instructional practices and supports: creating a …...instructional practices and supports:...

INSTRUCTIONAL PRACTICES AND

SUPPORTS: CREATING A RESPECTFUL

AND RESPONSIVE CLASSROOM

LEARNING ENVIRONMENT

LRE Training Module

Office of Special Education Programs

New Jersey Department of Education

2015-2016 School Year

Workshop Goals

• Recognize and understand behavior in order to implement

Positive Behavior Supports in the school and classroom

for all students

• Explore proactive techniques that reinforce a positive

behavior approach and a culture in the general education

classroom that is responsive to support all learners

• Identify strategies for overall classroom management to

promote an environment conducive to optimal learning

NJDOE OSEP 2015-2016 2

What is SWIFT?



Respectful and Responsive Classrooms

Why Respectful and Responsive Classrooms?If NJDOE Then Then Then

Provides training

and technical

assistance on

proactive

techniques that

reinforce a positive

behavior approach

and a culture in the

general education

classroom that is

responsive in

support of all

learners

…more schools will

implement a

schoolwide, positive

behavioral support

system

…students with

behavioral or

emotional difficulties

will be supported with

interventions that are

targeted and

evidence-based

…an increased

percentage of

students with IEPs

will benefit from

education in

general education

settings for a

greater percentage

of their school day.

…teachers and

students will receive

continued support in

managing and

responding to

challenging behaviors

…students will

experience increased

time and success in

less restrictive

settings

…students will

experience greater

success in utilizing

research-proven des-

escalation techniques

…referrals to the

office for all students

will decrease

NJDOE OSEP 2015-20165

Behavior = Communication

What is being communicated? What is being communicated?


Behavi

or M

indse

t

Its not

about the

way we

want to

teach, its

about the

way our

students

need to

learn


Teaching is NOT the

process of simply

transferring

information


It is a fluid,

dynamic

process that

involves

interaction

between both

the teacher

and the

student.


Was there

ever a time

when a

behavior

issue

occurred and

you did not

address it

until it was a

significant

issue?

NJDOE OSEP 2015-2016 10

UNDERSTANDING THE ROLE

OF THE INDIVIDUAL

NJDOE OSEP 2015-2016 11

________________

Your Name

1.

5.

4.

3.

2.

6.

7.

8.

9.

10.

1.

2.

3.

4.

Activity for

Individual

Reflection

1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)

2. Summarize in 4 descriptors.

3. Describe how learning history affects how you describe & act on what you experience.

NJDOE OSEP 2015-2016 12

LEARNING HISTORY is

• Collection of experiences

• Shaped by place, people, & time

• If important, predicts future behavior

CULTURE is

• Group of individuals

• Verbal & overt behavior

• Shared learning history

• Differentiates one group from another

• Predicts future behavior

NJDOE OSEP 2015-2016 13

How you act.

How you react.

How you are

perceived.

What you are likely

to do.

Your learning history & culture

shapes…

NJDOE OSEP 2015-2016 14

What could happen if I don’t know your or

other’s learning history?

Misinterpret communication

or behavior

React inappropriately

Develop stereotype

Say/do something

hurtful

Other

NJDOE OSEP 2015-2016 15

NJDOE OSEP 2015-2016 16

UNDERSTANDING BEHAVIOR

Understanding a proactive behavioral approach

NJDOE OSEP 2015-2016 17

Positive Behavior Support Is…

• Understanding behavior to provide appropriate supports

• Preventative or Proactive

• Respectful

• Focused on student strengths and needs

• Educative/skills-based

• Data driven

NJDOE OSEP 2015-2016 18

Understanding Behavior

All behavior serves a purpose for the individual and has

been strengthened or reinforced by the environment.

Most behaviors serve one of two functions:

• To get something (obtain)

• Attention, objects, sensory regulation

• To get out/ away from something (escape)

• Tasks, embarrassment, people

NJDOE OSEP 2015-2016 19

Understanding Behavior: ABCs

Antecedents are events that occur prior

to the behavior

Behavior must be observable,

measurable, and describe what they

say or do

What is said and done in response to

the occurrence of the behavior

20NJDOE OSEP 2015-2016


Activity

NJDOE OSEP 2015-2016 21

https://www.youtube.com/watch?v=NM8vKTFbMZM

https://www.youtube.com/watch?v=NM8vKTFbMZM

How Do Behavior Patterns Develop?

Setting Event:

Something happens at another point in time

Antecedent Behavior Consequence

Task Demand Talks back

Refuses to do

work

Multiple

redirections

Escalates into

removal to office

Function: Escape the demand

NJDOE OSEP 2015-2016 22

How Do Behavior Patterns Develop?

Setting Event:

Antecedent

(Trigger)

Behavior Consequence

(Response)

Function (A.K.A. the reason why):

NJDOE OSEP 2015-2016 23


Appropriate supports can be developed that

proactively decrease undesired behavior and

increase desired behaviors by understanding

• What predicts behavior (antecedents and setting

events) and

• What maintains behavior (reinforcing consequences)

NJDOE OSEP 2015-2016 24


• Setting Event Strategies

• Antecedent/Prevention Strategies

• Replacement Behaviors/Skills and Teaching Plan

• Data collection, monitoring and evaluation procedures, timelines and responsibilities

• Crisis management plan to defuse behavior, as a last resort

NJDOE OSEP 2015-2016 2525NJDOE OSEP 2015-2016


PreventionRedesign the teaching environment…not the students

Decrease development of new problem

behaviors

Prevent worsening & reduce intensity of

existing problem behaviors

Biglan, 1995; Mayer, 1995; Walker et al., 1996

OBJECTIVES


Biglan, 1995; Mayer, 1995; Walker et al., 1996

PreventionRedesign the teaching environment…not the students

ACTIONS

Reduce the effect of factors that may trigger or maintain problem

behavior

Increase factors that trigger and maintain prosocial behavior

Teach, monitor, & acknowledge prosocial behavior

PBSIS

NJDOE OSEP 2015-2016 28

What is PBSIS

A framework for enhancing the adoption and

implementation of a continuum of evidence-

based interventions to achieve academically and

behaviorally important outcomes for all students

(Sugai, et. Al, 2000)

NJDOE OSEP 2015-2016 29

Universal

Secondary

Individualized

Co

ns

iste

nt

Sc

ho

ol W

ide

Ex

pe

cta

tio

ns,

Rec

og

nit

ion

, a

nd

Pro

ce

du

res

Secondary interventions for students behaviorally

at-risk

Individualized assessment and intervention for

students with disabilities

(Walker, et. Al, 1996)

EFFECTIVE

UNIVERSAL

INTERVENTIONS

HAVE RESPECTFUL

CLASSROOM

ENVIRONMENTS


Multi-Tiered Systems of Support Logic

• Within a given population, there is a predictable pattern of response to intervention

• Thus, a tiered continuum of intervention practices anticipates the range of intervention need that exists within a school setting

• Resulting in a systematic approach toorganizing intervention practices so that the diversity of student needs can be seamlessly addressed

NJDOE OSEP 2015-2016 31

School-wide

Positive Behavior Support

• Strategies that are systemic and individualized

• Broad range approach focused on social and

learning outcomes

• Focuses on prevention of problem behaviors

• Use a top-down approach

NJDOE OSEP 2015-2016 32

Outcomes

• Improvements in overall building climate

• Reduction in office discipline referrals and suspensions

for students school-wide

• Reduction in the number of students who receive

repeated office discipline referrals

• Reduction in the number of students referred for special

education services; and

• Increase in the number of students with disabilities and

challenging behaviors who are successful in general

education settings

NJDOE OSEP 2015-2016 33

School Environment Factors

• Research establishes that school environment factors have the strongest direct relationship with positive student outcomes:

• School Conditions (e.g., clear expectations, consistency across adults, cleanliness, etc.)

• Supportive Teacher Behaviors (e.g., caring, helpfulness, quality of interactions, listening, trust, support, sense of being valued and welcomed)

• Classroom Conditions (e.g., clear expectations and routines, high quality instruction, frequent positive praise etc.)

(e.g., Bond et al.; Dubow et al.; Leithwood, Wahlstrom, & Anderson; Malecki & Demaray; Roeser et al.; Schochet, Dadds, Ham, & Montague; Solomon et al.)

NJDOE OSEP 2015-2016 34

I am…. All Settings Classroo

m

Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep

bodies in

line

•Report any

problems

•Ask

permission

to leave any

setting

Maintain

personal

space

Walk

Stay to

the right

on stairs

Banisters

are for

hands

•Walk

•Push in

chairs

•Place trash

in trash can

Wash hands with

soap and water

Keep water in the

sink

One person per

stall

Use equipment for

intended purpose

Wood chips are for

the ground

Participate in

school approved

games only

Stay in approved

areas

Keep body to self

•Walk

•Enter and exit

gym in an

orderly manner

Respect

-

ful

•Treat others

the way you

want to be

treated

•Be an active

listener

•Follow adult

direction(s)

•Use

appropriate

language

•Help keep

the school

clean

Be

honest

Take care

of yourself

Walk

quietly so

others can

continue

learning

Eat only

your food

Use a

peaceful

voice

Allow for privacy

of others

Clean up after

self

•Line up at first

signal

•Invite others who

want to join in

•Enter and exit

building peacefully

•Share materials

•Use polite

language

Be an active

listener

Applaud

appropriately

to show

appreciation

A

Learner

•Be an active

participant

•Give full

effort

•Be a team

player

•Do your job

•Be a risk

taker

•Be

prepared

•Make

good

choices

Return to

class

promptly

•Use proper

manners

•Leave

when adult

excuses

•Follow bathroom

procedures

•Return to class

promptly

•Be a problem

solver

•Learn new games

and activities

•Raise your

hand to share

•Keep

comments and

questions on

topic

Sample Elementary School NJDOE OSEP 2015-2016 35

PBSIS

TIERED SYSTEM OF

SUPPORTS

NJDOE OSEP 2015-2016 36

Universal

Secondary

Individualized

Co

ns

iste

nt

Sc

ho

ol W

ide

Ex

pe

cta

tio

ns,

Rec

og

nit

ion

, a

nd

Pro

ce

du

res

Secondary interventions for students behaviorally

at-risk

Individualized assessment and intervention for

students with disabilities

(Walker, et. Al, 1996)

EFFECTIVE

UNIVERSAL

INTERVENTIONS

HAVE RESPECTFUL

CLASSROOM

ENVIRONMENTS


Most often, problem behaviors occur because:

1. The expectations or routines are unclear or confusing [Define Expectations]

“I don’t know what to do or how to do it”

2. The students lack the skills necessary to meet the expectations [Teach and Reinforce the Expectations]“I don’t know how to do it”

3. The expectations or routines are inconsistently applied [Be Consistent]

“It doesn’t matter, you don’t get in trouble if you…”

NJDOE OSEP 2015-2016 38

Continuum of Interventions

• TIER 1:Universal Interventions/ Teacher Try First Strategies

• What core management strategies already exist in the environment/what are initial strategies for the teacher to implement ?

NJDOE OSEP 2015-2016 39

Tier I : Universal Interventions

• A physical environment conducive to learning

• Clearly defined class entry routine

• Supportive learning environment

• Universally designed engaging instruction

• Clearly defined transitions and procedures

• Cuing and redirecting practices for unwanted

behaviors

NJDOE OSEP 2015-2016 40

Class Climate & Culture Checklist

Evident Class Set Up: Reflection items

Expectations for how student should conduct themselves are posted, positively stated, action

oriented and visible from all parts of the room.

The class schedule / routine is posted and visible from all parts of the room

Students have personal space for their belongings

Materials to support learning are available and easy to access (Examples include: pens, paper,

reference books and materials, content specific supplemental resources pencil sharpener, etc.)

Organization of the room allows for unobstructed student movement

The seating arrangement is flexible to support different opportunities to learn

The room is free of physical hazards

Technology is available to support different opportunities to learn

Evident Enter Class Routine: Reflection items

Teacher greets / welcomes students as they enter the room.

Students arrive to seat ready with minimal prompting and guidance.

Do Now is posted on the board.

Do Now is relative to the content (e.g., prepares students for new concept; activates

background knowledge; reinforces previously learned skill, etc.).

Do Now is appropriate for independent level work and accomplishable in 10 minutes or less

Teacher scans and moves around room to check for understanding, provides help, gives

performance and behavior feedback, distributes school-wide tickets, etc.

Teacher has a procedure for bringing the Do Now to a close.

NJDOE OSEP 2015-2016 41

Activity:

Reflection of Current Practices

• Use your copy of the Class Climate & Culture

Reflection Checklist and reflect on your current practices

• Discuss among the members of your group how you implement

some of these practices in your classroom

• Identify the practices that you consider to be effective for your age

group and population

• Identify at least one practice or suggestion from a member in your

group that you could use in your classroom

NJDOE OSEP 2015-2016 42

Tier I : Teacher Try First Strategies

Examples of behavior characteristics

appropriate for Teacher Try First

strategies:

The behavior(s) is newly emerging

The behavior is limited to one setting or routine

The behavior persists over the course of several weeks

at a low intensity

Core class management practices are in place with

mixed or no success

NJDOE OSEP 2015-2016 43

Teacher Try First Strategies

• Teacher Try First (Independent Problem Solving)

Examples of ‘Try First’ Strategies

Conduct student – teacher conference

Place phone call to parent

Move seat

Give the student the option of taking a

short break

Coach an appropriate response

Create a personalized review of

expectations

Create a behavior contract or goal

Offer student-specific incentives

Adapt materials or tasks

Check in at the beginning / end of class

Differentiate presentation of content

Talk with the student privately to give

corrections

Provide prompts or cues pre-correction

prompts and cues

Use visuals/anchor charts

Provide manipulatives

Use flexible timing for completion of tasks

Infuse technology options

Offer multiple opportunities for student

response to increase engagement

Offer choice of tasks / response options

Include relevant examples to build interest

Increase behavior specific praise

Send positive note home

NJDOE OSEP 2015-2016 44

• TIER 2: Consultative/Facilitation Support

• What support is available for ongoing problem solving and intervention planning?

NJDOE OSEP 2015-2016 45


Tier II : Secondary Supports • Efficient and effective way to identify at-risk students

• Screening

• Data decision making

• Informal assessment process to match intervention to student need

• Small group social skill instruction

• Self-management

• Academic support

• Part of a continuum – should link to universal, classroom-wide/school-wide PBS system

NJDOE OSEP 2015-2016 46


• TIER 3: Function Based Problem Solving (also referred to as FBAs)

• What process is in place for intervention planning for students with complex needs?

NJDOE OSEP 2015-2016 47

Tier III : Individualized Support

• When small group alone is not sufficient

• When the problem is intense and chronic

• Driven by Functional Behavioral Assessment

(FBA) – ABC Model

• Connections to mental health and community

agencies

• Part of a continuum – should link to universal

school-wide PBS system

NJDOE OSEP 2015-2016 48

Tiered System of Supports

Activity• Use the handout of interventions and discuss the

following questions with the group members at your table:

• What interventions do you already have in place in your school,

classroom, or at home (for parents)?

• Why are these interventions successful?

• What do you do if they are not successful?

• Share out to the large group

NJDOE OSEP 2015-2016 49

RESPECTFUL AND

RESPONSIVE CLASSROOM

NJDOE OSEP 2015-2016 50

Respectful, Responsive Classrooms

Activity

• How do students

demonstrate respect

for teachers?

• How do teachers

demonstrate respect

for students?

NJDOE OSEP 2015-2016 51

Positive Behavior Support in the

Classroom

• Create a welcoming, inclusive classroom

• Design the classroom to promote

appropriate behavior

• Teach and reinforce routines and behavioral

expectations

• Establish a system for acknowledging


• Actively engage students in a variety of

meaningful learning activities


Positive Behavior Support in the Classroom

Helps Students and Teachers by…

• Creating environments that enable all students,

including students with disabilities who need

behavioral support, to be successful

• Increasing instructional time for all students

• Reducing occurrences of student disruption in the

classroom


Respectful, Responsive Classroom

• How do we create a Respectful, Responsive Classroom?

• Welcoming, InclusiveEnvironment• Design the Environment

• Predictable Routines

• Teach Behavioral Expectations

• Monitor Behavior

• Collect Data

• Manage behavior

• Engage Students

• Acknowledge Appropriate Behavior

NJDOE OSEP 2015-2016 54

Creating a Welcoming, Inclusive

Environment

Develop a relationship focused

classroom where student-teacher

rapport is the basis for cooperation and

achievement.

NJDOE OSEP 2015-2016 55

Create a Welcoming, Inclusive

Environment• Foster a sense of community

• Increase a positive rapport between • Students and teachers

• Students and students

• Develop a classroom environment that reflects students’ interest and cultural backgrounds

• Be supportive of students expression of ideas and opinions

• Establish an environment with a high standard of achievement


Create a Welcoming, Inclusive

Environment

• What are the characteristics of a community

and what do these look like in schools?

• Security

• Open Communication

• Mutual Liking

• Shared Goals or

Objectives

• Connectedness and Trust

Mara Sapon-Shevin (1999)


Design the Environment• Prepare the room structure to maximize appropriate behavior and to minimize crowding and distraction• Evaluate furniture

placement for traffic flow

• Ensure all areas of the classroom can be adequately supervised

• Designate areas for specific uses

• Provide flexible seating

arrangements

NJDOE OSEP 2015-2016 58

Teach Predictable Student Routines

Predictable student routines increase instructional efficiency and maintain instructional flow by

• increasing student competencies

• providing students with opportunities for

success and

• reducing potentially disruptive

interactions

NJDOE OSEP 2015-2016 59

Develop Predictable Teacher

RoutinesCommon Routines include:

• Greeting and escorting students

• Signaling for attention

• Giving directions

• Providing feedback or corrections

• Providing a classroom schedule

NJDOE OSEP 2015-2016 60

Develop Predictable Teacher RoutinesAdditional Routines for Consideration:

• Entering and exiting the classroom

• Using the restroom, going to cafeteria, library, class arrival, class dismissal, etc.

• Asking for help

• Homework procedures

• Obtaining materials, supplies

• Working in groups, independently

• Conducting tests or quizzes

• Transitions to new activitiesor settings

• Personal belongings

• Interruptions in routines (e.g. fire drills)


Teaching and Reinforcing Behavioral

Expectations

Develop and clearly define behavioral classroom Expectations.

•3 – 5 behavioral expectations for the classroom

•Teach these

expectations in context

of classroom routines

NJDOE OSEP 2015-2016 62


ExpectationsGuidelines

• Positively Stated

• Action Oriented

• Short and simple

• Say what you mean

• Teach the skill or meaning of the expectation

NJDOE OSEP 2015-2016 63


Expectations• Define expectations

operationally• Have class materials, be in seat

when the bell rings

• Teach rules in the context of routines

• Discuss and demonstrate what the expectation looks and sounds like• Provide examples and non-

examples of the rules

• Teach the behavior just like any other content area or skill

• Provide opportunities to practice the rule in natural settings

NJDOE OSEP 2015-2016 64

Monitor Students' Behavior

Use active supervision

to prevent the

escalation of behavior

before it occurs.

NJDOE OSEP 2015-2016 65

Monitor Students' Behavior

• Active supervision

• Scan the room

(overtly)

• Move around the

room –

unpredictable

manner

• Interact frequently

and positively

NJDOE OSEP 2015-2016 66

Monitor Students' Behavior by

Collecting Data• Collect data to determine

• Are rules being followed?

• What errors are occurring?

• Who is making the error? (e.g. large group of students, small

group of students, individuals)

• Use data to make decisions about interventions

• Intervention examples

• Re-teach and recognize desired behavior

• Teach skill (e.g., social or organizational skill)

• Modify environment

• Adapt learning activity


Actively Engage Students

Use effective and engaging instructional

practices


Actively Engage Students

Active Engagement

• Encourages everyone to become

involved in learning

• Provides a variety of ways and

opportunities to respond

• Increases rate of responding for all

learners

• Increases acquisition of material

• Decreases off-task behavior


Examples of

Active Engagement Activities

• Choral responding

• Non-verbal signals

• Response cards

• Think-Pair-Share

• Group Work

• Teams

• Jigsaw

• Numbered heads together


Establish a system for acknowledging


Develop a range of strategies to

acknowledge appropriate behavior

•Specific, contingent praise

•Classroom recognition system



appropriate behavior- Using PraiseSpecific praise: verbal or written

acknowledgement of a desired behavior

• Deliver praise without judgment

• Be specific and include detail

• Be sincere and believable

• Deliver praise in close proximity

• Use a variety of verbal and written praise

• Know your students’ preference when

providing praise (public or private)



appropriate behavior• A classroom recognition

system is a systematic

presentation of highly

motivating

consequences to

reinforce behavioral

expectations

• Focus on desired

behavior versus

undesired behavior

NJDOE OSEP 2015-2016 73

Establish a System for Acknowledging

Appropriate Behavior1.Increase the future likelihood of


2.Improve morale and motivation

3.Helps kids to feel good about being in

school


Respectful, Responsive Classroom

Closing Activity

• Chart paper will be passed from group to group with a question on the top of each paper

• At each question,

• Review previous answers

• Add as many ideas that are

different from previous answers

Each question can be interpreted for strategies in the school, classroom, or at home.


Reflection

Our attitudes & beliefs translate into our

daily habits and routinesOngoing reflection and challenging of our

belief systems are a necessary part of being

an educator.

• Relationship building is a fundamental

first step to teaching

Small actions that demonstrate caring and

genuine interest are a lucrative investment in

the development of positive behaviors in the

classroom.

NJDOE OSEP 2015-2016 76

Reflection

• A planned intervention continuum is necessary to address the diversity of need in our classroomsOne size interventions do not fit all

Establish a foundation with core class management practices and prevention oriented strategies.

• Problem behavior is a symptom of an unmet needTo select interventions, we need to interpret the

meaning & message behind the actions

Interventions should focus on building social competency.

NJDOE OSEP 2015-2016 77

Resources

• Biglan, 1995; Mayer, 1995; Walker et al., 1996

• Sugai, et. Al, 2000

• Walker, et. Al, 1996

• e.g., Bond et al.; Dubow et al.; Leithwood, Wahlstrom, & Anderson; Malecki & Demaray; Roeser et al.; Schochet, Dadds, Ham, & Montague; Solomon et al.

• Mara Sapon-Shevin (1999)

NJDOE OSEP 2015-2016 78

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