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Response to Intervention

Finding the Spark: Motivating & Motivating & Managing the B h i f th Behaviors of the Struggling Student

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org


Intervention Centralwww interventioncentral orgwww.interventioncentral.org



W k h PPT d h d t il bl tWorkshop PPTs and handout available at:

http://www.interventioncentral.org/montague



“ ”I have come to believe that a great teacher is a great great teacher is a great artist...Teaching might even be g gthe greatest of the arts since the

di i th h i d d medium is the human mind and spirit.p-John Steinbeck

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Social-Emotional & Academic RTI: Shared ElementsNo single, unified model exists for either academic or behavioral/social-emotional RTI (Burns et al., 2007). However, RTI for both academics and behavior includes these elements:– A range of services to which students can be assigned that span the levels, or

Tiers, from universal through intensive supports.– "Decision points": educators periodically looking at data, identifying students at risk,

and deciding what specific academic/behavioral supports those students need.– Ongoing progress-monitoring of student interventions.Ongoing progress monitoring of student interventions.– Provision of more intensive interventions when lesser interventions are not

effective.– Referral for special education services for students who continue to have – Referral for special education services for students who continue to have

significant academic or behavioral deficits despite best efforts to provide intervention support of appropriate intensity.


Sources Burns, M. K., S. L. Deno, and S. R. Jimerson. 2007. Toward a Unified Response-to-Intervention Model. In Handbook of Response to Intervention, edited by S. R. Jimerson, M. K. Burns, and A. M. VanDerHeyden, 428–440. New York, NY: Springer.‘

Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

Response to InterventionFinding the Spark: Motivating & Managing the

Behaviors of the Struggling StudentTool 1: RTI & Group Behavior: Classwide M t Ch kli t T h thi

Behaviors of the Struggling Student

Management Checklist. Teachers can use this checklist to evaluate effective behavior management in their classroomsin their classrooms.Tool 2: Big Ideas in Behavior Management. These i t t id h l t h t ff ti l important ideas can help teachers to more effectively manage challenging student behaviors.Tool 3: Teacher Attention: Shifting the Focus: When educators redirect attention away from misbehavior and t d iti d t th t d t d t


toward positive conduct, they can turn around student behaviors.

Response to InterventionFinding the Spark: Motivating & Managing the

Behaviors of the Struggling StudentBehaviors of the Struggling Student

Tool 4: Growth Mindset. Teachers can combat 'learned helplessness‘ by structuring classroom statements to

ti i d ti tiencourage optimism and motivation.

Tool 5: The Teacher-Student Relationship: Student motivation can soar when that learner feels known and

l d i th lvalued in the classroom.



Activity: What Are Your School’s Greatest Challenges?• In your groups discuss the most significant • In your groups, discuss the most significant

challenges that your school faces in educating your studentsyour students.

• Narrow the list of challenges to your TOP 2-3.• Be prepared to share with the larger group.



RTI & Group Behavior: Classwide Management Classwide Management Checklist. Teachers can

thi h kli t t ifuse this checklist to verifyeffective behavior management practices in their classrooms (available online).( )



RTI-B: Tier 1: Classwide: 80%The foundation of RTI-B is built upon the strategies each teacher uses in the classroom strategies each teacher uses in the classroom to promote:

strong core instruction– strong core instruction– classwide behavior management.

These strategies focus on the group They These strategies focus on the group. They ensure that the classroom will be orderly and that instruction will be engagingthat instruction will be engaging.



RTI for Behavior & Social-RTI for Behavior & Social-Emotional Concerns:

'Critical Elements' Ch kli t Ti 1 Cl id Checklist: Tier 1: Classwide

Management



RTI for Behavior & Social-Emotional Concerns: 'Critical Elements' Checklist: Tier

1: Classwide ManagementgThe 'Critical Elements' Checklist: Tier 1: Classwide Management allows the teacher or an outside observer to evaluate whether key principles of strong behavior are being used consistently throughout the class.

An observer employing this checklist can use teacher interviews, direct observation, and/or examination of artifacts such as lesson plans and student work, as evidence to verify that a key classwide behavior-management element is present or missing


management element is present or missing.

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RTI: Classwide Management: Critical Elements Checklist

• Teaching Behavioral Expectations Students have

High Expectations for Behavior…• Teaching Behavioral Expectations. Students have

been explicitly taught classroom behavioral expectations. Those positive behaviors are p packnowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007).

Behavioral expectations are selected and framed in a th t k l d th di it f lt manner that acknowledges the diversity of cultures

within the school community and recognizes the need for students to be active rather than passive learners 11


for students to be active rather than passive learners (Bal, Thorius, & Kozleski, 2012).

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• Training the Class in Basic Classroom Routines.High Expectations for Behavior…

The teacher has established routines to deal with common classroom activities (Fairbanks, Sugai, Guardino & Lathrop 2007; Marzano Marzano & Guardino, & Lathrop, 2007; Marzano, Marzano, & Pickering, 2003). Examples of classroom routines include:include:– engaging students in meaningful academic activities at the

start of class (e.g., using bell-ringer activities)– assigning and collecting homework and classwork– transitioning students efficiently between activities

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– independent seatwork and cooperative learning groups– dismissing students at the end of the period

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• Posting Positive Classroom Rules The classroom

High Expectations for Behavior…• Posting Positive Classroom Rules. The classroom

has a set of 3-8 rules or behavioral expectations posted. When possible, those rules are stated in positive terms p , pas ‘goal’ behaviors (e.g. ‘Students participate in learning activities without distracting others from learning’). The

f (Srules are frequently reviewed (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).

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High Expectations for Behavior:

Self-Check Behavior Checklist Maker. This online tool

Additional ResourcesSelf Check Behavior Checklist Maker. This online tool allows teachers to define student behavior during classroom routines and transitions – a great way to clearly define behavioral expectations.




• Ensuring Instructional Match Lesson content is

Instruction That Motivates…

• Ensuring Instructional Match. Lesson content is appropriately matched to students' abilities (Burns, VanDerHeyden, & Boice, 2008).y , , )


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• Providing Explicit Instruction When teaching new


• Providing Explicit Instruction. When teaching new material, the teacher delivers instruction in a manner that maximizes student understanding: starting with (1) g g ( )modeling and demonstration, moving to (2) supervised practice with performance feedback, and concluding

( ) fwith (3) opportunities for independent practice with feedback (Rosenshine, 2008).


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• Promoting Active Engagement The teacher inserts


• Promoting Active Engagement. The teacher inserts activities at key points throughout the lesson to ensure that learners are engaged in ‘active accurate g gresponding’ (Skinner, Pappas & Davis, 2005) at rates sufficient to hold attention and optimize learning.


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• Providing a Brisk Rate of Instruction The teacher


• Providing a Brisk Rate of Instruction. The teacher presents an organized lesson, with instruction moving briskly. There are no significant periods of ‘dead time’ y g p(e.g., drawn-out transitions between activities) when misbehavior can start (Carnine, 1976; Gettinger & Ball,

)2008).


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• Offering Choice Opportunities The teacher provides


• Offering Choice Opportunities. The teacher provides the class with appropriate opportunities for choice when completing in-class academic tasks (Jolivette, Wehby, p g ( , y,Canale, & Massey, 2001) Offering choice options can increase academic motivation and focus while reducing problem behaviors. Examples include allowing students to choose (1) an assignment from among two or more alternative equivalent offerings; (2) what books or other alternative, equivalent offerings; (2) what books or other materials to select for an assignment; (3) whom to work with on a collaborative task. 88


with on a collaborative task.

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Instruction That Motivates:

Direct Instruction

Additional ResourcesDirect Instruction Checklist. Teachers can use this checklist to evaluate lesson plans to ensure that they provide appropriate direct instr ction s pport for direct-instruction support for struggling learners.




• Scanning the Class Frequently The teacher ‘scans’

Managing the Classroom…

• Scanning the Class Frequently. The teacher scans the classroom frequently—during whole-group instruction, cooperative learning activities, and , p g ,independent seatwork. The teacher strategically and proactively recognizes positive behaviors while

ff (Sredirecting students who are off-task (Sprick, Borgmeier, & Nolet, 2002).


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• Employing Effective Verbal Commands The teacher


• Employing Effective Verbal Commands. The teacher delivers clear directives to students that are (1) spoken calmly, (2) brief, (3) stated when possible as DO y, ( ) , ( ) pstatements rather than as DON'T statements, (4) framed in clear, simple language, and (5) delivered one directive at a time and appropriately paced to avoid confusing or overloading students (Kern & Clemens, 2007; Matheson & Shriver 2005) 2007; Matheson & Shriver, 2005).

These directives are brief and positive or neutral in 1010www.interventioncentral.org

These directives are brief and positive or neutral in tone.

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• Providing Active Supervision The teacher frequently


• Providing Active Supervision. The teacher frequently moves through the classroom--strategically recognizing positive behaviors while redirecting students who are p goff-task (De Pry & Sugai, 2002). As needed, the instructor gives behavioral reminders or prompts, teaches or reteaches expected behaviors , and praises examples of appropriate student behavior.


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• Shaping Behavior Through Praise To increase


• Shaping Behavior Through Praise. To increase desired behaviors, the teacher praises students when they engage in those targeted behaviors (Kern & y g g g (Clemens, 2007). Effective teacher praise consists of two elements: (1) a description of noteworthy student

f ( )academic performance or general behavior, and (2) a signal of teacher approval (Brophy, 1981; Burnett, 2001) The teacher uses praise at a rate sufficient to 2001). The teacher uses praise at a rate sufficient to motivate and guide students toward the behavioral goal and maintains an average of 4 praise statements for 1212


and maintains an average of 4 praise statements for every disciplinary statement (Villeda et al. 2014).

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• Establishing a Range of Consequences for


• Establishing a Range of Consequences for Misbehavior. The teacher has a continuum of classroom-based consequences for misbehavior (e.g., q ( g ,redirect the student; have a brief private conference with the student; temporarily suspend classroom

fprivileges; send the student to another classroom for a brief reflection period) that can be used before the teacher considers administrative removal of any learner teacher considers administrative removal of any learner from the classroom (Sprick, Borgmeier, & Nolet, 2002).


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Group Behavior Management:

Assorted Classroom

Additional ResourcesAssorted Classroom Management ‘Packages’. Teachers can assert classroom control using one or more of these classwide packages Zone Defense packages: Zone Defense System, Good Behavior Game Color Wheel and Game, Color Wheel, and Defense Management.


Response to InterventionRTI for Behavior: 'Critical Elements' Checklist: Tier 1: ClasswideManagement1. HIGH EXPECTATIONS FOR

BEHAVIOR3. MANAGING THE CLASSROOM

• Teaching Behavioral Expectations • Scanning the Class Frequently

Activity: RTI-Behavior: Classwide Management

• Teaching Behavioral Expectations. • Scanning the Class Frequently

• Training the Class in Basic Routines • Employing Effective Verbal Commands• Review the critical items for classroom

management as listed on the RTI-Behavior Critical Elements Checklist

• Posting Positive Classroom Rules • Providing Active Supervision

2. INSTRUCTION THAT MOTIVATES • Shaping Behavior Through Praise.

Behavior Critical Elements Checklist.• Select the top 1-2 items that you would

find MOST challenging to implement with • Ensuring Instructional Match • Establishing a Range of Consequences

for Misbehavior

find MOST challenging to implement with YOUR students.

• Brainstorm at your table about ways to • Providing Explicit Instruction

• Promoting Active Engagement

Brainstorm at your table about ways to overcome these identified challenges.


• Providing a Brisk Rate of Instruction• Offering Choice Opportunities


Today’s Keynote: HighlightsToday s Keynote: HighlightsAt this session, we:– defined the key elements of positive classwide management

in checklist form.i d 6 ti l ‘bi id ’ f b h i t th t – reviewed 6 essential ‘big ideas’ of behavior management that

every educator should know.ti d i ‘ th f db k’ t t t ith th – practiced using ‘growth-feedback’ statements with the

potential to increase student motivation and school engagementengagement.

– investigated ideas for strengthening teacher-student connections.


connections.

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