North Central College Junior/Senior Scholars

1. North Central College Junior/Senior Scholars Presentation on Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS)

2. What is RtI? • A general education initiative that incorporates best practices in education informed by data to impact student achievement and growth. • Federal Mandate now included in NCLB and IDEA. • A continuum of support for all students.

3. The 3 Tiered Model

4. What’s this all about? • Evidence-Based Practices! • Data used to “move students through the tiers.” • Universal tier: Curriculum/Instructional Practices. • Secondary tier: Small Group Interventions. • Tier 3 : Individualized support. • Students continue to receive the support from the “lower” tiers while increasing interventions/support to meet their needs. • If the student continues not to respond to the increased support, a referral for Special Education is considered.

5. How can we put this into place this summer? • Use your pre-assessment data (Assessments on academic skills should be done during Drop- In week, and at the very latest the first day of camp). • Build your curriculum around where your students are at, but…. • Use Benchmark data from ISAT/PSAE scores! • Utilize your high school interns to support with small group instruction/individualized support for your students with more intensive needs.

6. A look at the behavioral side… PBIS!!!!

7. Understanding the Connection: Academic and Behavior RtI and PBIS are linked because each requires the: • Establishment of effective teaching strategies and core curriculum with general education population. • Universal screening of ALL students. • Use of research-based interventions in general education. • Measurement of student responses to interventions. • Use of student data to change intensity or design new interventions.

8. Four Elements of PBIS Systems ~ Practices ~ Data ~ Outcomes

9. PBIS Principles • Increase consistent use of positive teaching and reinforcement strategies among all school staff at school-wide, classroom and individual student levels. • Reduce use of reactive discipline measures in schools (i.e., office discipline referrals, detentions, suspensions, expulsions) for all students. • Increase data-based decision-making about behavior and academic instruction and reinforcement across all school settings. • Implement effective comprehensive supports/services/interventions for students with the most intensive behavioral/emotional needs through wraparound plans that address home, school, and community settings.

10. At NCC Jr/Sr Scholars • Token Economy System • Cooperative Learning • Consistent Procedures • Consistent Routines • FLEXIBILITY! • POSITIVITY!

11. PBIS Goal 1: Supporting Staff Behavior • Support with creating safe and effective Learning Environments • Creating Support Systems

12. Safe and Effective Learning Environments • Picture a place where you feel safe. • (Visualization with sensory integration) • How can you apply what you visualized to your classroom?

13. Creating Support Systems • Support from many places…. • Each Other • Coaches • Camp Directors/Administrators • Parents • Your students (remember…let their voices be heard!) • Outside resources (what have you learned from the sessions/institutes?)

14. PBIS Goal 2: Supporting Social Competence • Social Skills Development • Social/Emotional Needs

15. Social Skills Development • Do not assume the “They should know better” mentality. • Teach students how to behave in various situations…You are America’s Next Top Model! • Teach conflict resolution: I PICC and PBIS (different acronym…) • Aligned with the Social Emotional Learning (SEL) Goals!

16. Social/Emotional Needs • Students and families do not exist in a vacuum. • Analyze stress factors….what are your own? Are you letting them show? • Parent engagement is KEY! • Empathic approach, non-judgmental.

17. In situations with students, we tend to become more focused on the behavior than on the child.

18. Social/Emotional: Expressing Need Children express need in 3 ways: • Attitude • Feelings • Behavior

19. Knowing that humans express their need through their behaviors (whether positively or negatively) can help us understand just how important our interactions with one another are. Reflect upon each day. Examine your own stress level.

20. Social/Emotional • Listen to what the child is “saying” through their behavior and respond by being: • Supportive • Encouraging • Passionate • Empowering • Love-based • Listen to what your behavior is “saying” and respond.

21. Creating Change • Positive repetition in the environment. • Positive repetition in relationships. • Emotional impact: • Set limits with your students. • Think from the child’s perspective. • Give your students attention without them having to earn it.

22. PBIS Goal 3: Supporting Student Behavior • Teaching Expected Behaviors • Reinforcing Student’s Demonstration of expected behaviors • Correcting Problem Behaviors • Celebrating Success

23. Teaching Expectations Step One: Guideline in Selecting Expectations • Explicitly state rules & expectations aligned with school-wide expectations. i.e., BE COLLEGE BOUND!!!! • Select positively stated functional rules. i.e., Use hands/feet appropriately! • Establish behavioral expectations immediately. • Rehearse & review the behavioral expectations.

24. Teaching Expectations Step One: Guideline in Selecting Expectations • Practice frequently broken behavioral expectations. • Individualize expectations. • Schedule time for teaching classroom behavioral expectations.

25. Teaching Expectations Step Two: Systematically teach the expectations • Students require a great deal of instruction and practice in classroom rules and procedures. • Effective management needs to be more about instruction than about discipline.

26. Teaching Expected Behaviors (Expectations) Three steps to follow up teaching classroom expectations: 1. Remind/Pre-correct 2. Supervise 3. Provide positive feedback

27. Reinforcing Positive Student Behavior • Token Economy System (see teacher handbook). • Individualize reinforcement (verbal rewards, tangible rewards, provide attention – peer or adult). • Utilize your high school intern!

28. Pre-Correcting Problem Behavior Key Points: • “Pre-” means before; “-Correct” means after. • “Pre-Correction” means anticipatingproblem behavior and intervening beforehand. • Problem behavior is prevented. • Expected behavior replaces problem behavior.

29. Pre-Correcting: Anticipating Problems Step One: Identify the context (trigger) and the predictable problem behavior. Are the behaviors occurring at set times? • Breakfast • Lunch • Transitions • Line Up For Bathroom

30. Pre-Correcting: Anticipating Problems Step Two: Specifying Expected Behaviors: • Eliminate or significantly reduce problem. • Establish an expected behavior to replace the problem.

31. Pre-Correcting: Anticipating Problems Describe the expected behavior in observable terms (raise hand) or Select behaviors that are incompatible with potential problem behavior (go to desk-start assignment) or Select an expected behavior to replace the problem behavior (remember to use inside voices)

32. Pre-Correcting: Anticipating Problems Step Three: • Modify the context beforehand. • Minimize the changes (simplest change for biggest impact). • Systematically plan changes.

33. Pre-Correcting: Anticipating Problems Step Four: • Strong new reinforcement provided. Step Five: • Provide reminders in class directions. • Use gestures to prompt expected behavior. • Provide choices for repeated infractions.

34. Pre-Correcting: Anticipating Problems Step Six: Monitoring the Plan • Design simple system to gather data. • Analyze data and modify plan as necessary.

35. Pre-Correcting into Correcting If we can predict it, . . .we can prevent it.

36. Correcting Problem Behavior • Remove attention from student displaying inappropriate behavior. AND • Focus on student(s) nearby exhibiting the expected behavior.

37. Correcting Problem Behavior • Secure student’s attention. • Inform him/her of expected behavior. • Redirect the student to expected behavior (gesture/verbal prompt). • Provide immediate opportunities for practice. • Acknowledge the changed behavior when it occurs.

38. Correcting Problem Behavior If expected behavior still does not occur… Deliver a brief warning by providing for the student to choose between: • Displaying the expected behavior. OR • Experiencing a penalty or loss of privilege.

39. Correcting Problem Behavior • Deliver the penalty or loss of privilege in a matter-of-fact manner. • Do not argue with the student about the details of the penalty. (NO POWER STRUGGLES!) • WALK AWAY…WALK AWAY… WALK AWAY!!!!!

40. Celebrating Success! • Praise, Praise, Praise! • Positive phone call or note home. • Providing student with an award. Good job!

41. PBIS Goal 4: Support Decision-Making One Word……….. ……………………………………………….. DATA

42. DATA • What are the various sources of data to use? • How to interpret data? • What do you do with it once you get it?

43. DATA: Sources? ACADEMIC • Classroom based assessments. • Curriculum Based Measures (CBM). • Standardized test scores. • Informal assessments. BEHAVIORAL • Discipline referrals. • Observational information. • Anecdotal records. • Student/Parent surveys.

44. DATA: Interpretation • Take into consideration the multiple data sources. • Look at themes, patterns, outliers. • Reflection: at which tier is the data showing a need for change?

45. DATA: What to do with it • Determine if changes need to be made at the Universal level (i.e., classroom management and direct instruction). • Determine students who may require additional support at the Secondary level (i.e., small groups, in-class tutoring). • Determine students who may need individualized support (i.e., one-on-one instruction, use of high school intern).

46. DATA: Designing Interventions/Strategies Academic • Increase instruction in skill deficit areas. • Re-teach skills for reinforcement of understanding. • Engagement = Achievement! • Incorporate mini- lessons/extra practice on specific skills needing to be addressed further along with a new topic being taught. • Small group instruction for students presenting with similar concerns. Social/Emotional/ Behavioral • Engage parental support. • Token Economy. • Classroom-wide incentives and behavior plans. • Use of “cool tools” to teach expected behaviors. • Classroom Meetings to address student concerns/needs. • Explain to the student what the expected behavior is and teach them how to show it!

47. TRYING TO PREVENT THIS FROM HAPPENING

48. Links for Academic/Social/Emotional/Behavioral Classroom Strategies • www.pbisillinois.org (cool tool lesson plans!) • www.behavioradvisor.com (AMAZING!) • http://www.freeprintablebehaviorcharts.com (free printable materials! Send home to parents!) • www.interventioncentral.org (academic) • http://ies.ed.gov/ncee/wwc/ (What Works Clearinghouse) • http://www.bestevidence.org/ (academic)

49. Final Thoughts • “If you can predict it, you can prevent it.” • Listen to what students are saying through their behavior....and respond! • We are all in this together!!!!! • Remember to stay Flexible and Positive!