Post on 22-Nov-2014
description
Moving Toward Small Group/ Targeted and Individual
Supports: Building Efficient and Effective Systems
Janice Morris and Barbara Mitchell
Columbia Public Schools
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
What Do We Know?
1. Understand interaction between behavior and the teaching environment
Behavior is functionally related to the teaching environment
2. Provide supports to Teach pro-social “replacement” behaviors
Small group or targeted to function
3. Create environments to support the use of appropriate behaviors
Practice and acknowledge success
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Research Findings on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• Best evidence documents what doesn’t work:
– Information dissemination alone
– Training by itself
Research Findings on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• What works
– Long term, multi-level approaches
– Skills-based training
– Practice-based coaching
– Practioner performance-feedback
– Program evaluation
– Facilitative administrative practices
– Methods for systems intervention
Applied Work in Progress
Gentry Middle School
Background and Context
• PBS in Columbia Public Schools– 18 elementary buildings– 3 middle schools– 3 junior highs– 3 high school programs– 17,000 students
Gentry Middle School
• Three core teams per grade level– Five general education teachers– One special education /One paraprofessional
• Elective team
• Literacy support center
• Self-contained/Special education
• Administrative team
PBS at Gentry Year 1-2
• Universal Features– Administrative and faculty buy in– Building wide expectations (RRKS)– PBS team– Matrix
PBS at Gentry Year 3-4
• Universal Features– Lesson plans– Redesign office referral – Track discipline data– System for acknowledging (RRKS Ribbon)– Team process revisited
PBS at Gentry Year 5-6
• Universal Features– Revisit matrix– Lesson plans and teaching schedule– Behavioral expectations posted– RRKS Ribbon data collection– Assign sub-committee work
158
42
22
14 12
19
0
20
40
60
80
100
120
140
160
1-3 referrals 4-6 referrals 7-9 referrals 10-15 referrals 16-20 20-45
Number of Referrals
The Saga Begins
• Student Assistance Team (SAT)– Administrator– School psychologist– Counselors– Team teacher– Behavior specialist
• Goal = Individual supports
Painful Lessons…
• Year 1: Floundering, Flailing and Failing– Inadequate universal supports– Targeted interventions not systematic or data-
based– Individual plans overwhelming and ineffective
Initial Outcomes
• Multiple changes in individual plans
• Ineffective supports for teachers and students
• Loss of time
• Increased number of referrals
• Diminished credibility
The Saga Continues
• Year 2: Reinforcements Arrive– Outside expertise– Administrative supports
• Money
• Meetings
• Melee
Building Systems
• How to get there1. Develop method for communication
2. Provide tools for decision making
3. Design process for accessing support
4. Plan for maintaining and sustaining
Communicating Practice
SAT-STAT-RRKS
RRKS Team
STAT Team
School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
*Meets Monthly
Core Team Representative
SAT PartnerCore Team Teachers
*Meets Weekly
Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT
SAT ProcessTeacher Assistance and SupportTargeted InterventionsIndividual Student Plans
SAT Team
AdministratorCounselorBehavior Specialist
Method for Communicating Practice
Skills-Based Assistance
• Assistance Model– SAT members with behavior specialist
• Behavior basics and management• SAT process• Function-linked strategies
– SAT members with STAT team representative– SAT and STAT with core team teachers
Ongoing Intensive Support
• Weekly, skills-based, with feedback
• Periodic, intensive, with follow-up
• Example: 2007-08 Sessions• Classroom/team universals
• AIS process
• Follow-up AIS
• Peer observations
• Feedback and systems maintenance
Decision Making Tools
Pyramid to SuccessRRKS TOC
AIS guide (Alternative Intervention Strategies)
Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,
Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular
breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,
Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions
Method for handling student behaviorsProactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the
student, Triage at lunch with the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult,
Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviorsReferral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviorsProactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
Pyramid to Success for All
RRKS TOC (front side)
RRKS – Time Out of Class Code: _____
Student: _________________________ Date:______________________
Incident Time: ____________________# of min. out of rm.: __________
Teacher: _______________________Subject: ____________________
What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________
Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe
What will you do differently next time?______________________________________
RRKS TOC (back side)
Processing Checklist:Processing data & time:
• Review with the student reason he/she was sent out.
• Teach & practice replacement behavior.
• Provide positive reinforcement for replacement behavior.
• Check the setting in which the behavior occurred.
Whole group instruction
Small group instruction
Individual work
Working with peers
Alone
1-on-1 instruction
Interacting with peers
Other: Please identify belowMinor List: Circle the appropriate code
(MDD) Defiance/Disrespect/Non-compliance
(MDS) Disruption
(MI) Inappropriate Verbal Language
( MO) Other (MPC) Phys. Contact
(MP) Property Misuse
Problem Behavior Function Replacement
Behavior Intervention Outcome for Replacement
Behavior Off-task, Non-disruptive
Peer Attention On-task, work completion
RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task Periodic praise by teacher
for on-task Quick de-brief at end of
class on self-monitoring
Earn time with peers for meeting self-management goals
Off-task, Disruptive Peer Attention On-task, respectful responses, work completion
RRKS lesson Š Ņon-taskÓ RRKS lesson Š Ņconflict
management/respectÓ Pre-correct @ start of class Self-monitor: on-task &
RRKS Periodic praise by teacher
for on-task Quick de-brief at end of
class on self-monitoring
Earn time with peers for meeting self-management goals
Off-task, Non-disruptive, work completion
Escape (avoids teacher and peers during instruction)
On-task, work completion
RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task +
work completion Quick de-brief at end of
class on self-monitoring
Earn a Ōskip a homeworkÕ pass Earn other preferred activity for meeting self-management and work completion goals
Off-task, Non-disruptive, work completion
Attention (responds to teacher directions, engages peers)
On-task, work completion
RRKS lesson Š Ņon-taskÓ Pre-correct @ start of class Self-monitor: on-task +
work completion Periodic praise by teacher
for on-task +work completion
Quick de-brief at end of class on self-monitoring
Earn Ņa work with peerÓ activity Earn other preferred activity for meeting self-management and work completion goals
Off-task, Disruptive, Escape On-task, respectful RRKS lesson Š Ņon-taskÓ Earn a Ōskip a homeworkÕ pass
Gentry FBA Matrix
Lewis, 2008
Process for Accessing Support
AIS - SAT Flowchart
Plan for Maintaining and Sustaining
Administrative Perspective
Work Smarter Not Harder
• Restructure resources
• Realign responsibilities
• Revise routines
• Review results
Build Buy-In
• Same things we do for students– Teach expected behavior– Reinforce reasonable
approximation– Acknowledge success
A Happy Ending…
• Outcomes to Date– Increased implementation of universals– Paradigm shift– Building infra-structure to sustain small group/
targeted and individual supports
Pulling It All Together
• Success in building sustained systems– Long-term, multi-level approach– Skills-based training– Practice-based coaching– Practitioner performance-feedback– Program evaluation– Facilitative administrative practices– Methods for systems intervention