Using Academic AND Social-Emotional Data in Determining Interventions
description
Transcript of Using Academic AND Social-Emotional Data in Determining Interventions
Using Academic AND Social-Emotional Data
in Determining Interventions
PBIS Rural Schools NetworkAka: PBIS in the
Outback
Kathy HelgesonRogue Educational Consulting
Next PBIS Support 300 Miles March 3, 2014
Effective Use of Buddy Classrooms &/or
a Reconnect Classroom
RtI and PBIS research demonstrates a need for "intermediary" steps
Mantra: Solve the problem at the lowest level
possible.
“Rules” for a Buddy Classroom
• Predetermined• Prepared: – Every classroom needs to
have a desk that is ready and waiting for a "visitor" and
– all students need to know the expectations prior to use, so there will be
– little or no communication when a student arrives.
What can a student do in a Buddy Classroom?What is the purpose?
What can a student do in a Buddy Classroom?
This must be spelled out very clearly.• Can they do work? • Can they read a book? • Can they interact with kids in the class? • How will he/she know when it is time to come
back to class? • What happens when rules are broken in the
Buddy Classroom?
The most important question…Is it changing behavior?
• Whenever the student is removed from instruction/learning environment It MUST BE RECORDED.– (and I am very inclineded to say, communicated
with parents?) • -It needs to be tracked to determine whether
it is changing behavior.
Reconnect ClassroomWhat is the purpose?
Form follows function…
Reconnect Room or Dumping Ground?
This can be a powerful resource, but it is probably the most misused consequence in real
schools.
•
• Parameters need to be explicitly defined.
• If it can be used at any time, for anything, if the teacher deems it is needed, it will become a dumping ground.
• The person running the room needs to have information when the student arrives, or they will hear only the student version – and clear expectations.
“Rules” for a Reconnect Room
A student CANNOT be sent unless the behavior is A. MAJORB. CHRONIC MINORTWO OR THREE other attempts have been
made to change the behavior AND Behavior has been dealt with at a lower level including AT LEAST a purposeful conversation with the student AND contacting parents.
Is the behavior office managed?
Classroom ManagedPreparednessCalling OutClassroom DisruptionRefusal to follow reasonable request (insubordination)Put DownsRefusing to WorkInappropriate Tone or AttitudeElectronic DevicesInappropriate CommentsFood or DrinkDress Code
Office ManagedWeaponsFighting/AggressionPhysical ContactAggressive LanguageHarassmentTruancy/SkippingSmoking/Alcohol/DrugsVandalismCheatingNot w/ Class During an EmergencyLeaving School GroundsChronic Minor Behavior
Use Classroom Consequen
ces
Complete Minor
Tracker
Does student have 3
minors for same/similar behavior in a
2-3 weeks period, and parent has
been contacted
about behavior?
Possible referral to SST, Check In, Check Out, FBA
or other intervention options.
Write Major ODR to Office
Admin Determines Consequen
ces
Admin Provides Feedback to Staff
Admin Follows Through
with Consequen
ces
What are the rules?• Can they do work? • Can they read a book? • Can they interact with kids in the class? • Will the student have a conversation with the adult in the
room? – Writing the "Problem Solving Form" - I seldom see this play a
significant role in changing student behavior.) – Is it to be a punishment?– Is it to be evidence?
• How will they know when it is time to come back to class? • What happens when rules are broken in the Reconnect
classroom?
Communication and Data• How will the adult in the room get the information
necessary to effectively deal with the situation?• Whenever the student is removed from
instruction/learning environment THE TEACHER MUST RECORD it, (and I am very included to say, communicate it with parents?)
• -It needs to be tracked to determine whether it is changing behavior.
A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance
Very Small Small Medium Large
Gentle verbal reprimand*
Record and let the student know
Move seating Reconnect Room
20 Seconds after class
Record with the student – in detail
Sit “just inside” the door.
Office Referral
Conversation Contact Parents Buddy Classroom
Detention – In School
Detention – Out of School
A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance
*Gentle verbal reprimand - applied appropriately; close to the student (less than 3 feet), quiet voice, use the student's name, do not use a question, refer to the rule or expectation.
Very Small Small Medium Large
Gentle verbal reprimand*
Record and let the student know
Move seating Reconnect Room
20 Seconds after class
Record with the student – in detail
Sit “just inside” the door.
Office Referral
Conversation Contact Parents Buddy Classroom
Detention – In School
Detention – Out of School
17
When consequences are too large . . .
• We hesitate to use them• We implement them
based on OUR mood
18
Effective Consequences Are Consistent
If consequences are not consistent students may respond with:
– A sense of satisfaction for “gaming the system”
– A feeling of unfairness: “Why me and not him?”
– Not knowing the line between acceptable and unacceptable behavior
19
How to Deliver Consistent Consequences
Consistent * Calm * Quick * Immediate (when possible)
• Consequences that fit the nature of the problem but that are as mild as possible.
• Use minor consequences you feel comfortable giving EVERY time students exhibit the misbehavior
• Err on the side of too mild
20