Transcript Classroom Instruction and Management: The Connect Point Across Universal and Tier II Supports within the School-wide Positive Behavior Support Continuum Tim Lewis, Ph.D.

Classroom Instruction and Management:
The Connect Point Across Universal and
Tier II Supports within the School-wide
Positive Behavior Support Continuum
Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral
Interventions and Supports
pbis.org
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
The Challenge
• Students spend majority of their school day in the
classroom
• Majority of “discipline problems” originate in the
classroom and often result in removal from
instruction
• Remaining engaged in instruction essential to
student academic and social success
• “Culture” of education often reinforces ineffective
practices and creates barriers to implementing
effective practices
Basic Steps
1. Focus on what you want students to do
“instead” (replacement behaviors)
2. Look for patterns of behavior that suggest
“functional relationships”
3. Teach replacement behavior and provide
multiple opportunities to practice
4. Deliver high rates of positive feedback/same
similar outcome as problem behavior when
students display replacement behavior
A Classroom Example…
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R.
(2004). Toward a structural assessment: Analyzing
the merits of an assessment tool for a student with
E/BD. Assessment for Effective Intervention, 30, 2540.
Study Basics
• Subject:
– Seven years old
– Identified with EBD and ADHD
• Setting
– General education 2nd grade classroom with 19 other
students
– One licensed teacher and one student teacher
• Concern
– Student exhibits high rates of off-task
– Student shouts out answers and questions and comments
at high rates and often inappropriate
“Function of Behavior”
• Descriptive (interviews and teacher
reported ABC/ Scatterplot data)
– Function identified as Attention
– Significant antecedents: multiple step
direction and group settings
– Very High rates of both problem behaviors
reported/ inconsistency in accuracy of data
collection
“Environment Assessment”
Significant variables:
• clarity of expectations & directions
• consistency of expectations
• accessibility of class schedules
• lack of enforced procedures (especially
regarding to hand raising and verbalizations or
entire class)
55
Baseline
Level 1
Level 1, 2, & 3
Level 1 & 2
Follow-up
55
50
50
45
45
40
40
35
35
30
30
25
25
20
20
Off-Task
15
15
10
10
5
5
0
0
1
2
3
4
5
6
7
8
9
Sessions
10
11
12
13
14
15
16
17
18
Frequency of Verbalizations
Percent of Intervals Off-Task
Verbalizations
Setting up the Environment
Establishing expectations (Kameenui & Simmons, 1990):
–
–
–
–
What do I want my classroom to look like?
How do I want children to treat me as a person?
How do I want children to treat one another?
What kind of information or values do I want to communicate to
students about being an adult, an educator, a woman or a man in
today's society?
– How do I want children to remember me when the last day of school
ends and I am no longer part of their daily lives?
 How can I change my instruction to help pupils develop the skills I am
trying to teach?
Bottom line = ask yourself if students have pre-requisite and
requisite skills to succeed based on each of your answers –
if not, teach and practice
Essential
1. Classroom expectations & rules defined and taught (all use
school-wide, create classroom examples)
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior
in place and used per established school-wide procedure
5. Students are actively supervised (pre-corrects and positive
feedback)
6. Students are given multiple opportunities to respond (OTR)
to promote high rates of academic engagement
7. Activity sequence promotes optimal instruction time and
student engaged time
8. Instruction is differentiated based on student need
Baseline Behavior Data Spring 2008
57 students
with 9+
Referrals
15% Tier 3
Goal 5%
16% Tier 2
6+ Referrals
2-5 Referrals
Goal 15%
69% Tier 1
Goal 80%
1712 referrals
0-1 Referral
16
Students
with 9+
Referrals
Current Behavior Data
2010-2011
7% Tier 3
Goal 5%
10% Tier 2
6+ Referrals
2-5 Referrals
Goal 15%
83% Tier 1
Goal 80%
516 Referrals
0-1 Referrals
Challenge: How to Insure All
Staff Are Using Effective Practices
Systems
• Teach
– Brief in-service, single topic focus
• Practice (performance feedback)
– Peer coaching
• Data collection
– Principal “walk throughs”
Effective Professional Development
OUTCOMES
(% of Participants who: Demonstrate Knowledge, Demonstrate
New Skills in a Training Setting, and Use New Skills in the
Classroom)
Training
Components
Demonstrate
Knowledge
Demonstrate New
Skill in Training
Use New Skills in
Classroom
Theory &
Discussion
10%
5%
0%
Plus Demonstration
in Training
30%
20%
0%
Plus Practice and
Feedback
60%
60%
5%
Plus Coaching in the
Classroom
95%
95%
95%
Joyce and Showers,
2002
Effective Classroom Practices:
Mini Modules
MO SW-PBS
pbismissouri.org
Center for PBS
College of Education
University of
Missouri
Typical School Day
17%
33%
20%
30%
Direct Instruction
Seatwork
Transitions
Discipline & Other
Non-Instructional
Activities
Cotton, 1995; Walberg, 1988
MO SW-PBS
324
Discussion: Importance of
expectations & behaviors?
• Pair Up
• 2-Minute Frenzy – Discuss:
– How has clarifying schoolwide/non-classroom
setting behaviors/rules impacted student
behavior in our school?
– Why do you think it is important to clarify
classroom behaviors/rules?
Guidelines for Writing Classroom
Behaviors or Rules
Consistent with school-wide expectations
O = Observable; behaviors that we can see.
M = Measureable–we could actually count the
occurrence of the behavior.
P = Positively stated–things to do to be
successful.
U = Understandable–student-friendly language.
A = Always applicable.
MO SW-PBS
93
Activity: Classroom Rule Writing Activity
Option 1
• List problem behaviors in your classroom
• List replacement behavior (what we want kids
to do instead)
• List schoolwide expectations
• Categorize rules within schoolwide
expectations
Elementary School Example –
Encouraging Expected Behavior
(Coaching in the Classroom & Observation)
The Beginning – Background Info.
• School used a universal screening instrument
in October of 2012.
• Results indicated that 32.3% of students were
in the at-risk or high-risk range.
• Team decided to focus first efforts on
implementation of Tier 1 with higher levels of
fidelity.
Baseline Data Collection
• Classroom-Level Observations of Effective
Classroom Practices
 Expectations & Rules
 Procedures & Routines
 Encouraging Expected Behavior
 Discouraging Inappropriate Behavior
 Active Supervision
 Opportunities to Respond
Initial ratio
of positive
specific
feedback to
correctives:
1.85:1
• Based on data, team identified 1 practice to
improve upon.
Professional Development Process & Data
October 2013 – Initial Observations, Ratio at 1.85:1
January 2013 – Staff Professional Development on
Positive Specific Feedback
February 2013 – Follow-up Classroom
Observations, Ratio at 2.44:1
March 2013 – Additional Staff Professional
Development with Increased Practice and Supports
May 2007 – Final Classroom Observations of the
School Year, Ratio at 6.55:1
End of Year Outcomes
• ODRs decreased by 39.41% from 2011-2012 to
2012-2013.
• Minor referrals decreased by 34.8% from
2011-2012 to 2012-2013.
• Classroom minor referrals decreased by 33.5%
from 2011-2012 to 2012-2013.
Connecting Universal Classroom
Supports and Advanced Tiers
Tier II/III Support Process
• Step 1 – Insure Universals, including Classroom, in place
• Step 2 – Student Identification Process
– Decision Rules
– Referral
– Screen
• Step 3 Classroom Problem Solving Team
– Classroom supports (function-based)
– Progress monitor
• Step 4 - Tier II/III supports
– Non-responders to classroom supports
– Match function of student behavior to intervention
– Progress monitor
• Step 5 - Evaluate Process
Step 1. Universals In Place
• Specific Focus on Classroom
– Review of essential features
– Implementation Plan
Classroom Quiz
1. When the teacher
Yes Sometimes
, most students stop and listen.
No
2. When class starts, the teacher has everything ready.
Yes Sometimes
No
3. Before we start a new activity, the teacher reminds us what we are
supposed to do.
Yes Sometimes No
4. When we are asked to work by ourselves, all students work quietly and do
what they are supposed to do.
Yes Sometimes
No
5. I often finish my work and do not know what I should be doing while others
are still working.
2. Identifying students
• Current data
– Confidence in numbers
– Consistency across data points
• Teacher Referral
• Screening
Approximately 10% of total students
Data Decision Rules
• Office Discipline Referral (ODR)
– Major
– Minor
• Time out of Instruction
– Buddy Room
– Safe Seats
– “Discipline” Room
RRKS TOC
RRKS – Time Out of Class
(front side)
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
Processing Checklist:
Processing data & time:
(back side)
Whole group instruction
• Review with the student reason he/she
was sent out.
• Teach & practice replacement behavior.
• Provide positive reinforcement for
replacement behavior.
Small group instruction
Individual work
Working with peers
Alone
• Check the setting in which the behavior
occurred.
1-on-1 instruction
Interacting with peers
Other: Please identify below
Minor List: Circle the appropriate code
(MDD)
Defiance/Disrespect/Noncompliance
(MDS)
Disruption
(MI)
Inappropriate Verbal
Language
( MO) Other
(MPC) Phys.
Contact
(MP) Property Misuse
3. Classroom Problem Solving
• Grade level / combinations
• Once a week focus of meeting = social
behavior concerns when decision rule met
• Standard problem solving steps
Classroom Problem Solving
• Student meets data decision rule
• Classroom teacher completes preliminary forms
(documents student progress to date)
• Problem solving lead walks team through problem
solving process
• Tier II/III Team partner attends if team is unable to
identify patterns leading to intervention or when
significant concerns noted
• Plan put in place
• Student progress monitored and reported at weekly
meetings
Classroom Problem Solving
• Process leader
– Classroom teachers, Specialist teachers
• Tier II/III Team partner
– School Psychologist, Counselor, Administrator
• Process
– Data-based decision making
• Guiding questions
– Function-based intervention
• Teach replacement
• Environmental alterations / supports
– Monitor progress
Classroom Problem
Solving Process
• Develop intervention based on function of
behavior
• Environment changes
– Student skills to teach/practice/reinforce
• Monitor progress
– Same data that brought them to your attention
– Problem and Appropriate behavior
– Teacher observations
Classroom Problem Solving Video
http://www.vimeo.com/54954199