behavior support: the cornerstone of mtss to improve
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Behavior Support: The Cornerstone of
MTSS to Improve Student Achievement
Presented by:
Randy Sprick, Ph.D.
MO-CASE Fall Conference
September 25, 2017
For more information contact Safe & Civil Schools
800-323-8819 or [email protected]
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The goal of Positive Behavior Support is to create a safe, civil, and productive school.
• Reduce barriers to learning• Increase motivation to achieve
Four levels need to be addressed as part of a continuous improvement cycle for both academics and Positive Behavior Support:
• Districtwide
• Schoolwide• Classroom
• Individualizedinterventions for themost challengingproblems
To improve behavior and motivation, staff can manipulate five variables. 1. Structure/organize all school settings for success.2. Teach students how to behave responsibly in those settings.
3. Observe student behavior. (Supervise!)4. Interact positively with students.
5. Correct irresponsible behavior calmly, consistently, and immediately in the setting inwhich the infraction occurred.
STOIC: Someone respected and admired for patience and endurance in the face of adversity.
The difficulty is getting staff trained and consistently implementing these practices. Why is this so difficult?
• Discipline problems drive staff crazy!
• Many schools depend too much on punitive consequences.• Some staff may not realize how much power they have to shape behavior.
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Potential outcomes: • Reductions of expulsions, arrests, suspensions (OSS & ISS), referrals to special
education for behavior/disciplinary reasons, office referral, truancy, tardiness, andclassroom disruptions
• Improved safety• More welcoming school climate
• Improved average daily attendance of students and staff• Empowered staff—Reduced staff turnover
• Improved “school connectedness,” resulting in increased motivation, resulting inimproved academic outcomes
• Increased academic achievement
The Goal of RTI (both academic and behavioral) School provides the support students need to be successful.
Remember that behavior support is a continuous improvement process, not a product or a task with a completion point. Every school can always be a better place for some of the students.
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Whenever student behavior is not responsible and motivated, do something differently—REVISE.
When revising schoolwide policies and procedures, staff must work together to implement a plan that manipulates the five variables.
1. Structure/organize all school settings for success. For example:Physical arrangements Scheduling issues Organizational patterns Routines and procedures Expectations for students Expectations for staff
2. Teach students how to behave responsibly in those settings. For example:Lessons on common-area expectations, routines, and policies Lessons on classroom expectations—unique to each classroom Lessons on essential behaviors such as respect, bullying prevention, school pride, and possibly even keeping things neat Coaching provides a great model of teaching, and re-teaching as needed Coaching also provides a great model of inspirational leadership
3. Observe student behavior. (Supervise!)Without monitoring, even responsible adults will push the limits. In the common areas, this involves organizing supervision to ensure that:
A sufficient number of adults are present. Friendly, respectful behavior is modeled.
The adults are coordinating with and supporting each other. Students receive consistent information on what is acceptable and not acceptable.
Use data to spot long-term trends and set priorities for improvement.
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4. Interact positively with students. This involves three different skills.A. Interact in a welcoming manner with every student.
Say hello, use students’ names.
Show an interest in students—listen, converse.
B. Provide age-appropriate, nonembarrassing positive feedback.C. Strive to interact more frequently with every student when s/he is
engaged in positive behavior than when s/he is engaged in negativebehavior.3:1 ratio of attention to positive versus negative behavior
5. Correct irresponsible behavior fluently.Mild, Calm, Consistent, Pre-discussed, Brief, Respectful
Sample Menu of Classroom Corrections Sample Menu of Common Area Corrections
Give a gentle verbal reprimand Use a proximity correction Keep a record of the behavior Use planned ignoring Reduce points (if using a point system) Implement a response-cost lottery Assign time owed from recess or after
class Assign time owed after school Assign a timeout at the student’s desk Assign a timeout at another location in
the classroom Assign an inter-class time out Issue a demerit (3 demerits = after-
school detention) Have student fill out a Behavior
Improvement Form Require restitution by the student Referral
Use a proximity correction Give a gentle verbal reprimand—some
types include:Quick: Use a one-liner Instructional Humorous Appeal to relationship
Keep a record of the behavior Written notification to teacher Assign a timeout—“Stay right there for
30 seconds.” Assign a timeout in a specified location Timeout with supervisor: “Stay with me
for one minute.” Have student fill out a Behavior
Improvement Form Require restitution by the student (e.g.,
apology, go back and walk) Issue a demerit in cafeteria or playground
(3 demerits equals one to three days of:Recess 101 with a highly skilled assistant Restricted area or assigned table Assigned to work with counselor Work detail)
Referral
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Behavior Curriculum Protocol
6/5/2014
CORE Behavior
Expectations
All Students (including mild misbehaviors)
Instruction (STOIC)
Main Framework
Curriculum
All USD 259 schools will utilize the Behavior Curriculum Protocol with fidelity to proactively support all students and prepare them with 21st century skills contributing to academic, vocational and personal success in a safe and nurturing culturally responsive and inclusive learning community. (MTSS Behavior Intervention Guide www.kansasmtss.org).
Structure � Display Guidelines for
Success � Provide an efficient
and safe physical arrangement
� Establish effective routines
� Establish a preventative component of the behavior plan.
� Establish a tiered behavior plan with leveled behaviors, consequences and encouragement techniques
� Establish policies and procedures
Teach Expectations � Teach and reinforce
Guidelines for Success � MAC/CHAMPS/ACHIEVE
posted and utilized � Foundations: Teach and
reinforce building procedures and policies
� 3-6 rules posted, modeled and taught
� Reteach expectations before and after extended breaks
Observe � Circulate, scan, and
actively supervise students in the classrooms and common areas
� Collect data
Interact Positively � Greet Students Daily � Maintain at least a 3:1
Ratio of Positive Interactions (Contingent and Non-Contingent) for Tier I, increased ratio for Tier II & III
� Use class wide and school wide systems of motivation
� Have intermittent celebrations
� Make positive student connections
Correct Fluently � Preplan and use mild
consequences � Develop tiered behavior
plan with leveled behaviors, consequences and encouragement techniques
� Follow the reactive discipline plan consistently when infractions of expectations occur
Safe and Civil Schools x Foundations Notebooks (Modules 1-3) x CHAMPS/DSC x Interventions, Sprick & Garrison
x The Teacher’s Encyclopedia of Behavior Management, Sprick & Howard
x On the Playground (Pre-K – 8) x Start On Time! (6-12) x Video Library found @
http://wpsconnect1.usd259.net
USD 259 and Other x USD 259 Bullying/Sexual Harassment
Training x USD 259 Social Media Policy x Netsmartz Internet Safety x CommonSense Media Internet Safety x ESI (Emergency Safety Intervention) Contact the Special Education Department
x I Can Problem Solve (Pre-K) Contact the Early Childhood Department
Transportation x CHAMPS/ACHIEVE/DSC x In The Driver’s Seat (Transportation) x Bus Rider Lessons/Video Library
Differentiation of Core
(focused instruction with grouping based on age appropriate levels)
x STOIC Analysis x CHAMPS/Discipline In the Secondary Classroom (Chronic Misbehavior) x Teacher’s Encyclopedia of Behavior Management, Sprick x Interventions, Sprick (6 Early Stage Interventions) x Coaching Classroom Management, Sprick et. al.
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Behavior Curriculum Protocol
6/5/2014
Tier 2 Supplemental:
Moderate Misbehaviors
Some Students
x Teacher’s Encyclopedia of Behavior Management
x Interventions by Sprick and Garrison – Early Stage Interventions x Planned Discussion x Academic Assistance x Goal Setting x Data Collection and Debriefing x Increasing Positive Interactions x STOIC Analysis and Intervention
Tier 3 Intensive: Intensive
Misbehaviors
Few Students
x Teacher’s Encyclopedia of Behavior Management, Sprick x Tough Kids Toolbox x Interventions, Garrison & Sprick – Highly Structured Interventions
x Managing Physically Dangerous Behavior and Threats of Targeted Violence x Managing Severely Disruptive Behavior x Managing the Cycle of Emotional Escalation x Cueing and Precorrecting x Self-Monitoring and Self-Evaluation x Positive Self-Talk and Attribution Training x Teaching Replacement Behavior x Functional Communication x Structured Reinforcement Systems x Defining Limits and Establishing Consequences x Internalizing Problems and Mental Heath
Assessments x Synergy Data x Safe & Civil Schools assessment tools including:
x Parent/Student/Staff annual surveys x Common Area Observations x Basic 5 Observations x Daily Reality Rating Scales x 3:1 Ratio of Interactions in both common areas and classrooms for Tier I, additional praise for Tier II & III
x Systematic Screener of Behavior to identify students with internalizing and externalizing behaviors to support Instruction (To be determined) x Entrance and Exit Criteria to move to/from Tier II, Tier III (To be determined) x SW-PBIS building data (School-Wide Positive Behavior Interventions and Supports) x Functional Behavior Assessments x GEST (General Education Support Team)
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