Standard Behavior Protocols for TTSD September 26,2008.
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Transcript of Standard Behavior Protocols for TTSD September 26,2008.
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Standard Behavior Protocols for TTSD
September 26,2008
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Objectives
• Quick overview of TTSD protocols• Look at Screening tools• Look at Decision Rules
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Link between academics and behavior
• Students who are engaged in their learning display engaged behavior
• Disruptive behavior and disrupted learning often go hand in hand
• Students who are not at benchmark in PSF in kindergarten have a 58% chance to have 2 or more ODRs in 5th grade. Peers passing PSF have a 18% chance of 2 or more ODRs. (McIntosh, 2006)
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Screeners k-1
• First Step To Success Screener• Phoneme Segmentation Fluency• Office Discipline Referrals (ODR)• Attendance Reports• Suspension/Expulsion Data
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Screeners 2-12
• Office Discipline Referrals (ODR)• Attendance Reports• Suspension/Expulsion Data• Oregon Healthy Teens Survey• Social Marketing Surveys
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Oregon Healthy Teens Survey
• Health Care Issues• Personal Beliefs• Academic Achievement• Health Conditions• Nutrition• Physical Activity• Mental Health• Personal Safety• Harassment
• Gambling• Sexual Behavior• Tobacco• Alcohol• Other Drug Use• Friend Risky Behavior• Education Efforts• Family• Personal Beliefs• Community
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Sample Question from Oregon Healthy Teen Survey
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Core Program
• School Rules & Behavior Expectations Are Explicitly Taught to ALL Students
• All Students Regularly & Consistently Acknowledged for Demonstrating Behavior Expectations
• All Students Immediately & Reliably Corrected When Behavior Expectations Are Not Demonstrated. Positive Behavior Expectation Re-taught & Reinforced Immediately
• School-wide Social/Emotional Curriculum Delivery (e.g. Second Steps, Steps to Respect, etc.)
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Looking at the Core
• If more than 20% of all students received 2 or more referrals: revisit the core.
• More than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately.
• More than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms.
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Tier 2
• Re-Teach Expectations• Check & Connect • Skills Groups• Adult Mentoring• Behavior Contracts• Targeted Social/Emotional Curriculum Follow-up (e.g.,
Second Steps with Small Group of Struggling Students)
• Strategic “Positive Referrals” for Identified Students Working Towards Increased Positive Behavior
• Peer Mentoring• Advisory Classes
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Tier 3
Core + Second Tier and…
• First Step To Success (k-1)• Functional Behavior Assessment & Individual
Behavior Support Plans• Individualized Behavior Goals and Progress
Monitoring (IEP & 504)
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Progress Monitoring
"Never discourage anyone...who continually makes progress, no matter how slow." Plato
• K/1: 1x/week PSF & Behavior Intervention Data.• 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.
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Intensifying Intervention
• 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 Interventions (consider performing a Functional Behavior Assessment and developing a Behavior Support Plan).
• Students receiving 6 or more behavior referrals: perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan.
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Questions