Strengthening PBIS in Your School: Tier III Interventions

1. Strengthening PBIS in Your School: Tier III Interventions MiBLSi/Ingham ISD Focus Day Training

2. There are two prerequisite concepts that staff must operate from to be effective problem solvers.

3. Prerequisite 1: Behavior is highly malleable – it can be change

4. Prerequisite 2: Teachers must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control.

5. 1.0 PBIS Tiered Behavioral Supports Preventative Supports Early-Stage Interventions

7. Process Data - Behavior pbisapps.org Benchmarks of Quality (BoQ) • Completed annually by school leadership teams • Tier 1 SWPBIS implementation fidelity check • 53 benchmarks across 10 critical elements of implementation. • Identifies areas of strength and need; informs problem analysis and action planning. • 70% Implementation Goal Self-Assessment Survey (SAS) • Completed annually by building staff • Fidelity check of PBIS implementation across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students • Seven key elements of the Implementation Subsystems • Informs of areas of strength and need, including communication between leadership team and staff • 70% Implementation Goal

8. Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

9. Process Data Snapshot: Self-Assessment Survey (SAS) Targeted Implementation Supports Low Implementation Status While summary data from the SAS provides a general sense of a building’s PBIS systems, more focused analysis can inform a team of the most vital and influential next steps. High Staff Priority PBIS Subsystem

11. Critical Features of Effective Classroom Management Classroom Structures Responding to Inappropriate Behavior Teacher-Student Relationships Responding to Appropriate Behavior Instructional Management (Reinke, Herman, & Sprick, 2011)

12. Management Plan An effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: • Rituals • Routines • Rules • Consequences • Motivational techniques

13. The CHAMPs Acronym C Conversation H Help A Activity M Movement P Participation S Supplies

14. Defining CHAMPS: A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management. A process of continuous improvement An acronym A common language among staff members

15. Management Plan The greater the level of structure needed in your classroom, the more DETAILED and PROLONGEDyou are going to have to be when teaching your expectations.

16. Level of Classroom Structure • The level of structure should not be based on teacher preference or familiarity! • The level of structure should be based on student need! • When in doubt, start with a higher level of structure.

17. Student Needs Teacher Needs

18. “Survey says…”

25. Classroom Management Plan vs. Individual Intervention “Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

26. Strengthen Classroom Management Classroom Structures Responding to Inappropriate Behavior Teacher-Student Relationships Responding to Appropriate Behavior Instructional Management (Reinke, Herman, & Sprick, 2011)

27. Strengthen Classroom Management S = Structure for Success T = Teach Expectations O = Observe Behavior I = Interact Positively C = Correct Fluently

28. Strengthen Classroom Management CHAMPS Coaching

29. Strengthen Classroom Management • Opportunities to Respond • Verbal Responses • Written Responses • Action Responses All Students Respond. When possible use response procedures that engage all students. (Archer, 2011)

30. Strengthen Classroom Management • Ratio of Interactions • Positive Interaction: acknowledging a positive behavior • Negative Interaction: addressing a negative behavior; fluent correction 4:1 15:1

31. Strengthen Classroom Management: Negative Consequences

33. Strengthen Classroom Management: Positive Consequences

34. Hypothesize!

35. Early Stage Interventions These are the interventions that ALL teachers should be trained to implement effectively and with fidelity.

36. Early Stage Interventions

37. Intervention A: PLANNED DISCUSSION

38. Rationale • A student’s behavior may result from a lack of information. • Planned Discussion is an easy, quick, and efficient intervention. • As an intervention, Planned Discussion is a respectful and potentially empowering way to address problem behavior. (Sprick & Garrison, 2008)

39. Discussing A One-Time Event vs. Planned Discussion

40. Discussing A One-Time Event • Correction that does not break the flow of instruction: Teacher: “Elaina, I am very concerned about what you just said to your group. I am writing down what you said, and in a few minutes, after I make sure the other groups are doing okay on the assignment, you and I will need to discuss this.” (Sprick & Garrison, 2008)

41. Discussing A One-Time Event Steps for implementing discussion of a one-time event: • Show the student the “What Happened?” form with a description of what occurred. • Give the student a chance to describe her view of the event. • Note if and how the student’s account differs from the teacher account. • Let the student know what action will be taken. (Sprick & Garrison, 2008)

42. Planned Discussion Planned Discussion has the potential to have a positive impact on just about any behavior. Because of the powerful effects of a planned discussion, it should be an integral part of every intervention plan. **Note: Planned Discussion will only be effective for students with sufficient language skills. (Sprick & Garrison, 2008)

43. Planned Discussion Planned Discussion can be used for any minor but potentially annoying misbehavior. For Example: • Tattling • Psychosomatic complaints • Immaturity • Perfectionism • Disorganization • Sloppy work (Sprick & Garrison, 2008)

44. Planned Discussion Planned Discussion can be used for moderate misbehavior in the early stages. For Example: • Poor listening skills • Dependency • Arguing • Disruptive behavior • Tardiness • Inaccurate or incomplete work (Sprick & Garrison, 2008)

45. http://www.youtube.com/watch?v=VWqq6fyjazg

46. Share A Written Record • If appropriate, share a copy of the written record of the meeting with the student and parents. (Sprick & Garrison, 2008)

47. Intervention B: ACADEMIC ASSISTANCE

48. Rationale • Behavior and academic success are interwoven. • Academic problems are not always obvious. • Students who do not experience academic success are easily frustrated. • Struggling students become endlessly resourceful in covering for their lack of ability. • Overtime, struggling students may become withdrawn, clown around, sarcastic, distracted or hyperactive. Expectancy x Value = Motivation (Sprick & Garrison, 2008)

49. Purpose Help the teacher informally identify whether a student’s acting out is strictly behavioral or if it is compounded by, and perhaps even caused by, academic issues. (Sprick & Garrison, 2008)

50. Behaviors To Address Through Academic Assistance • Incomplete or late work • Class clown behaviors • Attention problems • Shy or withdrawn behaviors • Cheating • Poor motivation • Tantrums • Disruptive behavior • Anger or hostility • Lying • Complaints about health • Stealing • Poor self-concept • Lack of energy (Sprick & Garrison, 2008)