Response to Intervention for Behavior

1. Response to Intervention for Behavior Team Training Strategies

2. Objectives • Define RtI for Behavior (RtIB) • Review Behavior Data Sources • Examine RtIB Tier Process and Procedures • Identify Behavioral Interventions • Apply the Problem solving Process to Case Studies • Discuss Next Steps

3. What Is RtI for Behavior (RtIB) • RtI for Behavior (RtIB) provides a data based problem solving, multi-tiered approach that aims to prevent inappropriate behavior and teach and reinforce appropriate behaviors.

4. What Is RtI for Behavior (RtIB) RtIB meets the needs of students and families by: • Creating a safe and positive school climate • Increasing academic engagement and motivation to learn • Using data to design, implement and monitor interventions • Creating school-wide policies, expectations, and processes

5. Responding toBehavior: Traditionally • Reactive/Consequence Strategies • Office referral, detention, suspensions, etc. • Used to try to teach the “right way” • May actually reinforce the behavior of concern • Restrictive and segregated settings

6. Traditional Discipline: Focused on the student’s problem behavior Goal is to stop undesirable behavior through the use of punishment Positive Behavior Support: Replaces undesired behavior with a new behavior or skill Alters environments Teaches appropriate skills Rewards appropriate behavior Traditional Discipline versus RtIB

7. Time Cost of a Discipline Referral(Averaged to 45 minutes per incident)

8. Who from the Leadership Team Facilitates RtIB ??? • Administrator • School Psychologist • School Social Worker • Guidance Counselor • TRUST Specialist • Behavior Management Teacher • School-based Professional Development Liaison • Team Leaders

9. Behavior Data Sources • Student At Risk Profile Report (T-0515P71-01) • Suspensions reports • Attendance reports • Truancy reports • School climate survey • Course failures • Conduct grades • SCM reports

10. Tier 3: Intensive, Individual • Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Tier 2: Supplemental • Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 3 • Direct observations • Progress monitoring data/response to intervention • Implementation fidelity • Tier 2 • Progress monitoring data/response to intervention • Implementation fidelity • ESE referrals • Tier 1 • Progress monitoring data/response to intervention • Implementation fidelity • ODRs, teacher nominations, attendance, walkthroughs • School-wide screening • Tier 1: Core Curriculum/ • Universal Interventions • All settings, all students • Preventive, proactive

11. RTI Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

12. Levels of Support for Behavior Tier 3: Few Students Tier 2: Small Groups of Students Tier 1: All Students 12

13. Tier I

14. RtIB Tier I Tier 1 is for all students. The goal of RtIB at the Tier 1 level is the prevention of problem behavior and promotion of positive behavior by establishing processes that should facilitate success for at least 80% of the students.

15. RtIB Tier I Components An effective Tier 1 process requires: • District and school missions with a clear and purposeful leadership that is committed to coordinating the implementation of evidence-based behavioral practices • An established process for consensus building • A data-based decision making system through the four step problem solving process • Established procedures for teaching expected behaviors • On-going monitoring and evaluation efforts linked to professional development needs and disseminated to stakeholders

16. Universal Support As a system-wide Universal Support effort in schools, positive behavior support consists of expectations, rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior

17. What will RtIB look like in our school? • Data will be used to help track progress and identify areas to target for intervention • Discipline referral Processes & Procedures will be Consistent throughout the school • The school will develop and use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior • A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.

18. School-Wide Expectations Definition: A list of broad, positively stated behaviors that are desired of all faculty and students These expectations should be in line with the school’s mission statement and should be taught to all faculty, students, and families

19. When Identifying Expectations Consider existing data summaries: Discipline Academic Identify common goals: Mission Statement Other School-Based Programs Identify characteristics of an ideal student Can be helpful with faculty buy-in

20. Guidelines forIdentifying Expectations Identify behaviors expected of all students and staff in all settings Select 3 to 5 behaviors State expectations in positive terms Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

21. Which Guidelines Were NotFollowed in These Examples? Don’t run Raise your hand and wait to be recognized before speaking Be good No talking Stay in your seat Act like ladies and gentlemen

22. Rules for Unique Settings Definition: Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

23. How Are Expectations and Rules Similar? Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the school’s mission statement & policies Both should clarify criteria for successful performance

24. How Rules are Different Rules describe specific behaviors: Observable Measurable Rules may apply to a limited number of settings Rules clarify the SW-Expectations for specific settings

25. Which Ones Are Expectations?Which Ones Are Rules? Be considerate Place food items in their proper containers Remain seated during instruction Use an inside voice Be a problem solver Keep all four legs of your chair on the floor

26. Guidelines for Creating Rules Select NO MORE THAN 5 rules for each setting on campus Rules should be observable, measurable, positively stated, & enforceable You do not need to create a rule for each expectation USE YOUR DATA to determine the problems you are experiencing most in those locations Non-Example: “Chew with your mouth closed.”

27. My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful Once you have developed expectations and rules, it is not enough to just post words on the walls of the school… YOU MUST TEACH THEM CONSISTENTLY ACROSS CAMPUS!

28. “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 drive,we teach.” “If a child doesn’t know how to behave,we……teach?…punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

29. Why Develop aSystem for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

30. Tier I Interventions: Teaching Appropriate Behavior • Behavioral Interventions in M-DCPS • Bullying / Violence Prevention Curriculum • M-DCPS Alternative to Suspension Program (ASP) • Crisis Prevention Planning • LEAPS • Positive Behavior Support (PBS) • CHAMPS

31. Why Develop aSystem for Teaching Behavior? We must assume: Students will require different curricula, instructional modalities, etc… to learn appropriate behavior We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills

32. Why Develop aSchool-Wide Reward System? Rewards are effective when: used to build new skills or sustain desired skills used with contingent delivery of rewards for specific behavior gradually faded over time Akin-Little, Eckert, Lovett, Little, 2004

33. Why Develop aSchool-Wide Reward System? The immediate reward acts as a teaching tool for desired behavior Focuses staff & student attention on desired behaviors The immediate reward is a bridge to long-term reward The immediate reward increases likelihoodof repeating the desired behavior Fosters a positive school climate Reduces the need for engaging in time-consuming disciplinary measures Access to long-term reward increases the power of the immediate reinforcer

34. Reward System Guidelines Reward contingent on desired behavior Clearly define and train staff and students on the criteria for earning a reward Encourage staff to reward students outside of their classroom in common areas Plan for encouraging and monitoring staff use of the reward system Keep it Simple

35. Reward System Guidelines Rewards should target 80% - 90% of students Rewards should be portable and/or easy to use in multiple settings across school campus Reward frequently in the beginning Rewards should be varied to maintain student interest Opportunities for naturally occurring reinforcement are still provided and encouraged

36. RtIB in the Classroom Classroom-Level RtIB provides tools that: Support classroom teachers in embedding RtIB into their classroom practices Support groups of students in need of behavioral support in addition to existing school-wide supports

37. Building a Foundation for RtI Classroom RtIB Prevention Tools for remediation Room for accommodation Classroom strategies should be included EARLY in hierarchy of supports Individual Students Small groups of students Rough day in the classroom Classroom Tier 1/Universal

38. Effective Responses to Problem Behavior Including effective interventions at the classroom level: Re-teach the expectations/rules Change seating arrangements Conference with parent and/or student Peer mediation Student contracts Provide choices Remove tempting items from the classroom

39. More Effective Responsesto Problem Behavior Including effective interventions at the classroom level: Humor Let the student “save face” Re-direction Failure to earn a privilege Restitution/Apology Prompt & cue both verbal & non-verbal Reward alternate positive behavior

40. Intervention Ideashttp://ici.umn.edu/products/impact/182/over5.html Problem solving/Contracting Restitution Mini-Courses or skill modules Parent involvement/supervision Counseling Monitoring/Self-Monitoring Short or long term changes to schedule, classes, course content

41. RtIB Tier I: Universal Screening Universal Screening means all students are proactively screened at regularly scheduled times throughout the year to identify a select group of students who demonstrate early behavior warning signs that indicate risk for developing an emotional or behavioral disability.

42. RtIB Tier I: Process and Screening • Use behavioral data sources to provide universal screening • Conduct screening quarterly • The problem solving process involves a review of data to determine which Tier 2 interventions may be appropriate

43. Behavior Data Sources • Student At Risk Profile Report (T-0515P71-01) • Suspensions reports • Attendance reports • Truancy reports • School climate survey • Course failures • Conduct grades • SCM reports

44. Problem Solving 1. Define the Problem 2.Analyze the Problem & Develop an Intervention Plan 4. Evaluate the Intervention Plan 3. Implement the Plan & Monitor the Progress 44

45. Problem-Solving / Response to Intervention Prior to making changes within the school environment, it is important to know what needs to be changed Information about what is going on has to be accurate and useful for identifying problems Analyze problems so that interventions can be effective and efficient Decisions made with accurate dataare more likely to be: Implemented Effective

46. Add Case?????

47. Step 1: Identify the Problem Step 1 is critical to the process Problems to be solved vs. “Issues” to address Review existing information Ask: Is it most, or is it some? 47

48. Problem Identification • Referrals by location • Referrals by time of day • Referrals by staff • Referrals by behavior • Referrals by motivation • Administrative referrals

49. Defining the Problem Specific, observable, measurable: 3rd grade students were responsible for 40% of our SCMs last month, and most of these took place during their 90-minute reading block, for disruption. Sixty percent of our SCMs listed the Assistant Principal as the referring staff member.

50. Did We Define It? Students are not being respectful. SCMs are increasing this month. Most of our SCMs are taking place in an unknown location. Students are late to class after lunch.