King? (Have it your way.) Conjunction Junction? (What’s your function). Reduce lessons to catch phrases and repeat them frequently as a sort of summary of the information. Ask participants, “What would be an appropriate catch phrase for what we have learned so far today?” Then use that catch phrase later in the day.

158 What should be your first strategy to address repetitive student behavior errors?RE-TEACH! Correct Student Behavior Errors Discussion Show this slide and discuss. Make the analogy to learning to read. What can the classroom teacher do when a student makes chronic errors? Discussion should address these points: Teacher will need to reflect about teaching that has taken place: When was the behavior taught? Do I need to re-teach? Do I need to provide more opportunities for practice? Do I need to reinforce more consistently? Is this an individual student learning error, or is the entire class displaying the misbehavior? Teacher may want to discuss with other teachers to get ideas. If the misbehavior presents a threat to self, others or a disruption of learning, more intensive or specialized interventions may be required. Distribute a ticket to the team that participates and say “Thank you for being responsible and participating in our discussion.”

159 Correct Student Behavior Errors“Emotion Free” response More effective if students have been taught expected behaviors Minimize attention other than to signal an error has occurred Praise for appropriate behavior Correct Student Behavior Errors Even though we are discussing positive behavioral support, teachers still need to correct students when they make errors and perform inappropriate behaviors. “Emotion Free” response—corrections are more effective if teachers use a business-like voice and manner. More effective—this goes back to the idea that student behavior errors are learning errors. It only makes sense that corrections will be more effective if students have been taught the behaviors in the first place. Minimize attention—teachers need to signal to the student that they have made an error, but otherwise, attention needs to be minimal. Teachers don’t want to reinforce the misbehavior with adult attention. Praise for appropriate behavior—it is important to re-teach the behavior, and praise the student when it is performed correctly.

160 How does it look… Correct Student Behavior ErrorsSignal that an error has occurred Refer to rules: "We respect others in this room by not using put downs.” Ask for an alternative appropriate response "How can you show respect and still get your point across?" 3. Provide an opportunity to practice the skill and provide verbal feedback "That's much better, thank you for showing respect toward others.” Correct Student Behavior Errors Activity Before reviewing this slide, ask the group what they do when a student makes a math or reading error. Discuss how they come up with a remediation plan similar to the steps as listed here for correcting a social skill learning error. Effective teachers always state the desired behavior instead of highlighting the inappropriate. Effective teachers have a consistent way to respond to student errors in social skills.

161 Utilize Effective Reinforcement Strategies

162 Effective Reinforcement StrategiesBehavior(s) are determined and taught Reinforcement is contingent upon appropriate behavior Be generous with reinforcers at the beginning Reward class when: Students who have not exhibited behavior in the past are exhibiting the behavior now. Students who have exhibited behaviors in the past continue to exhibit them. Effective Reinforcement Strategies Reinforcement Strategies are systems designed to increase desired behavior by giving the class something the students value. Behavior(s) are determined and taught—the teacher decides the behavior to increase, such as raising hands, and teaches the expected behavior. Reinforcement is contingent upon appropriate behavior—students have to earn the reward and it is not taken away. Be generous—at first the teacher should give out lots of tickets, points, or whatever the reinforcer might be. Reward the class when students who have not exhibited behavior in the past are exhibiting the behavior now—this helps get the students attention and increase the likeliness they will increase the behavior. Of course, teachers do not want to forget to give reinforcers to those students who have always exhibited the expected behaviors. We have modeled an effective reinforcement strategy throughout this institute by giving the tickets when our “class” has complied with requests. We will share more examples of effective classroom reinforcement strategies in Module Two.

163 Verbal Praise Paired WithA system to deliver group contingencies or individual reinforcement “Yes/no” bag Compliance matrix Lottery tickets A process for students to exchange token/lottery tickets Reinforcement Strategies Here are some group contingency and individual systems that we will review. These are practice strategies teachers can use to give students positive feedback and increase positive feedback for students. The phrase “group contingency” refers to a group of students expected to perform target behavior(s) to then receive a reinforcer. Their reinforcer is contingent on them performing the behavior. Processes for students to exchange tickets or tokens for different reinforcement options could be based on fixed ratio reinforcement system (earning a specific number of tickets/tokens). Reference Jenson, W.R., Rhode, G., & Reaves, H.K. ( ). The tough kids tool box. Longmont, CO: Sopris West.

164 Assessing Classroom Environment

165 Things to Consider First…Establishment of a universal (school-wide) system does not guarantee individual teachers are implementing with high integrity Students who appear “At-Risk” may benefit more from a teacher improving his/her skills in behavior management than in student participating in targeted interventions

166 Practices in the ClassroomAssess physical arrangement of classroom Establish behavioral expectations/rules Encourage expected behavior Minimize and correct student behavior errors Provide effective instruction Universal Strategies: Classroom Discussion This slide is an overview of what will be covered in this section of the module. This section discusses the basic universal strategies classroom teachers in a PBIS school would use. These are strategies for ALL teachers to become proficient/fluent in using. We will talk about each of these in greater depth in this section. Resources Pages 16-22

167 Secondary Interventions (Practices)

168 Is It Really Resistance To Intervention?Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

169 Some Secondary Interventions… -Small Group Social Skills Instruction -Check In/Check Out (CICO or BEP) -Mentoring

170 Targeted Social Skills Instruction

171 feedback, and encouragement.”“Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read—through instruction, practice, feedback, and encouragement.” - Tim Lewis Students Learn Appropriate Behavior…. We continue to stress this analogy. Tim Lewis is a professor at the University of Missouri and one of the Co-directors of the OSEP-sponsored national PBIS technical assistance partnership.

172 Teaching Behavior Inappropriate behavior is viewed as a skill deficitSocial skills training teaches students a process or strategy to resolve problems Teaching behavior is used when a student needs to replace problem behavior with a more desirable behavior Teaching Behavior For those students who have not learned appropriate behavior as we just discussed, we need to teach them the expected behavior. Inappropriate behavior is viewed as a skill deficit—it is not enough to talk through appropriate behavior in the “teachable moment.” There must be a consistent, planned approach to teach to student skill deficits. Social skills training teaches students a process or strategy to resolve problems—just as we teach students strategies to tackle an unfamiliar word, social skills instruction teaches students strategies to resolve problems. Teaching behavior is used when a student needs to replace behavior—this is the entire purpose of social skills instruction. We want to teach students what to do instead of misbehaving.

173 Two Types of Social Skill DeficitsSkill deficits (cannot do) Direct teaching approach Coaching, modeling, behavior rehearsal Performance deficits (will not do) Incentive-based management approach Prompting, cuing, reinforcement Prompted social initiations Home and school rewards Individual and group contingencies Two Types of Social Skill Deficits Skill deficits—children with social skill deficits do not actually have the necessary skill levels to perform in a socially competent fashion. Examples of skill deficits include not knowing how to make friends, being unable to carry on a conversation, or having no idea how to join an ongoing peer group. Criteria for determining a skill deficit is that either the child does not know how to execute the skill or the child has never previously demonstrated the skill. Social skill deficits require a direct teaching approach. Performance deficits—in contrast, a performance deficit means the child has the social skill in his or her repertoire, but does not perform it or does not do so at acceptable levels. Likely causes of performance deficits are motivational problems or a lack of opportunities to perform social skills. Performance deficits require an incentive-based, management program.

174 Assessment of Social SkillsSkill based deficit Provide strong incentive to observe if student can perform under such conditions Assessment of Social Skills This is a list of methods to assess whether a student has a skill deficit or a performance deficit, which will help you determine the best teaching approach to use. Observation—direct observation of the student and interviewing family members and others who know the child. Skill based deficit—provide strong incentives to see if the student will perform the skill under those circumstances. If the student performs the skill when strong incentives are provided, he or she does not have a skill deficit. Performance based deficit—there are two types of performance deficits: Motivational deficit—this determines if a student has the skill but will not perform unless there is something in it for her/him. Discrimination deficit—if observations or interviews show the student performs the skill regularly but only under specific circumstances, it is a discrimination deficit. Sometimes students are not aware of social cues or demands of given situations.

175 Assessment of Social SkillsPerformance based deficit Motivational deficit Observe if student performs skill following introduction of motivational strategy motivation=value*belief in ability*get reward promised (Vroom, 1964) Discrimination deficit Student frequently performs skill, but fails to perform under specific circumstances Oblivious to social cues or social demands of situation Assessment of Social Skills This is a list of methods to assess whether a student has a skill deficit or a performance deficit, which will help you determine the best teaching approach to use. Observation—direct observation of the student and interviewing family members and others who know the child. Skill based deficit—provide strong incentives to see if the student will perform the skill under those circumstances. If the student performs the skill when strong incentives are provided, he or she does not have a skill deficit. Performance based deficit—there are two types of performance deficits: Motivational deficit—this determines if a student has the skill but will not perform unless there is something in it for her/him. Discrimination deficit—if observations or interviews show the student performs the skill regularly but only under specific circumstances, it is a discrimination deficit. Sometimes students are not aware of social cues or demands of given situations. Vroom, V.H. (1964). Work and motivation. Oxford, England: Wiley.

176 Social Skills InstructionDirect instruction Skill based approach Social problem solving Strategy based approach Opportunistic teaching (not enough alone) Prompt students who have missed an opportunity to practice a skill Provide correction when skill is incorrectly or inappropriately demonstrated Debrief when student uses inappropriate behavior in place of appropriate social skill Social Skills Instruction This is a list of methods to teach social skills. Direct instruction—skill based approaches tend to rely on direct instruction. This is an effective teaching method for students who have significant skill deficits, the tough kids. Social problem solving—strategy based approaches focus on developing improved cognitive awareness of social situations and understanding adaptive strategies for responding to them. Target students are taught to generate a range of alternatives for dealing with social situations. Opportunistic teaching—this highly recommended strategy for developing socially competent performance is an important adjunct to the two teaching strategies mentioned above, direct teaching of essential social skills and problem-solving strategies. Opportunistic teaching is effective for students who may know the skill but fail to perform it under certain circumstances. This strategy is not effective in isolation. It is not effective to just talk about social skills when a student misbehaves. Remember the phrase that applies here: “Telling ain’t teaching and told ain’t taught.”

177 To effectively teach social skills you must ALWAYS determine what you want the student to do INSTEAD

178 Social Skill Areas Cooperation skills Assertion skillsFriendship skills Empathy skills Self-control skills School and classroom skills Social Skill Areas These are common types of social skills that most social skills curricula address. Cooperation skills—getting along with others. Assertion skills—appropriately speaking up for yourself. Friendship skills—initiating and maintaining friends. Empathy skills—appropriately showing concern for others. Self-Control skills—maintaining restraint and composure of body and voice. School & Classroom skills—using appropriate skills and routines to be successful in school.

179 Social Skills Instruction for Small GroupsSelect & group students with similar needs Determine staff responsible Determine best time for instruction Select curricula & write lessons Communicate with teacher and parents Evaluate effectiveness Social Skills Instruction for Small Groups Here are some things to consider: Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students are “invited” to join the group after eight office referrals. Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills. Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school. Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation. Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important. Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.

180 Social Skills Instruction for Small GroupsSelect & group students with similar needs Type of problem behavior Intensity of problem behavior Age/Developmental level Gender Develop group behavior management plan Social Skills Instruction for Small Groups Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals. Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills. Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school. Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation. Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important. Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.

181 Social Skills Instruction for Small GroupsDetermine staff responsible Consider size of group and type of problem behavior when assigning staff to (co)lead Determine best time for instruction Lunchtime, before/after school, rotating schedule, intervention block Social Skills Instruction for Small Groups Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals. Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills. Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school. Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation. Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important. Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.

182 Social Skills Instruction for Small GroupsSelect curricula & write lessons Consider students’ developmental level Commercial curricula, online lessons, or custom lessons Materials needed Meeting space requirements/limitations Social Skills Instruction for Small Groups Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals. Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills. Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school. Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation. Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important. Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective. Resources Pages 23-24

183 Generalization StrategiesProvide a range of useful skill variations Teach in the targeted setting When teaching, include peers the target student is likely to encounter in the problem setting Use a number of adults when teaching Continue teaching for a sufficient amount of time Generalization Strategies, Continued Provide a range of useful skill variations. Teach in the targeted setting—teach where the behavior is likely to occur. Give precorrect reminders before the skill is likely to be needed. For example if a student has trouble playing cooperatively on the playground, some lessons should be taught on the playground. When teaching, include peers—let classmates be a part of your lesson. Use a number of adults—you will want to plan for generalization with a variety of adults so the student will learn to perform the skill with various adults. Continue teaching for a sufficient amount of time—you will want to be absolutely certain the student has learned how to perform the skills in a variety of settings and situations before discontinuing instruction.

184 Social Skills Instruction for Small GroupsCommunicate with teacher and parents Written parent permission best practice Determine how teacher(s)/parent(s) can encourage/participate (homework) Social Skills Instruction for Small Groups Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important. Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.

185 Social Skills Instruction for Small GroupsEvaluate effectiveness Pre/Post Data Comparison Teacher/Parent Feedback Student Assessment Social Skills Instruction for Small Groups Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.

186 Social Skill Example: Following Directions/InstructionsDiscuss rationale for the critical rule What would happen if you do or do not follow directions? If you follow directions, you may be seen as more responsible & cooperative which could lead to more privileges Your teacher will view you as a learner because you follow through If you don’t follow directions, an adult might think you are deliberately misbehaving or ignoring them Elicit responses from students: when, where & with whom they would use this skill Social Skill: Following Directions/Instructions The first step to teach a social skill is to discuss the rationale for the rule. One way to start the lesson is to pose a question such as “What would happen if you do or do not follow directions?”

187 Activity: Teaching SkillsWe need 12 volunteers Following directions activity – focuses on teaching expected behavior and what occurs if students are not provided this instruction Have 2 groups – one group is taken by one of the trainers and only told to go to the other side of the room to the other exit door. The other group is asked to line up arms length apart, follow the leader of the group, without talking the group is instructed to walk to the other exit door by walking around the tables. Purpose: If you want to see a specific set of behaviors, social skills instruction must be specific

188 Following Directions Teach/describe the skill and skill stepsModel examples and non-examples Acknowledge (verbal or nonverbal) Decide if you need to ask any clarifying questions Role play/practice with feedback Do the task immediately Students and teachers observing can provide specific feedback Review and test: Identify one time when you did not follow directions Identify one time when you did follow directions Following Directions, Teach/Describe the Skill & Skill Steps The next step is to teach the skills. This is an example of following directions.

189 Critical Components of Behavior InstructionTeach the skill Demonstrate the skill Provide multiple opportunities for practice with feedback Reinforce and encourage when students demonstrate the skill Key Components of Behavior Instruction This is a review of the important points we just covered.

190 Key Points It’s not what they know, it’s what they doBehavior can be taught Students need multiple opportunities to practice behavioral skill deficits Teachers need to reinforce students when they demonstrate targeted skills Key Points Here are some final thoughts about teaching behavior. It’s not what they know, it is what they do—the thing that matters is if the student performs the social behavior. Behavior can be taught—students can learn the behavioral skills they need to be successful. Students need multiple opportunities—there is no quick fix or magic answer. Many students have had a very long learning history of not performing prosocial skills. We need many chances to practice the new social skills they are being taught. Teachers need to reinforce students—incentives for continuing to perform the behavior are very important.

191 Research-Based SS CurriculaPublished Curriculum Handout Published Social Skills Curricula This curriculum was developed at Special School District of St. Louis County and is available free on the internet. Point out Module One: Published Social Skills Curricula, for more examples of social skills curricula. Resources Page 25

192 Second Step Videos Pre-K K-1 2-3 4-5 Middle SchoolSecond Step: Violence Prevention Curriculum – Pk- grade 8 Video Previews: Pre-K: K-1: 2-3: 4-5: Middle School :

193 Activity: Social Skills GroupsUsing your ODR data determine which social skills lessons and groups are most needed at your school, list: When will lessons be taught How will team ensure instruction is occurring Evidence of lessons Possible reinforcers for participation Workbook Page 13 Team Time Handout Social Skills Lesson Plan Form This is time to practice writing social skill lesson plans. Social Skills Lesson Plan Form, is a blank form you can use to start writing lesson plans. You have until lunch to work with your team. We will signal when it is time to go to lunch and give you directions about the location of lunch. When it is time for lunch, announce the team that earned more tickets and dismiss them first.

194 Check-In Check-Out (CICO, aka BEP)Check-In(CICO, aka BEP) Check-in is another system’s approach to support students with at-risk behavior.

195 CICO Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school Daily performance data used to evaluate progress These are key features- more detail in next slide of intervention

196 Behavior Education Program DVDGuilford Publications, Inc (Producer). (2005). The behavior education program: A check-in, check-out intervention for students at risk [DVD]. Available from

197 10 Critical Features of CICO/BEPLinked directly to school-wide expectations and/or academic goals Continuously available for student participation Implemented within 3 school days of team determination Can be modified based on assessment and/or outcome data Includes structured prompts for ‘what to do’ in relevant situations (Crone, Horner, & Hawken, 2004) Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

198 10 Critical Features of CICO/BEP continued…Student receives positive feedback from staff Includes a school-home communication exchange system at least weekly Orientation materials provide information for a student to get started on the intervention Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention Opportunities to practice new skills are provided daily (Crone, Horner, & Hawken, 2004) Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

199 Why does CICO work? Improved structure Increase in contingent feedbackElevated reward for appropriate behavior Linking school and home support Organized to morph into a self-management system Improved structure Prompts throughout the day for correct behavior System for linking student with at least one adult Increase in contingent feedback Feedback occurs more often and is tied to student behavior Inappropriate behavior is less likely to be rewarded Elevated reward for appropriate behavior Adult and peer attention Linking school and home support Organized to morph into a self-management system

200 Is My School Ready to Implement a CICO System?School-wide system of behavior support in place (SET Score 80% or higher) Staff buy-in for implementation of the CICO Administrative support No major changes in school climate data CICO implementation a top priority SCHOOL WIDE SYSTEM IN PLACE without school-wide system- too many kids engaging in problem behavior. Need to get rid of “noise” and implement primary level of prevention STAFF Buy-In commitment to implementing the CICO Administrative Support allocated time/money (without this, program cannot survive) No major changes in school climate e.g. administrative turnover, major changes in funding CICO implementation a top priority Often schools are implementing too many thing at once (e.g., Second Steps, Drug Prevention, Students Today aren’t ready for Sex) and there may not be enough resources (in terms of personnel time) to pull off another program. Doris- this is from the manual we are creating- maybe it will be a handout also. Is your school ready to implement the CICO? Prior to Implementation of the CICO, it is recommended that the following features be in place. Please circle the answer that best describes your school at this time. Yes No 1) Our school has a school-wide discipline system in place. In essence, we have decided on 3-5 rules, taught the rules to students, provide rewards to students for following the rules and provide mild consequences for rule infractions. Yes No 2) We have secured staff buy in for implementation of the CICO. In essence, the staff agrees that this is an intervention needed in the school to support students at risk for more severe forms of problem behavior. Yes No 3) There is administrative support for implementation of the CICO intervention. In essence, there is money allocated for the implementation of the program. Yes No ) There have been no major changes in the school system that would prevent successful implementation of the CICO intervention. Major changes include things such as teacher strikes, high teacher or administrative turnover, or major changes in funding. Yes No ) We have made implementation of the CICO one of our top priorities for this school year.

201 How Do You Build Student and Staff “buy-in” for the CICO?Give CICO program a high profile in your school Promote CICO as positive support not punishment Collaboratively involve referring teachers in CICO process Provide regular feedback to staff, students, and families

202 CICO/Behavior Education Program –Referral Flow Chart Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level Team Grade Level Team discusses concerns and makes a decision Team decides that student is not a potential candidate for BEP – Recommends actions for teacher(s) Student Studies Team meets to review student data – Recommends BEP or alternative action SST recommends and develops alternative action plan – IEP Process, Tri-County Youth Counseling Services, Small Group Counseling, etc. Guidance Counselors, Pupil Personnel Worker or School Psychologist implement SST action plan Behavior Education Program 1. Vice Principal contacts parents to initiate Behavior Education Program 2. Grade Level BEP Coordinator meets with student to instruct on process and procedures of program Team decides that the student is a potential candidate for BEP – Recommends student to SST and initiates Baseline Data Resources Pages 26-32 This is another example of a referral flow chart from Matthew Henson Middle school (Maryland). You can find the whole document at Click on Coaches Resources button, the look for “BEP Development & Implementation Guide” with the documents under the 1/25/06 Coaches’ Meeting.

203 Activity: Check-in/Check-outUse your ODR discipline data to identify students with similar behavioral needs to consider for CICO Document steps for implementing CICO Workbook Page 13

204 Mentoring Mentoring Emphasize that the purpose of mentoring is generally for personal support and encouragement, which in turn often has positive effects of improved academics and behavior. Occurs when an experienced adult develops a personal relationship with a student through which the older adult or mentor encourages and guides the student.

205 Mentoring Part of a systems approach to providing critical intervention for students who: Lack a role model Experience academic failure Maintain behavior with adult attention Mentoring These are the characteristics of students who might benefit from a mentor. Official/non-official adult friend/confidant Persistent presence around the school Universally recognized Approachable Cheap/cost effectiveTo provide guidance, support, and encouragement for the student while modeling such skills as effective communication, empathy and concern for others, and openness and honesty Commitment for entire academic year Requires a shift in student-adult relationship

206 Implementation/Program Development Mentoring…Essential components of mentoring programs Involve personnel who have contact with students Select program staff Determine program goals and objectives Define target population Develop activities and procedures Implementation/Program Development-Mentoring This and the following slide are a “to do list” of recommended procedures for implementing a mentoring program. Briefly mention each component and explain that each one will be discussed more in-depth. Teachers suggest program type “best fit” Administrators actively involved in scheduling, recruiting, and mentor selection Counselors train mentors, troubleshoot problems, etc. Secretaries, Cooks , Custodians This slide is not intended for any Mental Health Professionals and it is important to emphasize a match/building a relationship between student and staff again for further information on Mentoring, please contact your Regional Coordinator. For Pre/Post utilize the same concept/procedures for social skill mentioned earlier.

207 Activity: Secondary PracticesUse your workbook to begin planning for Social Skills and CICO implementation Workbook Pages 14

208 Implementation Evaluation & Action Planning

209 Problem Solving Meeting Foundations12/4/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems This slide provides a visual as to what you are teaching… for the next set of slides, you are focusing on ‘identifying the problem’ Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

210 Using the Referrals by Student report at the Secondary Level12/4/2017 Using the Referrals by Student report at the Secondary Level Use the data to identify groups of students for secondary interventions. Student with 2-5 are candidates for more support in behavior, academic, or both areas. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

211 What?

212 Where?

213 When?

214 When?

215 Why?

216 Do we have a problem?

217 Problem Solving Meeting Foundations12/4/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Time to define hypothesis. Why are the behaviors occurring? This leads to more solvable solutions. Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

218 Problem Statements Write a “problem statement” that specifies the precise nature of the problem The more Ws (what, when, where, who, why) you incorporate into the problem statement, the more precise the problem statement will be The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem

219 Problem-Solving Action PlanImplementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10 We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors in the morning reading class and afternoon social studies class in order to access peer and adult attention. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Write your Precise Problem Statement here.

220 Problem Solving Meeting Foundations12/4/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for hypothesis and solution building Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

221 Solutions – Generic Strategies12/4/2017 Solutions – Generic Strategies Prevent Define & Teach Reward/reinforce Withhold reward/reinforcement – “Extinction” Use non-rewarding/non-reinforcing corrective consequences Safety may need to be considered The TIPS model provides a framework for developing solutions. There are five main areas for intervention, not including safety. Prevent – Remove or alter “trigger” for problem behavior Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”) Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

222 Reteach Respect lessons 12/4/2017 Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors n the morning reading class and afternoon social studies class in order to access peer and adult attention. Prevent “Trigger” Define & Teach Reteach Respect lessons Implement CICO to provide more frequent feedback and instruction about respectful behaviors. Reward/Reinforce Reward students earning 80% of points on DPR Withhold Reward Corrective consequence Other Safety Same problem, changing reinforcer to match hypothesis is good. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

223 Problem-Solving Action PlanImplementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Re-teach Respect lessons Implement CICO Reinforce respectful behaviors with DPR Write Solutions here.

224 Problem Solving Meeting Foundations12/4/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for hypothesis and solution building Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

225 Problem-Solving Action PlanImplementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA (CICO) All teachers 11/1/10 11/3/10 All 8 students will earn 80% of daily points on their daily progress report per day for 4/5 days per week by 12/18/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Document Goal here. Document Implementation here.

226 Problem Solving Meeting Foundations12/4/2017 Identify Problems Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Ready for action planning Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

227

228 Problem-Solving Action PlanImplementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, & Updates SS JA All teachers 11/1/10 11/3/10 JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Evaluate here.

229 Activity: Action PlanningUse your disciplinary data & action steps you have been creating to apply the problem-solving model Use the TIPS problem solving worksheet to assist you with the process Workbook Page 15

230 Practical SuggestionsKeep in mind the importance of communication, especially listening Remember your purpose Get parents/community involved Continue ongoing assessment of program effectiveness Practical Suggestions More BIG IDEAS!

231 Evaluate Program EffectivenessIncrease in… Student attendance Work completion/grades Academic performance Completion of homework Parental/teacher involvement Positive student-teacher interactions Decrease in… Meetings with counselor Office referrals Time outs Suspension Detention Evaluating Program Effectiveness (continued) These are more data examples to help your PBIS team determine if your program is effective.

232 Activity: Action Items for Next MeetingUsing the Team Planning form in the back of your workbook identify your next steps (action plan) regarding secondary interventions Evaluations Have a safe trip home! Additional Resources: Workbook Pages 16-17