MTSS Implementers Day

transcript

MTSS Implementers

DayContinuum of Behavioral Supports

Matt PhillipsCoordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD

Speech-Language Pathologist• Heartwood• Sparrow• Indiana• Private Practice• MSU - CSD

Brian LloydSchool Psychologist / MTSS Implementer – Ingham ISD

Hello Everyone! My name is Brian Lloyd, and I began working for Ingham ISD in February of 2013 as a School Psychologist/MTSS Implementer. Prior to working for Ingham ISD, I was a school psychologist and MTSS Coach for East Lansing Public Schools since the start of the 2008 school year.

Learning Targets• Identify the continuum of supports for behavior across

an MTSS model

• Identify the behavioral process data and outcome data, and understand the application of data-driven decisions

• Identify tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions.

• Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.

Continuum of Positive Behavior Supports

Process Data - Behavior

Benchmarks of Quality (BoQ)• Completed annually by school leadership

teams• Tier 1 SWPBIS implementation fidelity

check• 53 benchmarks across 10 critical elements

of implementation.• Identifies areas of strength and need;

informs problem analysis and action planning.

• 70% Implementation Goal

Self-Assessment Survey (SAS)• Completed annually by building staff • Fidelity check of PBIS implementation

across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students

• Seven key elements of the Implementation Subsystems

• Informs of areas of strength and need, including communication between leadership team and staff

• 70% Implementation Goal

pbisapps.org

Schoolwide Overview- Behavior

District Process Data - Behavior

Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

Classroom Structures

Teacher-Student

Relationships

Instructional Management

Responding to

Appropriate Behavior

Responding to

Inappropriate Behavior

Critical Features of Effective Classroom Management

(Reinke, Herman, & Sprick, 2011)

The goal of classroom management is to develop a classroom of students who are:

• respectful,• responsible, • motivated, • and highly engaged in meaningful tasks.

Classroom Management Plan

Developing a Classroom Management Plan will set the stage for dealing productively with a range of behaviors,

both positive and negative.

Historical PerspectiveBEHAVIOR MANAGEMENT HAS TYPICALLY

CONSISTED OF TRYING TO “MAKE” STUDENTS BEHAVE

This attitude leads to an overdependence on

REACTIVE PROCEDURES.

An Increase in Emotional Intensity

Dependence on Role-Bound Authority

A Dependence on Punishment

Wishing and Hoping

The CHAMPs Acronym

• C Conversation• H Help• A Activity• M Movement• P Participation• S Supplies

Defining CHAMPS: • A guide to the decisions teachers can

make to build and implement a proactive and positive approach to classroom management.

• A process of continuous improvement• An acronym• A common language among staff

members

Develop and Display Classroom

RulesYour classroom rules should communicate your most important expectations and address most common misbehaviors.

Management PlanAn effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: •Rituals•Routines•Rules•Consequences •Motivational techniques

Management Plan

The greater the level of structure needed in your classroom, the

more DETAILED and PROLONGED you are going to have to be when teaching your

expectations.

Level of Classroom Structure

• The level of structure should not be based on teacher preference or familiarity!

• The level of structure should be based on student need!

• When in doubt, start with a higher level of structure.

Student Needs

Teacher Needs

“Survey says…”

0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH

31-60 MEDIUM: Students need MEDIUM or HIGH

structure

61-120 HIGH: Students need HIGH structure

Schoolwide Overview- Behavior

Outcome Data - Behavior

Classroom Management Plan vs.

Individual Intervention“Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

Strengthen Classroom Management

Classroom Structures

Teacher-Student

Relationships

Instructional Management

Responding to

Appropriate Behavior

Responding to

Inappropriate Behavior

(Reinke, Herman, & Sprick, 2011)

S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently

CHAMPS Coaching

Time on Task

• Opportunities to RespondoVerbal ResponsesoWritten ResponsesoAction Responses

All Students Respond. When possible use response procedures that engage all

students. (Archer, 2011)

Strengthen Classroom

Management

• Ratio of Interactionso Positive Interaction: acknowledging a positive

behavioro Negative Interaction: addressing a negative

behavior; fluent correction

4:115:1

Management

Management Precision

Requests

Management

ACTIVITY

Hypothesize!

Early Stage Interventions

These are the interventions that

ALL teachers should be trained

to implement effectively and

with fidelity.

Early Stage Interventions

ACTIVITY

If a child doesn’t know how to read…….we teach.

If a child doesn’t know how to swim…...we teach.

If a child doesn’t know how to multiply…..we teach.

If a child doesn’t know how to behave…

we punish?

John Herner; Counterpoint, Vol 19 (2) NASDSE c

Function Based Behavior Intervention

Plans (BIP):1. Make the problem behavior irrelevant• Decrease the need to engage in the behavior

2. Make the problem behavior inefficient • Provide a replacement behavior that serves the same

function as the inappropriate behavior

3. Make the problem behavior ineffective • Do not allow the child to obtain what is wanted through

inappropriate behavior

4. Make the plan positive• Write a plan that you would want written for you. If your

plan is dependent on negative consequence, there is a much greater chance that the plan will NOT be successful.

A-B-C DefinedBehavi

orConsequence

the student

does (what) ________

… because (why) ________

Step 1 Step 2 Step 3

Competing Pathways

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

+ Give time to review homework.+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

BIPs Are Action Plans• When writing BIPs, assign people responsible for

doing each strategy/action.• Develop a plan to monitor the effectiveness of the

plan. Always ask “How will we know if this is working? This will require a baseline an the use of measurable data.

• Create a plan that is possible. This may require allocating resources to remediate the problem.

• Expect some time for behavior change to occur.• Schedule a follow up date to review the plan, but

also check and adjust. These plans are more likely than not to involve some trial-and-error.

TEAM TIME• Break into small teams of 2-3• Think of a student with whom you are

experiencing behavioral challenges and we go through a process to match a behavioral intervention to the student’s need. Let’s take about 3 minutes with your team to make best guesses for each step.

12 3-Hypothesis 4-Intervention to

Hypothesis

Selecting An Intervention

• You can have the best intervention in the world, but if it is not matched to the student’s need (or cannot be implemented), the intervention is worthless.

• Randy Spring Intervention Book (Matt With Reference)• http://

www.interventioncentral.org/behavioral-intervention-modification

• Effective School Interventions 2nd Edition– Natalie Rathvon - Good resource for behavior and academics

• http://www.interventioncentral.org/behavioral-intervention-modification

• http://www.casel.org/guide/ratings/elementary• http://www.pbisworld.com/ (Awesome!)• http://

www.behaviordoctor.org/files/books/2014books/2014PIESV.pdf

Selecting An Intervention

• The list on the previous slide is only a tasting of what’s available.

• What resources do YOU use to select effective research-based behavioral strategies?

Bullying• We would be remiss if we did not address bullying

at during this session. • Bullying is an extremely serious problem that is

difficult to address in the timeframe that we are given. The best single resource I have found to assist with both defining bullying for parents, students, and teachers is this web site:

• http://www.stopbullying.gov/• Another very good bullying resource is the Olweus

intervention program. Information about Olweus can be found here:

• http://www.violencepreventionworks.org/public/index.page

Discussion• Thanks for coming!

• Please let us know what you would like more information on and we will do our best to address them or find someone that can.

MTSS Implementers Day

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