Behavior Basics: The Classroom and School Climate for Academic, Social, and Behavior Success

1. Behavior Basics:The Classroom and School Climate for Academic, Social, and Behavior Success 2007 Education and Business Summit June 27, 2007 Mike Paget, presenter mpaget@ed.sc.gov

2. The impact on employment • The post-school unemployment rate for individuals with emotional and/or behavioral challenges is 25%, vs. 2% for non-disabled peers • Individuals with significant mental health issues may face unemployment rates as high as 80%

3. Common Reasons for Dismissal:7 out of 14 refer to behavior • Misconduct • Absenteeism • Criminal Charges • Dishonesty • Intoxication • Incompetence and negligence • Disobedience • Verbal abuse or swearing

4. The Cost of Low EducationEarnings over a 40-year employment period • No HS diploma: $852,577 • HS diploma: $1,222,396 • Vocational: $1,473,335 • Associate’s degree: $1,524,703 • Bachelor’s degree: $1,973,760 • Master’s degree: $2,307,025 • Doctorate: $2,862,914 Data from Doland, E. 2001. Give yourself the gift of a degree. Employment Policy Foundation

5. 17:1

6. “Six Degrees of Separation” "I read somewhere that everybody on this planet is separated by only six other people. Six degrees of separation between us and everyone else on this planet. The President of the United States, a gondolier in Venice, just fill in the names. I find that extremely comforting, that we're so close, but I also find it like Chinese water torture ..." character Ouisa Kittredge

7. Risk Factors from “Antisocial Behavior in School: Evidence Based Practices”by Hill Walker, Elizabeth Ramsey, Frank Gresham • Disability • Low intelligence • Difficult temperament • Insecure attachment • Poor social skills • Lack of empathy • Hyperactivity/impulsivity

8. More risk factorsfrom “Antisocial Behavior in School: Evidence Based Practices”by Hill Walker, Elizabeth Ramsey, Frank Gresham • Family violence, marital discord • Disorganization • Father absence • Long-term parental unemployment • Poor supervision of children • Harsh/inconsistent parenting style • Lack of warmth, low involvement • Socioeconomic disadvantage • Neighborhood violence • Media violence

9. Risk Factors at Schoolfrom “Antisocial Behavior in School: Evidence Based Practices”by Hill Walker, Elizabeth Ramsey, Frank Gresham • Failure at school • Deviant peer groups • Bullying tolerated • Peer rejection tolerated • Poor attachment to school • Inadequate behavior management

10. Risk Factors for SCData source: Kid’s Count • Children in poverty: 23% (vs. 19% US) • 41% of births are to single mothers • 31% of children: single parent homes • Family violence: 31% of all assaults are between family members • 03-04: 5,976 confirmed cases of abuse and/or neglect • June 04: 5,210 children living in foster care • Low birth weight: 10% (vs. 8% for US)

11. SC Special Education • 108,756 total special education students • Approximately 680,000 students in SC schools • 16% of all students vs. 10% US • Emotionally disabled: 5,045 • 5% of students in special education • Less than 1% of SC students • Learning disabled: 47,414 • 44% of students in special education • About 7% of all students • Studies show: 30% of high school ED were initially identified as LD • Other health impaired: 7,252 (7%)

12. Children and Youthmental health involvement • “20/10/5” • 135,000 students in SC experience mental health concerns • 68,000 with periodic needs • 34,000 with significant and ongoing issues • 47,000 receive services (35%) • 14,053 were served in school based mental health programs • 88,000 need services, but do not get them • 23% of dropouts have mental health issues

13. Involvement in Juvenile Justice • 26,213 cases in 04-05 • #1 Most frequent offense: disturbing schools • Recidivism rate: 68% • Random sample at DJJ: • 72% met full criteria for at least one mental health disorder • 20% met criteria for a severe disorder • 50% have substance abuse problems

14. What about zero-tolerance?Research from Dr. Russell Skiba • This practice moved from drugs, weapons, and gangs to many less serious behaviors. • There is no evidence to show that zero-tolerance and suspensions and expulsions change student behavior. • The evidence is that schools using wide-ranging zero-tolerance policies, and suspension and expulsion, have poorer school climates, higher dropout rates, and lower achievement.

15. Research Based Practices • For all students • Positive and preventive classroom management • School-wide Positive Behavior Interventions and Supports • School Based Mental Health • Researched de-escalation and physical support practices (e.g., Crisis Prevention Institute) • For a select few • FBA/BIP • Life Space Crisis Intervention • Cognitive behavioral strategies • Multi-systemic Therapy (“MST”)

16. 8 Elements of Successful Classroom Management Presented by Susan Barrett Maryland PBIS Project References: Wong & Wong; Coleman & Lazar Revised by Mike Paget SC Department of Education

17. What’s so magical about this? The following 8 elements are all based on simple but effective teacher decisions and behaviors: • Prevent vs. react • Teach what you want to get • Reinforce more than punish • Support each student at the level he/she requires: • Some quickly “get it” and just do it • Some require lots of re-teaching • Some require lots of prompting and cuing • Some require frequent pre-correcting • ALL need positive feedback for doing things correctly!

18. More Positive to Negativeteacher to student interactions • Smiles • Positive adult-student interactions: “What did you do last night?” • Very difficult: At least a 5:1 ratio of positive remarks/interactions to every negative remark/interaction • Follow every correction for rule violations with a positive reinforcer for rule following • Use the “sandwich technique”: positive/negative/positive (a visual technique) • Do a 45-minute tape of your teaching, then review it to see what you sound like to the students

19. Teach classroom rules and expectations • Teach directly and actively • Practice what you teach • Practice the rules where they apply • Do not assume that hearing it is enough! • Give lots of positive feedback

20. So little time, so many transitions • 45% of the instructional day is spent in a transition period getting ready to learn • From the time the bell rings you have 3 minutes to get them on task or research indicates it will get increasingly more difficult • So how do you teach “transition behavior?”

21. Teach transition behavior • Teach “signals” that all students will understand: • To get attention/say “stop”/say “start” • Teach the routine: what do you do when? • Pre-correction for students who are challenged with stopping/starting/changing • Use the “behavioral momentum” technique: in the midst of an easily occurring behavior, sneak in a “less likely to comply” behavior • Monitor continuously – scan, move about • Positively reinforce what is done correctly • Practice transition behaviors in the natural contexts (class, playground, cafeteria, etc.)

22. Teach classroom routines directly:Practice where you use the behavior, pre-correct/prompt for those who need it, positively reinforce correct routine behaviors, model what you expect • Turning in homework the right way • Lining up • How to get teacher attention the right way • When to sharpen pencils, use the bathroom, put trash away • What to do when finished early • When is it ok to talk • How do you wait for the bus • Taking things home to sign and return

23. Establish an attention-getting cue/rule for the entire school • Teach it on the first day of school • EVERY teacher uses it! • Pick a cue that can be used in all settings: • Example: hand up/fingers straight/slowly close the fingers into a fist • You may need both visual and auditory combinations • Remind all staff to use the same agreed upon cue consistently • Do not cause “interference” with independent cues • Positively reinforce when students respond

24. Actively supervise at all times! • Move around the room continuously • Use lots of eye contact • Touch shoulders as you pass by • Use lots of the opportunities to make positive comments/reinforce • Get them to pay lots off attention to you: • Example: “Today I will be touching my nose. Count how many times I do this today, and the winners will receive a reward!” • “Free time” is not free for the teacher…Less structured time actually requires more supervision

25. Pre-correct for CHRONIC problem behaviors • Pre-correct: Cue/remind/redirect before the undesired behavior occurs • Set up routines so the more challenged students will be successful; give them this “practicing success” opportunity • Be sure you have the attention of students • Give lots of “mini lessons” to remind/re-teach the desired behavior • Watch for demonstration and reward • All students must experience success!

26. Manage the minor (low intensity/frequency) behaviors positively and quickly • Do not hammer a student for minor behavior violations in hopes that it will prevent more intense behaviors (research shows otherwise!) • We must follow through on rules violations • Do it privately • Demonstrate the behavior • Continue the lesson but move in closer (caution: moving in too close when a student is anxious may escalate things) • Look at the student and tell her/him “remember” • Point out the mistake • Have the student state the correct response • Have the student demonstrate the correct response • Disengage quickly, early, and decisively

27. School-wide Positive Behavior Interventions and Supports • A nationally replicated school-wide model, with a strong data base showing its effectiveness • www.pbis.org

28. School-wide PBIS • A broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior • a general approach to preventing problem behavior • It’s for all students

29. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

30. Respectfor fellow students, teachers, administration, staff members, and the school facilities

31. Classroom Lunchroom Bus Hallway Playground Respect Others Use inside voice Eat your own food Stay in your seat Stay to the right Wait your turn Respect Property Recycle paper Return trays Keep feet on the floor Put trash in cans At bell return equipment Respect Yourself Do your best Wash your hands Be at stop on time Use your words Have a plan Teaching Matrix

32. PBIS related tools • Functional Behavioral Assessment • All behaviors are helping you get or avoid something • Hunches are ok, but not enough – you need “triangulation” to strengthen your hypothesis • Behavior Intervention Plans • Once you know the conditions that support or eliminate a behavior, manipulate the conditions • Teach a more effective or efficient replacement behavior • The BIP is not about punishment

33. SC PBIS • Major initiatives have come through the State Improvement Grant • 03-04: 11 schools, 04-05: 46 schools, 05-06: 104 schools, 06-07: 145 schools • 07-08: Approximately 40 new schools currently in training • SC PBIS Coach: Jane Shuler • jcshuler@ed.sc.gov • 803.734.2743

34. The Impact of PBIS • Office discipline referrals drop 20-60 % • Academic achievement on state benchmarks increases 20-60% • Time spent in suspension/detention drops significantly. This time can then be spent on academics

35. Prevention through staff awareness of mental health issues • DSM described temperaments/neurobiological conditions • 20/10/5 • E.g.: Tourette’s, ADHD, CD, ODD, Asperger’s Syndrome, and Bipolar Disorder

36. School Based Mental Health • 46% of schools currently have SBMH • 96% of SBMH students/clients stay out of legal trouble • 99% of SBMH students/clients stay in school • 99% of SBMH students/clients live at home • 98% of school administrators support SBMH

37. Supporting mental health in the classroom • A teacher who learns about mental health issues • A teacher who is willing to plan appropriate accommodations for the (predictable) range of temperaments • Cognitive Behavioral strategies • Life Space Clinical Intervention

38. Managing Crisis Events • Behavior escalation happens in stages • Adults need to respond based on where a student is in the cycle of escalation • Anxiety – support • Defensiveness – directive guidance • Acting out – safe (physical) management • Tension reduction – processing the event • The emphasis is on calming the situation down • Crisis Prevention Institute

39. School Protective Factorsfrom “Antisocial Behavior in School: Evidence Based Practices”by Hill Walker, Elizabeth Ramsey, Frank Gresham • Positive school climate • Pro-social peer group • Responsibility and required helpfulness • Sense of belonging/bonding • Opportunities for success and recognition

40. Our Shared Agenda • Schools, families, and agencies share the same goals • It is more efficient and effective to coordinate our efforts • Avoid the “blame-game” • www.sharedwork.org • Do not wait for “top-down” – call someone and get to know them

41. Research to Practice Summer Sessions • July 16-20 • Dorman High School, Spartanburg • 30 sessions including classroom positive and preventive instruction, CPI, FBA/BIP, research based instructional practices, and more • Online registration: • www.ed.sc.gov • “offices” • “Office of Exceptional Children” • “calendar” • Link to online registration • Call Brenda Turner at 803-734-8211 if you need assistance

42. Institute Number Twenty-sixTitle: Using a positive and proactive approach to classroom managementInstructor: Linda Phillips, Educational Consultant • This training will address the following components of effective classroom management. The CHAMPs book by Dr. Randall Sprick will be used as the framework for the workshop. • Please note that these components are the same ones that are present in PBIS schools which have implemented school-wide positivebehavior supports. • Creating structure and order (organization) • Building relationships with students (creating motivation to learn) • Establishing and teachingbehavioral expectations • Understanding corrective procedures to address classroom misbehavior • Using pre-planned corrective responses to misbehavior • Developing monitoring systems to assess the class and/or individual students • Participants will develop an implementation plan for their individual work sites.

43. Using a positive and proactive approach to classroom management (continued) • Intended Audience: This 2-day workshop is appropriate for general education and special education classrooms, grades K-8. Class size is limited to 40 participants. • Session Length: 2 days, Monday and Tuesday, six hours per day • Three one-hour follow-up group phone conference review sessions will be scheduled during the fall and winter of the 07-08 school term. Also, the trainer will make site visits to the participants’ locations to provide individual implementation consultation and support. • Dates: July 16 – 17, 2007 • Dorman High School, Upstate Research to Practice Institute • Day 1: 8:30 – 4:30, with ½ hour for lunch, provided onsite • Day 2: 8:30 – 2:30, with ½ hour for lunch, provided onsite • Credit: Course renewal credit: 18 points: 12 points for two days of classroom instruction, plus three hours of follow-up phone conferences, plus three hours of onsite individual follow-up.

44. Listing of all sessions for July 16-20 Research to Practice Summer Institute • Functional Behavior Assessments and Behavior Intervention Plans for Individuals with Challenging Behaviors • Explicit Instruction in Reading • Curriculum Based Measurement for progress Monitoring Academic Interventions • Adaptations and Modifications in Content Areas for Individuals with Mild Disabilities • Explicit Math Instruction Helping Your Children with Reading at Home • Proactive Behavior Management Strategies for PreschoolCrisis Prevention Institute training for Trainers • Positive Behavior Support in the Home • ED TERPIES V: Educational Interpreter Performance Assessment Offering • Best Practices for Inclusion of Children with Disabilities in Early Childhood Classrooms • Dealing with Problem Behavior in the General Education Classroom • Special Education 101 for School Administrators • Administering Assessment, Evaluation Programming Systems for Infants and Children

45. (sessions, continued) • Planning Postsecondary Goals for Youth with Disabilities • Helping Your Preschooler with Disabilities • An Overview and In-depth look at Educational Interpreter Guidelines-What all team members should know! • Journey to Excellence: SLPs' Contributions to Success for All Students • SLP Supervisors- SPED Directors Forum • English Language Learners Training • Writing a Meaningful Transition IEPSIM: Writing and Reading Strategies for Success • SIM: Content Enhancement Routines for Level 1 Interventions through Rtl • Writing Measurable Goals Portfolios for Student Growth- A Guide to transition for Students who are Deaf or Hard of Hearing Using a Positive and Proactive Approach to Classroom Management • Excent Setup • Excent-Data Entry • Excent-Data Entry • Excent- Lead Teachers • Excent- Lead Teachers • ED TERPIES V: The Effective Interpreting Series • Boot Camp for Teachers of the Visually Impaired • Measuring Early Childhood Outcomes in South Carolina