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Using Data at the Secondary Level to Build a Pyramid of Behavior Support

Using Data at the Secondary Level to Build a Pyramid of Behavior Support. GA Pyramid- The Foundation for School Improvement SSTAGE Conference September 2007 Dr. Paula Freer Karen Hodnette Program Specialist System Lead SST Chair Metro West GLRS/RESA Troup County Schools. Session Goals:.

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Using Data at the Secondary Level to Build a Pyramid of Behavior Support

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  1. Using Data at the Secondary Level to Build a Pyramid of Behavior Support • GA Pyramid- The Foundation for School Improvement SSTAGE Conference September 2007 Dr. Paula Freer Karen Hodnette Program Specialist System Lead SST Chair Metro West GLRS/RESA Troup County Schools

  2. Session Goals: • Data and Support at each Tier • Using Data to Identify Needs • What We Know Works • Developing FBA/BIP as a Support Process at Tier 3/SST

  3. Begin with the End in Mind:Coordinating a Framework for Change

  4. Solution Focused Framework Safe, Caring, Cooperative, Well- Managed Learning Environments Greater Attachment, Engagement, & Commitment to School Better Academic Performance and Success in School and Life Opportunities For Learning and Recognition of Practice Evidence-BasedBehavior Programming • Teach Behavior • Competencies • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible • decision making Less Risky Behavior, More Assets, & Positive Development http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf

  5. Self-awareness Self-management Responsible decision-making social emotional behavioral Social awareness Relationship Skills Framework for Student Success: Social Emotional Behavioral Instruction Recognizing one’s emotions and values as well as one’s strengths and limitations Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Forming positive relationships, working in teams, dealing effectively with conflict

  6. Implementation and Sustainability Process A. Provide ongoing professional development B. Monitor and evaluate for continuous improvement F. Communicate w/stakeholders (marketing) 2. Engage stakeholders and form steering committee 1. Principal commits to school- wide beh plan 3. Develop and articulate shared vision 10. Continue cycle of implementing and improving 4. Conduct needs and resources assessment Leadership 9. Expand instruction and integrate school- wide 5. Develop action plan 8. Launch SEB instruction in classrooms 6. Select evidence- based program E. Nurture partnerships with families & communities C. Develop infrastructure to support behavior 7. Conduct initial staff development D. Integrate behavior framework school-wide

  7. School-Wide Instructional Support Supporting Staff Behavior Supporting Decision Making DATA SYSTEMS PRACTICES Supporting Student Behavior

  8. Positive Behavior Support (Scott, 2002) Universal School-Wide AssessmentTIER 1 School-Wide Prevention Systems TIER 2 Targeted TIER 3 Intensive TIER 4 Group Interventions AnalyzeStudent Data Interviews, Questionnaires, etc. Intervention SpecificStudent Interventions Assessment Observations FBA/BIP Individualized Interventions Team-Based Wraparound Interventions Multi-Disciplinary Assessment & Analysis

  9. What is the Positive Behavior Support Process ? • A data-driven team approach with built-in accountability • Follows a carefully look at the context of the problem behavior • Hypothesizes why the behavior is occurring. • Develops a plan to teach the student a replacement behavior and new skills • Changes environments to match student needs • Involves people who really care about the student • Develops a written plan capturing the team’s decisions and methods

  10. Positive Behavior Supports • What can we expect? • Reductions in discipline problems • Improved academic achievement • Deviant peer groups less likely to form • Prevent the onset, or slow the trajectory of alcohol, tobacco and other drug use, and delinquency

  11. Intensive Intervention • Behavior Specialists//Psychologists • BEST/Coaches • Building Crisis Teams • Emergency Response Plan • Expulsion Intervention Counselor • Threat Assessment Protocol • The Opportunity Center • Parent Outreach Coordinator • Vocational Education Teacher • Parent Training Curriculum Mesa District #51 Colorado Positive Behavior Support: A District Wide Continuum of behavior support • Universal Intervention • Positive Behavior Support Systems • Staff Training (subs, meals) • Community Partnership • Bully Proofing Programs • PBS District Coaches • Parent Training: Universal • PBS District Coach Training • Student Incentives • Targeted Intervention • BEST • LEAG • Response to Intervention • Why Try: Curriculum/Training • Parent Training: Targeted Mesa School District Colorado

  12. Decision Rules for School-Wide Tigard Tualatin Schools, Oregon-TTS K-12 • If more than 20% of all students received 2 or more referrals: revisit the CORE. • If more than 30% of referrals occur in a specific area besides classroom (i.e., hallways): revisit CORE for that area. • If more than 40% of referrals occur in classrooms: have teachers re-teach school rules and associated classroom expectations. • More than 30% of referrals for similar reasons (e.g., aggression & fighting), re-teach school rules specific to that area and acknowledge positive behavior. K-5 • Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 250 students, revisit the CORE. 6-12 • Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 200 students, revisit the CORE.

  13. Progress Monitoring • K-12: Behavior Data from Check & Connect Programs • K-12: More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period • K-12: Progress on individual behavior goals or Behavior Support Plan (TTS, Oregon)

  14. Intensifying Interventions • Students who receive 2 – 5 referrals should receive CORE + Second Tier Interventions • If progress is below the expected rate after 6 to 8 weeks of Second Tier Intervention, students move to Third Tier Intervention • If a student receives 6 behavior referrals, perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan (TTS, Oregon)

  15. What works with at-risk youth? • Universal screening, needs assmt, and tiers of support • Social and life skills instruction and support • Adult mentoring and case management • Specialized school and classroom supports • Academic • Function-based behavior support (FBA/BIP) • Alternative discipline • Parent collaboration or parent training • Service coordination with community agencies • Service learning or Community Service

  16. Persistent Problems:Academic versus Behavioral • Academic: Assume the student learned the wrong way to do it or has been taught (inadvertently) the wrong way to perform the action. • Behavioral: Presume that all students are capable of behaving correctly. Assume that this youngster consciously “chooses” to misbehave and be uncooperative.

  17. Teaching Behavior • Teach ‘em what they don’t yet know • …but what and how (behaviorally speaking)? • Reflective decision making • Problem solving • Social skills • Anger management • Conflict resolution • Character education, in order to: • Provide a solid foundation on which to base the newly acquired social-behavior skills • Prevent a self-serving display of appropriate behavior

  18. How is teaching behavior like teaching academics? • Determine the current level of knowledge/skill. (questioning, observation) • Make the learning relevant & useful to the learner. • Make use of present knowledge/skills. • Instruct, model, & provide guided practice. • Provide more guided practice (at least 20 successes to ingrain in memory bank) with progressively more “pressure”.~ • Recognize effort & progress. • Re-teach parts with which s/he has difficulty. (PENT, Wright-Browning; Mary Beth Hewitt, What Changes Behavior? Punishment or Remediation. Choices)

  19. 3 Elements of Data-based Decision Making • High quality data from clear definitions, processes, & implementation (e.g., sw behavior support) • Efficient datastorage & manipulation system (e.g., SWIS) • Process for data-based decision making & action planning process (e.g., team)

  20. Kinds of Data • Office discipline reports • Behavioral incidents • Attendance • Suspension/Detention • Observations • Self-assessments • Surveys, focus groups • Etc.

  21. Office Discipline Referral • Reflects 3 factors • Student • Staff member • Office

  22. General Approach: “Big 5” • # referrals per day per month • # referrals by student • # referrals by location • #/kinds of problem behaviors • # problem behaviors by time of day

  23. Is action needed?

  24. What?

  25. What?

  26. Where?

  27. Where?

  28. Who?

  29. Who? Students per Number of Referrals

  30. When?

  31. When?

  32. Time of Day

  33. By Staff Member

  34. By Staff Member

  35. # Incident by Student w/ >3

  36. CLEO-After Tier 2 Group Intervention

  37. Tier 3: FBA-Functional Behavior Assessment prior to developing a Behavior Support/Intervention Plan (BIP/BSP) Involves all those who know student Looks for links between the environment and student behavior (interactions in class, school, instruction, home) Why problems occur-functions the behavior serves Testable explanations (can’t do or won’t do?) Purpose is to get the information necessary to create a successful, measurable, documented support plan May be developed in SST with assistance of school psychologist, behavior specialist, …. Tools to Develop and Implement a FBA and Behavior Support Plan Download from www.pent.ca.gov or interventioncentral.org

  38. Systems Approach • Organize team • Review data • Analyze, describe, & prioritize problem within context • Specific measurable outcome • Select evidence based practice • Provide supports for accurate sustained adoption & implementation • Monitor practice implementation & progress toward outcome

  39. Essential Questions • Where does the data identify needs? • What programs do we know that are evidence based? Which of these will impact our students? • What population do we target first? • At what level should the intervention(s) focus? • Analyze data • Identify Target Areas for Intervention • Develop Improvement Plan/Pyramid Tiers • Implement, Monitor and Evaluate

  40. Analyze Data • District and School Demographics • Student Performance • Graduation and Drop Out Rates • Course completion • AYP • Assessment, Curriculum, Instructional Systems • Current Initiatives and Partnerships • Professional Development • Parent/Family Engagement

  41. Identify Target Areas for Intervention • Academic Content • Behavior (classroom mgmt, behavior support) • Attendance/Truancy • School Climate • Self-management (self determination, problem solving) • Mentoring (employment, service learning) • Family Engagement

  42. Develop Pyramid Select evidence based practices Check & Connect Coca Cola Valued Youth Program PBS/EBIS Project Coffee FBA/BIP Teen Outreach Program Career Academics Program Identify Level of Intensity- Let the Data Guide… Tier 1-school wide Tier 2-small group Tier 3-small group/individual Tier 4-individualized

  43. Implement, Monitor and Evaluate • Conduct baseline measures and progress monitoring at each tier • Implement strategies: on-site coaching, consultation/feedback • Manage data and evaluate outcomes

  44. Recommended Web Resources • SWIS data base for office referrals www.swis.org • OSEP Center on Positive Behavioral Interventions and Supports www.pbis.org • Oregon Social Learning Center www.oslc.org • Whatworksclearinghouse.org • National Drop Out Prevention Center www.ndpc.org • National Assoc. School Psychologists Nasponline.org

  45. Hamilton Fish Institute on School and Community Safety www.hamfish.org Prevention Research Center www.psu.edu/dept/prevention Strong Teens http://orp.uoregon.edu ici.umn.edu/checkandconnect/publications/default.html check and connect program Institute on Violence and Destructive Behavior http://darkwing.uoregon.edu/~ivdb/ Recommended Web Resources

  46. Assessment Resources for Upper Grades • Positive Behavior Supports (PBS); http://pbis.org; http://swis.org • www.interventioncentral.org (charting student progress, interventions, staff development)

  47. Conduct Needs Assessment • Incidence of Violence and Illegal Drug Use • www.swis.org • California Healthy Teens • Risk and Protective Factors • Communities that care survey (Hawkins and Catalano) • Oregon School Safety Survey • Systems assessment (what do we have in place?) • SET (www.pbis.osg) • Assessing Behavior Support in Schools Survey (www.pbis.org ) • PENT Tools to develop, implement, and score a behavior plan (http://www.pent.ca.gov/behBbsps.htm)

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