brockton pbis: tier 2 coaches meeting november 2014 adam feinberg [email protected]
TRANSCRIPT
Agenda Items:
Housekeeping Items BAT & TFI
Glows & Grows: Roll Out 2014?Check-in
Tier 2 Social Skills
Housekeeping Items
New contact information:[email protected]
617.285.0082Coaching Schedule Coaching Contact List
Tier 2
PBIS @ UMB Wiki Needs Assessment? (Topics?)
Coaching ScheduleTier 1 Coaches Meeting Dates9:30 to 11am
Tier 2 Coaches Meeting Dates9:30 to 11am
October 1st – Baker Elementary November 5th
December 3rd January 7th
February 4th March 4th
April 1st May 6th
June 3rd
Data: FidelityBenchmarks of Quality (BoQ)
Pros• We’ve been using it• Comprehensive• Research-Based
Cons• Long• Really only for Coaches
Tiered Fidelity Inventory (TFI)
Pros• Will be the new standard in the
future• Briefer• Has multiple tiers in on measure• Research-basedCons• Change• Difficult to compare to BoQ
(Macintosh apples to honey crisp apples)
PBIS Assessment School CodesArnone
Comm School 100029
Barrett Russell 145475
Edgar B Davis 161164
Downey 620593
Goddard Alternative
School 100773
Hancock 196504
Huntington Elementary
School 117146
John F Kennedy 182980
Louis F Angelo
Elementary School 196450
Manthala George Jr
School 810500
Mary E. Baker School 828896
Oscar F Raymond 104677
Glows & Grows: CICO Re-Roll out
Organizing how we identify Tier 2 Stuedents
What is the “Middle Part” of the Triangle?
• ~15% of students
• Multiple referrals
• At-risk for developing more severe/chronic patterns of problem behaviors
Referrals per Student
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10
20
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What it looks like…• At Risk:
– Disruptive– Talks out
– Unprepared
– Talks back to teacher
– Uses inappropriate language
– Tardy
– Defiant
– Refuses to do work
– Difficulty taking turns
– Refuses to share
– Out of seat
– Aggressive
– Not dangerous or violent
– May have low academic achievement
• Serious/Chronic:– Danger to self and/or
others
– Destructive
• General:
– In line with expectations
In general…• Poor peer relations
• Low academic achievement
• Difficulty adjusting to school environment
• Chaotic home environment
• Low self-esteem
Are these the student profiles that are being identified for CICO?
Catch them before they fall:
• Intervention before age 9 is more likely to succeed
• Severity, stability, and risk
• Substance abuse
• School dropout
Approaches to Intervention
• Behavior Education Program (BEP)
• Verbal De-escalation Training
• Social Skills Training
• Conflict Resolution Training
• Anger Management Training
CICO: Who Qualifies
• More than a minimum number of referrals
• Across several different settings
• Not dangerous to self/others
• Adult attention is reinforcing
Example Behaviors– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat
– Difficulty following directions– Frequent peer conflict– Low-grade aggression (pushing, tripping, etc…)
Do Not Include:
• Dangerous/violent students
• Students who bring a weapon to school
• Students who injure/may injure themselves
• Students with a high number of referrals
• Students with referrals from only one setting, teacher, or time
• Students who find adult attention aversive
Data-Based Decision
• The BEP is indicated when…– High percentage of students with multiple referrals (>15%)
– Problem behaviors are not dangerous or violent
– Problem behaviors are found in multiple locations throughout school, from multiple staff
Referrals by Problem Behavior
Referrals by Location
Referrals per Student
Verbal De-Escalation Training(VDT)
• For Teachers, staff
• Learn comments, gestures, behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior
• Prevent disagreements from turning into crisis situations (or office referrals)
VDT: Who can benefit• New teachers
• Teachers with high referral rates
• Teachers who report frequent conflicts with students
• ESE teachers
• Teachers of at-risk/aggressive students
• Counselors, School Psychologists, Support Staff
Example Behaviors• Non-compliance, defiance
• Disrespectful comments to staff
• Intimidation/threats to staff
• Aggression towards staff
• Tantrums
• Student-Teacher power struggles
• Confronts teacher after a request is made
Data-Based Decision
• VDT is indicated when:– High number of referrals for Disruption, Defiance/Disrespect, Abusive
Language, Aggression towards staff
– Need for more intensive problem-solving skills among staff
– Situations with high student-teacher conflict
– Frequent tantrums
Referrals by Problem Behavior
Referrals by Teacher
Conflict Resolution Training(CRT)• For teachers, to use in small groups
• Teach skills for effective conflict resolution– Negotiation
– Cooperation
– Listening
– Turn taking
– Perspective taking
– Positive Attitude
CRT: Who can Benefit• Students with
–Poor peer relations–Poor teacher relations–High referrals for Fighting/Physical
Aggression, Disruption*, Abusive language*, Harassment*
Example Behaviors
• Arguing
• Cursing out other people
• Physical Aggression
• Refusing to share
• Refusing to take turns
• Easily influenced by peer pressure
• Making threats in response to conflict*
Data-Based Decision
• CRT is indicated when:
–High number of referrals for Fighting/Physical Aggression
–Detailed analysis of Disruption, Abusive Language, or Harassment referrals show conflict-centered incidents
Referrals by Problem Behavior
Anger Management Training• For teachers, support staff, to use in small groups
• To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.
Anger Management Process• Recognize when you’re angry
• Identify situations/events that cause anger
• Recognize negative consequences from intense expressions of anger
• Learn appropriate ways to express anger
• Teach social skills as needed
Anger Management Strategies• Self-talk
• Cognitive mediation/restructuring
• Relaxation training
• Behavior rehearsal
• Exposure to opportunities to control and manage negative feelings in a range of social settings
AMT: Who Can Benefit
• Students who – Are easily angered
– Are physically aggressive
– Are verbally abusive
– React to disappointments with anger
– Are demanding/morally indignant
– Withdraw/sulk when ‘things don’t go their way’
Example Behaviors• Cursing out/ranting at other people
• Physical aggression
• Damaging or destroying property
• Bringing weapons to school
• Fast-onset tantruming
• Responding to provocation without stopping to think about consequences
• Making frequent cynical/critical/hostile remarks
• Pouting when told “no”
Data-Based Decision
• Anger management training may be indicated when:– High rates of referrals for Fighting/Physical Aggression, Disruption,
Abusive Language, Harassment, Defiance, Vandalism, Weapons
– Student interviews indicate repeated instances where students reacted in anger without thinking
Referrals by Problem Behavior
Social Skills Training• For teachers, to use in small groups
• Social skills are: – Socially acceptable learned behaviors that enable a person to interact
with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)
Types of Social Skills
• Cooperation
• Assertion
• Responsibility
• Empathy
• Self-control
• Social problem solving
• Positive play
• Group entry
• Dealing with strong negative feelings
• Conversational skills
• Conflict resolution
• Listening
• Accepting feedback
• Making requests
• Responding to teasing
• Apologizing
• Disagreeing
• Resisting peer pressure
• Negotiating
• Dealing with an accusation
Safe & Sound Programs
Collaborative for Academic, Social, and Emotional Learning.(2005).
Chicago, IL: Author.
Safe and Sound: An Educational Leaders Guide to Evidence-Based Social and Emotional Learning
(SEL) Programs.
Sound Social Skill Programs• Five essential SEL skill areas:
– Self-awareness
– Social awareness
– Self-management
– Relationship skills
– Responsible decision making
Sound Social Skill Programs• Necessary components:
– Skill modeling
– Role play by students
• Components for better outcomes:– Discuss relevancy of skill
– Provide for generalization across settings \
– Provide for maintenance over time
Sound Social Skill Programs• Evidence of effectiveness
• Professional development component
• Continuing performance-based assessment measures for students
• Guidelines and tools for implementation
• Coordination with school, family, and community
• Academic integration strategies
SST: Who Can Benefit• Students AND teachers
• Students with– Poor peer relations
– Poor student/teacher interactions
– High referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language
– Socially isolated students
Example Behaviors– Disruptive
– Talks out
– Talks back to teacher
– Uses inappropriate language
– Defiant
– Refuses to do work
– Difficulty taking turns
– Refuses to share
– Out of seat– Difficulty following directions
– Aggression
– Disrespectful comments to staff
– Intimidation/threats to staff
– Aggression towards staff
– Tantrums
– Student-Teacher power struggles– Frequent peer conflict
Data-Based Decision• Social Skills Training is indicated when:
– High number of referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language
– Referrals occur in multiple settings, from multiple staff
– Detailed analysis of referrals indicates a need for more intensive problem-solving skills among students
Referrals by Problem Behavior
Social Skills Planning
First, a few questions…
• Does this make sense? (Questions?)
• I know that BPS uses Second Step. However, how is it used? Does it have a lesson series focusing on these different areas?
• Would a social skills series focusing on each one of these issues be helpful for your schools / students?
• Is this something we should move forward on?
Social Skills Planning• What skills should be taught?
• Who would teach it?
• Who would we identify to use it?
• Where would it be taught?
• When / How often would it be taught?