Transcript A Partnership Comprehensive Integrated System of Supports System (singular) Supports (plural) Move from a system of schools to a SCHOOL SYSTEM.

A Partnership
Comprehensive Integrated
System of Supports
System (singular)
Supports (plural)
Move from a system of schools to a
SCHOOL SYSTEM
A Brief History and Overview
of Evidence-Based Practices
 Professional Learning Communities (PLC)
 Response-To-Intervention (RTI)
 Positive Behavior Support (PBS or PBIS)
 Multi-Tier Systems of Support (MTSS)
Professional Learning
Communities (PLC)
 The Foundation for Effective
Schools in the BYU-Public School
Partnership
RESPONSE TO
INTERVENTION
 1970’s-1990’s Focus on:
 Special Education Students
 Academics
 Progress Monitoring
 Data Decision-Making
 2000 – 2014
 Integrated into Professional Learning
Communities
 Interest in Social Behavior
 Evidenced-based interventions
Levels, Tiers, and
Interventions
Tertiary
Level of
Prevention
(~5 % of
students)
Secondary
Level of
Prevention
(~15% of
students)
Primary Level of
Prevention
(~80% of students)
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FRAMEWORK
3 levels of intensity:
• Primary
• Secondary
• Tertiary
Primary Prevention Level
 FOCUS: ALL students
 INSTRUCTION: District curriculum and
instructional practices that are research based;
aligned with state or district standards; and
incorporate differentiated instruction
 SETTING: Regular education classroom
 ASSESSMENTS: Screening, continuous progress
monitoring, and outcome measures or
summative assessments
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Secondary Prevention
Level
 FOCUS: Students identified
through screening or daily learning
activities as needing additional
support
 INSTRUCTION: Targeted, supplemental
instruction delivered to small groups
 SETTING: Regular education classroom or other
regular education location within the school
 ASSESSMENTS: Progress monitoring, diagnostic
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Tertiary Prevention Level
 FOCUS: Students who have not
responded to primary or secondary
level prevention
 INSTRUCTION: Intensive, supplemental instruction
delivered to small groups or individually
 SETTING: Regular education classroom or other
appropriate setting within the school
 ASSESSMENTS: Progress monitoring, diagnostic
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Positive Behavior
Support
 1970’s – 1990’s Focus on:




Special Education
Social Behavior
Progress Monitoring
Data-based Decision-Making
 2000 – 2014




Integrated into Professional Learning Communities
Growing interest in Academics
Evidence-based intervention
Social Emotional Learning Curricula in all Tiers
Learning
Atmosphere
free of
Coercion
Components
of a
Positive
Successful
Learning
Environment
Using Data to
Improve
Student
Outcomes
Establishing
Positive
Relationships
PBS
Fostering
Student SelfManagement
Reinforcing
Appropriate
Behavior
Teaching
Approach to
Discipline
What is Positive Behavior Support?
Tertiary
5%
Secondary
15%
Overview of Positive Behavior
Supports
1. Build Relationships
2. Establish Expectations
Primary
80%
3. Teach Appropriate Behavior
4. Reinforce Appropriate
Behavior
5. Apply Data-Driven
Interventions
SWPBS is about:
Integrating
Academic &
Behavior
Initiatives
Improving
Classroom &
School
Climate
Decreasing
Reactive
Management
Improving
supports
for
students
w/EBD
"School-wide Positive Behavior Support: Reaching All Students"
by George Sugai (Center for Behavioral Education and Research- University of Connecticut)
Positive Behavior
Support Model
Multi-Tier System of Support
(MTSS)
2000-2014 Focus on :
General Education
Academics and Social Behavior
Progress Monitoring
Data-Based Decision-Making
Evidence-Based Intervention
Integrated Professional Learning Communities
MTSS Framework
 Leadership

Identified Teams

Buy-In/Consensus
 Communication

Professional Development

Empowering Culture
 Professional Development
 Initial Training

Support for Implementation

Monitoring for Fidelity

Providing ongoing Support
 Empowering Culture

Involving all Staff

Involving Parents

Informing All
Core Beliefs of MTSS
 Every child learns and achieves to high standards
 Learning includes academic and social
competencies
 Every member of the learning community
continues to grow, learn and reflect
 Every leader at all levels are responsible for every
child
 Change is intentional, coherent and dynamic
MTSS Principles and
Practices
 Multi-Tier model
 Preventing failure &
problems
 Intervening early
 Evidence-based
practices
 Differentiated learning
experiences
 Data-based decision
making
 Problem solving
 Integration and
sustainability
 Instruction and
classroom management
Evidence-Based Practices
& Interventions
for Effective Schools
Creating a Learning Atmosphere
Free of Coercion
Environments can be
punishing or reinforcing,
consistent or
unpredictable. The way in
which educators combine
these elements can make
teaching more or less
effective.
Creating a Learning Atmosphere
Free of Coercion
Adults frequently use
punishment and
threats of punishment
to stop misbehavior.
Side Effects of Coercion
Some side effects that can be observed
with students include escape, avoidance,
resentment, disrespect and aggression.
Coercion: Using Threats and
Punishment
Instruction: Teaching
Alternative Positive Behavior
Why the approach is Stop the behavior annoying
used
the adult through penalties,
threats or pain
(physical, mental, or
emotional)
Correct problems by teaching
appropriate skills that help the
student develop maturity,
civility, and self-discipline
Focus of teachers
The past or immediate
problem behavior – short
term perspective
Skills for success in school and
life – long term perspective
Emotional context adult
Adult is often angry, hostile,
frustrated, physically tense,
and stressed
Adult is calm and relaxed, with
feelings of care and concern for
the student’s success and wellbeing
Potential results or
side effects for the
student
Thoughts or feelings of fear,
guilt, stupidity, inferiority,
lack of confidence, anger,
hostility, and contempt
Thoughts or feelings of
confidence, self-worth, trust in
others, desire to reciprocate
acts of kindness, care, & concern
Creating a Learning Atmosphere
Free of Coercion
1. Make a list of a few key positive behaviors
2. Establish an environment that is reinforcing for
students
3. Establish a few rules or expectations that state
positive, expected behaviors
4. Directly teach
Positive Relationships
Begin with You
It Begins with You
Benefits of Positive Relationships
• Students naturally want to
please teachers they like
• Adults become a trusted
source of help
• The effectiveness of
modeling is enhanced
• Students are more willing
to spend time with
teachers they like
How do Students Like to be Treated?
What behaviors do students like and dislike in adults?
Positive Behaviors
Overt
displaysvoice
of anger
Calm,
pleasant
tone
Accusing/blaming
statements
Offers to help
Giving
no opportunities
to speak
Compliments
performance
Mean insulting
Fairnessremarks
Unpleasant
physical
Explaining
why,
how, contact
or what
Lack
of fairness
Concern
Bossy,
demanding
Enthusiasm
Unpleasant
Politeness
Talking
mistakes
Gettingonly
rightabout
to the
point
No facial
eye contact
Pleasant
expression
Stating
Adaptedexpectations
from Willner, et al. (1977)
Negative Behaviors
Ways to Build Positive Relationships
The Relationship Bank
Deposits
Each interaction with another
person is an opportunity to
make a deposit in your
relationship bank account by
doing something positive.
Withdrawals
Saying or doing something
negative results in a withdrawal
from your relationship bank
account.
Ways to Build Positive Relationships
8:1
We need to make
MORE DEPOSITS
than withdrawals.
Even if criticism is justified, it needs to be
balanced out with EIGHT
more positives than negatives
More Specific Ways to Build
Positive Relationships
What do you say? What are some additional ways to
build positive relationships?
• Look for opportunities to talk
• Show an interest in the other person’s
interests
• Show concern for feelings and circumstances
• Express confidence and trust
• Ask for help or advice
Establishing High Expectations for
Appropriate Behavior
Students who are
striving to meet high
behavioral
expectations are less
likely to exhibit
inappropriate
behaviors.
Establishing High Expectations for
Appropriate Behavior
If we relent and tolerate
low expectations, we are
in effect demonstrating
to the student that less is
acceptable.
Establishing High Expectations
 Start with 3-5 rules
 State rules positively
 Always have positive
consequences
 Remember the 8:1 rule
if using negative
consequences
A Teaching
Approach To Discipline
Teaching Appropriate Behavior
After establishing rules
and expectations for
appropriate behaviors,
it is necessary to
directly teach positive
social emotional skills
and routines.
Teaching Appropriate Behavior
To be considered socially competent a
student must be capable not only of
using the social skills but of using the
skills in appropriate contexts . . .
with the right people, in the right
place, at the right time.
Preventing and Correcting Misbehavior
How would we finish this thought?
“If a child doesn’t know how to
read, we teach.”
“If a child doesn’t know how to
swim, we teach.”
“If a child doesn’t know how to
multiply, we teach.”
“If a child doesn’t know how to
behave, we…John Herner (NASDSE
President) Counterpoint 1998, p.2
Preventing and Correcting
Misbehavior
by Teaching a Positive
Alternative
1. Name and
describe
2. Give a
rationale
The Teaching Pattern
3. Model
(you do)
4. Practice
(they do)
5. Feed-back
& praise
6. Plan
future
practice
Reinforcing Appropriate Behavior
The combination of
teaching and reinforcing
positive behavior is the
most powerful way of
helping students learn to
behave within
boundaries established
by the faculty.
Using Praise to Reinforce
Appropriate Behavior
“None of us needs someone who
only points out our areas of
weakness and the ways in which
we have fallen short. We need
someone who encourages us to
go forward, to try again, to reach
a little higher this time.”
Gordon B. Hinckley,
Standing For Something
Praise is instructive when you:
1. Specifically state the behavior
2. Provide a detailed description of what occurred
3. Give a reason why the behavior is praiseworthy
4. Provide a pleasant consequence
The Importance Student
Self-Management
• Key to social competence
• Integral part of school success
and future accomplishment in
life
• Helps in the acquisition and
maintenance of positive social
behavior
Definition
 Self-Management refers to any one of
several procedures designed to help an
individual change and/or maintain his/her
own behavior.
What self-management
procedures have you used
today?
Advantages of Self-Management
 Can be used as a secondary or tertiary
intervention
 Adaptable to a variety of settings and
behaviors
 Feasible to implement
 Effective
Self-Management Procedures







Procedures may include :
Self Awareness
Set personal goals
Self-monitoring
Self-recording
Self-evaluation
Self-reinforcement
Self-instruction
Self-Management
 A technique where students participate in modifying their own
behaviors
 It is a continuum which the student controls some or many of
the components of a behavior change program
 Can include multiple procedures (Self-monitoring, selfevaluation, self-monitoring with reinforcement)
 Can be successful for students with and without disabilities
 Can be used to improve social behaviors, academic behaviors,
attendance, and more
 Can be used across diverse settings
 Easy to implement without high costs or special equipment
Administrative
Intervention
Office Discipline Referrals
Remain the primary response to
chronic or intense behavior in schools
everywhere.
Often are the standard for measuring
school discipline and climate efforts.
School-based policing is one of the
fastest growing areas of law
enforcement.
Yet, administrators receive little training
in effective practices.
ODRs: Common Concerns
 Inconsistent or
inappropriate use
by instructional
staff; differing
responses of
administrators
ODRs: Common Concerns
 Struggle with consequences.
 Ineffectiveness of in-school
suspension.
 Overuse of “zero tolerance.”
 Removal from class for prolonged
periods of time; learning comes to an
abrupt halt.
 Often result in more restrictive
environments or increased
punishment–time in detentions, etc.
ODRs: Common Concerns
 Lack or collaboration between
administrator and staff; resultant
dissatisfaction by all.
 Excessive student “down time;” lost
instructional time.
 Lack of closure to problem/rebuilding of
staff-student relationships.
 Cumbersome record keeping.
 Strained relationships with parents or
families.
Administrative Intervention
Three Components:
Entry Phase/Crisis Stage
De-escalating disruptive behavior
Teaching Phase
Obtaining & maintaining “instructional control”
Teaching alternative behaviors
Classroom Re-entry Phase
Preparing for a successful return to class;
restitution & closure to problem
Possible Outcomes for Schools Using
Administrative Intervention
Reduction of inappropriate referrals/increase in appropriate
referrals.
Reduction in use of exclusionary practices.
Reduction in number of referrals for “repeat offenders.
”Improved student social behavior.
Increased student learning time/decrease time out of the
classroom.
Subsequent increase in achievement.
Greater staff satisfaction regarding school discipline process.
Improved feelings of self-efficacy for administrators, staff, and
students.
Comprehensive Assessment
System
Universal
Screening
To ensure students
are learning skills
Progress
Monitoring of Core
Instruction
To ensure students
are learning
content
Progress
Monitoring of
Intervention
To ensuring
additional support
is effective
Diagnostic
Assessment
To identify focus of
intervention
Outcome
Assessments
To ensure students
have learned
content
Formative
Assessment
Summative
Challenges
Data are difficult for
teachers to collect, store,
analyze, retrieve, and use
effectively.
Data decision making is
complicated and time
consuming for one student
and can be overwhelming
or even impossible for a
large number of students.
Student learning is
frequently improved by
examining student
progress data
and tailoring
instruction to meet
individual student
needs.
Research to Practice
For teachers to accept and implement a
research-based practice, the practice must
be:
 Understandable
 Feasible
 Usable
 Effective
Research to Practice
Using Data to Improve Student Outcomes
Using data helps
teams identify
interventions and
resources that are
needed so they can
take specific steps
toward progress.
Effective
changes can only
be made when
problem areas
and behaviors
are identified and
understood.
School staff can
use school-level
data to effectively
locate particular
occasions, times,
and places where
students need
more support.
Data-Based Decision Making
Summary
1. Clearly define all target behaviors.
2. Present data in a teacher friendly, useable format.
3. Record data daily or as frequently as possible.
4. Analyze and discuss data at every team meeting.
5. Make decisions based on data collected.
6. Ensure that the data decision making process is
meaningful to the school staff and leads to positive
behavior change.
Progress Monitoring:
Determining Response Using
Trend Line Analysis
Trend line
X
X
X
X
Goal line
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Progress Monitoring: Compare
Efficacy of Secondary
Interventions
Words Read Correctly
Growth by Intervention Type