Positive Behavioral Supports: Secondary Interventions August 4, 2006 SLU, Hammond

2. Positive Behavioral Supports: Secondary Interventions August 4, 2006 SLU, Hammond Shawn Fleming La. Dept. of Education (225) 219-7364 shawn.fleming@la.gov

3. Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

4. Targeted Interventions • Identifying the Middle Part of the Triangle at your school • Using data to make decisions • Setting Event Practices • Effective Classroom Management Practices • Non-Classroom Systems Approaches • Practices that Support Students ‘at-risk’ • BEP • Interventions for Escalating Behaviors

5. Blended Initiatives Behavioral Systems Academic Systems 1- 5% Intensive, Individual Interventions Specific students Intensive, Individual Interventions Specific students 1-5% Targeted Group Interventions Targeted students 5-10% Targeted Group Interventions Targeted students 5-10% Universal Interventions All students 80-90% Universal Interventions All students 80-90% Dr. George Sugai, Co-Director Center on PBS

6. School-wide Positive Behavior Support Systems Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems

7. Average Daily Referrals by Month

8. Classroom Non-classroom Student School-wide Referrals by Location @ 45 min/referral = 16,000 minutes!

9. Referrals by Grade thru Nov. 2005

10. Referrals by Grade level (2005-06)

11. Referrals by grade in 2004-2005

12. 8th grade by location

13. Referrals by Teacher Mrs. X

14. Mrs. X by location

15. Mrs. X by Problem Behavior

16. Classroom Non-class Student School-wide Referrals by Location

17. Classroom Non-class Student School-wide Classroom Management Practices Classroom Classroom Classroom Classroom

18. Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations

19. Teach social skills (just like academics) • Tell/model/explain • Guided practice • Monitor & assess • Give positive feedback • Adjust & enhance

20. Purpose Review critical features & essential practices of behavior management in classroom settings Goal: Review of basics & context for self-assessment

21. Informal & untaught Reactive & ineffective Disconnected from SW Lack of staff fluency Lack of durability Lack of instructional fluency Classroom Management Challenges

22. Essential Behavior & Classroom Management Practices • Classroom Management Self-Checklist(7r) George Sugai, 2005

23. Activity: Rate Your Practices • Consider a recent period teaching in your classroom. Rate yourself on the following items. • If you are administrator or support staff, rate a teacher that you recently observed.

24. 1. Minimize crowding & distraction Design environment to elicit appropriate behavior: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Designate staff & student areas. • Seating arrangements (classrooms, cafeteria, etc.)

25. 2. Maximize structure & predictability • Teacher routines: volunteers, communications, movement, planning, grading, etc. • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

26. 3. State, teach, review & reinforce positively stated expectations • Establish behavioral expectations/rules. • Teach rules in context of routines. • Prompt or remind students of rule prior to entering natural context. • Monitor students behavior in natural context & provide specific feedback. • Evaluate effect of instruction - review data, make decisions, & follow up.

27. 4. Provide more acknowledgements for appropriate than inappropriate behavior • Maintain at least 4 to 1 • Interact positively once every 5 minutes • Follow correction for rule violation with positive reinforcer for rule following

28. 5. Maximize varied opportunities to respond • Vary individual v. group responding • Vary response type • Oral, written, gestural • Increase participatory instruction • Questioning, materials

29. 6. Maximize Active Engagement • Vary format • Written, choral, gestures • Specify observable engagements • Link engagement with outcome objectives

30. 7. Actively & Continuously Supervise • Move • Scan • Interact • Remind/precorrect • Positively acknowledge

31. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly • Respond efficiently • Attend to students who are displaying appropriate behavior • Follow school procedures for major problem behaviors objectively & anticipate next occurrence

32. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior • Social, tangible, activity, etc. • Frequent v. infrequent • Predictably v. unpredictably • Immediate v. delayed

33. 10. Generally Provide Specific Feedback for Errors & Corrects • Provide contingently • Always indicate correct behaviors • Link to context

34. How did I do? 8-10 “yes” = Super 5-7 “yes” = So So <5 “yes” = Improvement needed

35. Example Action Plan Strategies + Build on SW System + Use school-wide leadership team + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements

36. Non-example Action Plan Strategies • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service • Observe in effective classroom • Observe & give feedback What is likelihood of change in teacher practice?

37. Action Plan • Develop a plan to enhance the capacity of all teachers in effective classroom management practices • Training and Support Infrastructure • Ongoing Monitor and Evaluation plan

38. Non-classroom Interventions Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems

39. Non-classroom Settings • Particular times or places where supervision is emphasized • Cafeteria, hallways, playgrounds, bathrooms • Buses & bus loading zones, parking lots • Study halls, library, “free time” • Assemblies, sporting events, dances • Where instruction is not available as behavior management tool

40. Classroom Non-class Student School-wide Referrals by Location

41. 5 minute activity • Pick 1 problematic non-classroom setting you have experienced • Identify 2-3 features of problem • Identify 2-3 possible solutions • Report (<1 min.) main features of your example 1 Minute Spokesperson Attention Please

42. Examples of Strategies • Recess divided by grade level • Monitors know students • Recess then lunch • Random Recess • Zip and Flip

44. Classroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students Classroom v. Nonclassroom

45. MANAGEMENT FEATURES • Physical/environmental arrangements • Routines & expectations • Staff behavior • Student behavior

46. Training Video: Systematic Supervision • Steven Smith & Jeff Sprague • Institute on Violence and Destructive Behavior • University of Oregon • IRIS Media, Inc • Eugene Oregon • 877-343-4747 • iris@lookiris.com • www.lookiris.com

47. Basics “Supervision Self-Assessment” YES or NO

48. 1. Did I have at least 4 positive for each negative student contact? • Have more positive student contacts than negative • Use variety of contact forms

49. ~10 positive : 1 correction

50. 2. Did I move continuously throughout area? • Obvious • Positive • Interactive • Unpredictable