A Journey from Punitive Consequences to Tiered Interventions

1. A Journey from Punitive Consequences to Tiered Interventions Tennessee swpbs conference november 14, 2013

2. Activity • On the paper provided, make a list of all the consequences you’ve used that are effective. • Be prepared to explain why they are effective.

3. Contact information • Laura Winter • PBIS Coordinator, Region 6 • NC Department of Public Instruction • laura.winter@dpi.nc.gov • 919-302-9334

4. Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative

5. Participant Expectations Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas Honor confidentiality

6. Attention Signal Please make note of time limits and watch your clocks! • Trainer will raise his/her hand. • Finish your thought/comment. • Participants will raise a hand and wait quietly.

7. Why are we here?

8. Rationale • Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools. • Teachers need support to transition from these systems to tiered systems of interventions and continuums of responses.

9. What are Progressive Consequence Systems? • Systems in which a student’s card (or any object) is turned, pulled or moved for a problem behavior and increasing punishments are given at each step • Systems in which a student receives a “strike” or a “tally” for a problem behavior and a punishment is assigned for each notation • Can provide a quick way to communicate to a student that an error has occurred • Usually provides a planned response to the behavior that allows the teacher to continue with instruction and move forward as quickly as possible (Sprick, 2007)

10. Issue #1: Consistency is Inconsistent! It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are. (Sprick, 2007)

11. Issue #2: Breach of Confidentiality Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the child’s perspective, we can’t help but wonder how it feels to always have a red or yellow card by your name. Students and families are publicly humiliated or embarrassed. Would we do this with academic behaviors? “Laura, you missed that math problem-go flip your card!” (Sprick, 2007)

12. Issue #3: Are We Changing Behavior? There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the student’s behavior. We know that behavior doesn’t change simply because a strike is given or a card is flipped. (Shindler, 2008)

13. Objectives • Review the components of classroom management • Understand the difference between punishments and effective responses • Discuss methods to collect classroom behavior data that is discrete and maintains confidentiality • Design a pyramid of interventions that include a continuum of research-based responses at each level • Create reinforcement systems that are contingent upon appropriate behavior

14. PBIS and Classroom Management

15. What is Effective Classroom Management? Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place. In the four domains of RtI, over which domain do we have the least amount of control? Instruction Curriculum Environment Learner

16. Six Evidence-Based Practices to Ensure Positive Behavior It is smart to have a classroom management plan. Your overall plan should include: • Routines and procedures (structure!) • Classroom expectations (posted and referred to often) • Methods for teaching expectations • Procedures for encouraging positive behavior • Procedures for responding to problem behavior (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

17. Responding to Problem Behavior Responses vs. Punishments

18. Responding to Problem Behavior: Re-Thinking Consequences • In traditional discipline, the word consequence is often used to describe a punishment. • A consequence is any thing that occurs after a problem behavior has occurred (positive or negative). • Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time. • Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.

19. Responding to Problem Behavior:The ABCs Understanding the purpose of behavior comes from repeated observation of: A: Antecedent: stimulus before the behavior (prevention) B: Behavior: observable and measurable act (teaching) C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior (response)

20. Responding to Problem Behavior: General Guidelines • Even with prevention and teaching strategies in place, problem behavior will occur and require an adult response. • The following guidelines ensure that these interventions are effective: • Approach problem behavior as you would a learning error • Plan your responses to typical problems in advance • Teach students what to do differently • Match level of intensity to the problem behavior. • Consider context and student history • Use the least intrusive intervention first

21. Responding to Problem Behavior: Logical Consequences • Logical consequences are those that allow students to learn from their mistakes while preserving their dignity. • Goals of logical consequences: • To give children the chance to regain self-control • To help children recognize the connection between their actions and the outcomes of their actions • To allow them to fix problems caused by their misbehavior and to make amends • To guide students in avoiding similar problems in the future • To preserve the dignity of the child and the integrity of the group • To keep children safe (Shindler, 2008)

22. Reworking Responses to Problem Behavior: Effective Responses Review • Teach a new behavior and offer the opportunity to practice. • Are used immediately or closely following problem behavior. • Offer a range of options to teachers for classroom interventions.

23. Top Three Most Effective Responses to Problem Behavior Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are: • Positive Practice • Restitution/Time Owed • Reflection

24. Best Redirection Ever “What are you doing?” “What are you supposed to be doing?” “Show me you can do that.”

25. Activity:Ensuring Effective, Logical Responses to Problem Behavior • Using the list of consequences generated by the people at your table, identify which are “logical.” • Indicate which ones have and which ones have not been effective in changing the student’s behavior.

26. Least Effective Discipline “Strategies” • Punishment • Exclusion • Counseling (Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992) Why do you think these are the least effective responses?

27. Responding to Problem Behavior Process

28. Process for Responding to Problem Behavior: Data Collection • Typically, data collection is done by color coding cards and clips, or by assigning strikes to students. • This type of data is usually publically collected with no real intervention attached. • In order to design effective responses, we must collect accurate, useful data. • This data collection must be done privately, confidentially, and objectively.

29. Process for Responding to Problem Behavior: Sample Minor Reporting Form

30. Activity: Collecting Data • With your neighbors, or on your own, brainstorm methods to collect classroom behavior data. • All methods should be confidential and maintain the dignity of the student.

31. Responding to Problem Behavior Pyramids of Interventions

32. Pyramids of Interventions: Definition • In RtI*/PBIS, tiered interventions are the key to ensuring that we are meeting the needs of all of the students in our school. • In the classroom, a pyramid of interventions act as a menu of effective responses from which we can choose. • This helps us design supports for children that meet the functional need of the behavior. *RtI=Responsiveness to Instruction

33. Pyramid of Interventions: Classroom Early Stage Responses • Early stage responses should be brief and flow seamlessly into instruction. • In many cases, early intervention is enough and doesn’t require follow up. • Look: eye contact, a quizzical “you-know-better” facial expression, a stern look • Gesture: a head shake, thumbs down, finger over lips, sign language for “stop” • Move: get in closer proximity to the student • Remind: state individual’s name softly and restate the expectation • Redirect: eye contact, whispered name, a signal for student to move seat or change tasks • Touch: firm, but friendly hand on the shoulder meant to calm the child • Remove: the teacher “pockets” a distracting object or holds it for safekeeping

34. Pyramid of Interventions:Early Stage Responses Example: Burns Middle School, Lawndale, NC • Non-verbal warning • Proximity control • Verbal warning • Pat on the back • Planned ignoring of behavior • Individual/whole group reteaching • Refer student to SOAR matrix • Phone call to parents • Email parents • Documentation in planner • Preferential seating • Individual student conference • Setting learning goals • Reinforce other students showing desired behavior • Cuing • Think sheet • Restitution • Time out in classroom • Write an apology note • Working lunch • Silent lunch • Consult with EC/ESL teacher • Teacher assigned ASD • Clear routines and procedures • Have extra materials available

35. Pyramid of Interventions: Early Stage Responses Example: Garner High School, Garner, NC

36. Activity: Early Stage Responses • Using your expertise, and the expertise of those around you, create a list of effective early stage interventions you could use in the classroom.

37. Pyramid of Interventions: Classroom Middle Stage Responses Middle stage responses are used when early responses do not work, and require prior planning. • Restitution: Student actively repairs the damage caused. • Physical repair: Student tries to help repair property or work of a peer. • Verbal repair: Student uses “I” statements to genuinely apologize for behavior to individuals hurt by the behavior. • Loss of privilege: A privilege that is not being used responsibly is temporarily removed. • Time owed: Student completes work or tasks missed due to misbehavior on their own time. • Time out: The student is separated briefly from the group to reflect and calm down. • Antiseptic Bouncing: Time out without saying time out.

38. Pyramid of Interventions: Middle Stage Responses Example: Burns Middle, Lawndale, NC • Consult with counselor • Time out • Consult with grade level administrator • Counselor check in • DBR-Daily Behavior Report • Loss of privileges • Parent/Student/Teacher conference • Team/Grade level PLC support • Antiseptic bouncing on team • Written assignment/reflection • Administrator assigned ASD • Consult with social worker • Home visit • Team conference • Escorted transitions

39. Activity: Middle Stage Interventions • Create a list of effective middle stage interventions that can be used in the classroom.

40. Pyramid of Interventions: Late Stage Responses • Late stage responses are used when repeated attempts at early and middle stage responses are ineffective. • These responses need to be planned in collaboration with parents, administrators and other site-based resources. • Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior. • While plan is in place, use de-escalation strategies to avoid further conflict when necessary.

41. Pyramid of Interventions: Late Stage Responses: Choosing Strategies Strategies need to include changes to the antecedents, behavior, and consequences or outcomes. Antecedents (what happens immediately before problem behavior) Behavior (observable and measurable) Consequence (what happens immediately after the behavior)

42. Pyramid of Interventions: Late Stage Responses: Choosing Strategies Example If it has been determined that a student calls out in order to obtain adult attention, strategies might include: Planned check-ins by teacher  Precorrects for hand raising Move seat closer to adult A Teach skills to get help, occupy wait times, and tolerate delays B Ignore calling out  Reinforce raising hand  Respond consistently and quickly to appropriate requests and approximations C

43. Individualized behavior chart/contract for student. This chart or contract is NOT part of a Behavior Intervention Plan. It IS a way to support this student through the day.

44. Wally’s Stickers for Raising his hand 11 stickers = menu choice

45. Pyramid of Interventions: Late Stage Responses Example: Burns Middle, Lawndale, NC Office Managed and Team Driven: • Functional Behavior Assessment • Behavior Intervention Plan • In-School Suspension • Out-of-School Suspension • Refer to SSMT • Refer to DJJ/SRO/DSS/MH

46. Activity: Late Stage Interventions • Develop a list of late stage interventions that are appropriate for your students and effective in changing behaviors.

47. Responding to Problem Behavior: Review • Consequences and punishment are not the same thing. • Effective responses to problem behavior change behavior over time. • Logical interventions are designed to remedy the problem while maintaining student dignity. • When problem behavior occurs, strive to use the least intrusive intervention possible. • Move up the continuum of responses when necessary. • Create individualized plans for students requiring the most support.

48. How Do We Start the Process?

49. Look at Data • Ask teachers to collect data for a couple of weeks, specifically noting which students were on red (or the worst step) at the end of each day. What patterns are noticeable? • If the current classroom plans are working, in other words, there are few or no behavior problems in the classroom setting, then there is no reason to change. Turn and talk: What other data could be useful?

50. Start the Conversation • Engage in discussion about progressive consequences with the faculty as a whole, or on grade level or department teams. • Are the systems working? • Do students feel respected? • Are students with chronic behavior patterns getting the help they need? Turn and talk: Would staff and student surveys help guide this conversation?