pbis tier 1 training - rti center … · recess, 3/10 teachers in the east wingneed to close their...
TRANSCRIPT
2/21/2019
1
The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
PBISTier1Training
Day 3: Responding to Behavior
TeamRoles
• Keeps team time bound in
the process• Shares out to whole group
• Documents work, and decisions for team
• Keeps group on track, makes sure all voices are heard
Facilitator Recorder
Time‐keeper
Spokes‐person
PAGE 41
Discussion Update
Review the team action plan.
1. What progress has the team made on the identified action items?
2. Identify how the team has used process (training and support) and performance (fidelity) data to inform work?
3. What is one question your team needs answered by the end of the day today?
Write in your
workbook and prepare to share out.
2/21/2019
2
ObjectivesforToday
Teams will build an understanding of:• Reinforcement strategies• Strategies for responding to behavioral error• Data collection
Develop a plan for building:• Team capacity around implementation of response strategies
• Staff and stakeholder capacity around implementation of response strategies through team provided training and ongoing support
Today
Responding to behavior
– Reinforcement system
– Correcting behavioral error
Data
–Minors and majors
– Data collection
ResponsetoBehavior
• Reinforcement strategies• Correcting behavioral error
2/21/2019
3
ReinforcementReinforcement increases the likelihood the behavior (pro‐social or problem) is maintained or increased
• Can be natural or contrived
• Reinforcement for individual students will vary
• Think ABC
• Used for a targeted pro‐social/adaptive skill that is challenging or aversive (based on data)– We need to know that the student is able to demonstrate the skill
• Paired with high quality instruction that includes specific‐positive feedback
• 5:1 Ratio – Positive Reinforcement to Corrective
Reinforcement– HowOften• Frequent: Used when student is learning a new skill. Reinforcement is provided each time the student displays the skill (known as flooding) then faded back when students are able to fluently demonstrate the skill. Everyone should have access to this.
• Intermittent: Used to maintain a skill that has been learned. Intermittent reinforcement is provided at predetermined intermittent schedule for the maintenance of an acquired skill. Everyone should have access to this.
Source: Jenson, William R., H. Kenton. Reavis, and Ginger Rhode. The tough kid tool box. Longmont, CO: Sopris West, 1995.
Reinforcement– HowOften
Long Term: Based on a group goal that is achievable within 3‐6 months. All are a part and all take part.
– Community building/climate benefits
• Relationships/community
• Norms of celebrating each other
2/21/2019
4
Reinforcement‐ HowImmediate• Happens immediately following demonstration of the targeted skill
• Paired with specific‐positive feedback • Helps students connect what they did with the feedback they are receiving
Specific Positive Feedback• Immediate• Describes the specific skill that was used• Describes the reason using that skill is important (the rationale)
ContinuumofReinforcers
Frequent Intermittent Long TermSpecific‐positive feedback Positive phone calls/emails School‐wide assembly
Thumbs up Positive postcards Mini‐courses
Ticket or card Student of the week Social activity
Note home Recognition by the principal Monthly Celebrations
Stickers Special privileges Quarterly Celebrations
Extended recess
Choice of advisory activity
Reinforcement
Types of Reinforcers
• Tangible (food, tokens, access to items, etc.)
• Activity (going out first to recess, tutoring a classmate, handing out papers, selecting a topic for discussion, playing games, etc.)
• Social (verbal praise/feedback, smiles, high fives, snaps, silent cheer, spending time with a preferred person)
Adult attention is reinforcing for most students (especially when there is a relationship)
2/21/2019
5
ReinforcementExamplesMatrix Data Instruction
Specific‐Positive Feedback
Reinforcement
Students will actively participate in groups
40% of students verbally
participate in groups using a voice that
group members can hear and respond to
Teacher models the skill and provides
prompts to students as he moves from group to group; students
practice in their groups
I notice you are speaking more
loudly in discussions; that helps us
know your ideas
Teacher will place a tally mark on the board every
time he notices active
participation in groups ‐when
the class reaches 30 tally marks they will
get a two minute free
choice time at the end of the class period
Is it skill based (what is the skill)? Is it tied to a data point (what is that data point)? Is it frequent or intermittent (why and how do you know)? Is specific‐positive feedback provided? Is that feedback sincere?
If this was your school how would you know when to fade? What might the fade look like in each example?
ReinforcementExamplesMatrix Data Instruction
Specific‐Positive Feedback
Reinforcement
Students will use a voice level of 0‐1 when
walking inthe hallway
After 2nd lunch recess, 3/10
teachers in the east wing need to close their doors daily due to the loud volume in the hallway
(Previously this was 10/10)
Recess supervisor will prompt
students to bring their volume down to a 0‐1 before entering the building
I notice you’re using a voice
level of 0‐1; that helps students in class not be distracted by noise in the hallway
Recess supervisors will
provide a golden ticket for every teacher that reported that they did not need to
close their door on Tuesday and Friday this week
Is it skill based (what is the skill)? Is it tied to a data point (what is that data point)? Is it frequent or intermittent (why and how do you know)? Is specific‐positive feedback provided? Is that feedback sincere?
If this was your school how would you know when to fade? What might the fade look like in each example?
ReinforcementMatrix
For Staff:
Clearly articulate how, when, and what options (examples) to use for reinforcement
The team needs to define and measure use of the practice (to inform the training and support they provide to staff)
AND
2/21/2019
6
ReinforcementCautions• Teachers respond more often to inappropriate rather than
appropriate social behavior (Beaman & Wheldall, 2000)
• Too difficult or cumbersome for staff to use
• All or nothing criteria (“Why try?”)
• Lack of specific‐positive feedback
• When specific‐positive feedback is not given in a sincere way, it does not reinforce positive behavior
• Avoid takeaways
• Types of reinforcers used are not meaningful/relevant
• Style of delivery needs to be acceptable to the student
• Making reinforcement too high stakes or too big a deal
Reinforcement PracticesAudit
PAGE 42
Practice
ActionPlanPart8
TFI1.7,1.8,1.9
ReinforcementSystem
PAGE 63
2/21/2019
7
CreatingEnvironmentstoSupportPositiveBehavior
Keep in Mind:•Most students will respond to a fully‐implemented universal system of supports
• Assume students need support in demonstrating the skill
• Skill deficit and performance deficit require more teaching and practice to resolve
• PBIS is about changing adult behavior and the environment rather than the students
• Effective response to behavioral error includes knowing and responding to the ABCs: Adjusting environments to reduce problem behavior, teaching pro‐social behaviors, providing feedback and reinforcing pro‐social behaviors
ConsiderationsDocumentationEnvironment
FeedbackRelationshipsTeaching
Positive Behavior Support KeyReminder: Families are the experts on their children. Family
communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action.
Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing.
Communication with families is not a disciplinary action.
85‐90% of students should respond to the proactive and response
strategies. If not, reconsider what is
being done universally.
ChronicandSeriousBehavior
• Supports or strategies are similar but more intensive ‐ similar to academic supports
• Systemic supports (i.e. tiers 2 & 3) will alleviate demand on limited resources
• Crisis plans must be considered for safety concerns
2/21/2019
8
RefineandRespond
• Refine your systems and practices to prevent the behavior from occurring
– Environment
– Instruction
– Reinforcement
– Data
• Respond to the behavior in the momentRespond
Refine
EnvironmentalConsiderations
• Is the environment structured to maximize student learning? How do we know?
• Physical arrangement of space
• Structure
• Adult supervision and expectations of supervising adults
• Clearly defined purposeful expectations and indicators
• Culture of the building ‐ peer and adult relationships
• “Fit” of academic demands to student skill levels
• Engaging instruction including high rates of opportunities to respond (OTR)
Refine
Given the environmental considerations on the previous slide and your current action plan consider:
• One practice that is working well
• How do you know?
• What evidence do you have?
• One practice your team could support this coming school year
• How do you know?
• What evidence will you collect?
Reflection
Turn & Talk
Take notes
2/21/2019
9
InstructionalConsiderations
• Behavioral skills and habits (SEL competencies, CCR, and school procedures) are identified, prioritized, and integrated into daily academic curriculum
• Staff purposefully organize/sequence/scaffold series of lessons to move students to stronger application
Was the Skill Taught to Fluency Initially?
Refine
InstructionalConsiderations
As students acquire new skills, staff:
• Frequently model the skill and provide a variety of examples
• Provide multiple, authentic, ongoing opportunities for guided and independent practice of skills
• Gradually provide fewer external prompts and reduce rates of feedback (fade) once students become secure in using the skill in various situations
Was the Skill Taught to Fluency Initially?
Refine
InstructionalConsiderations
• Staff use ongoing formative assessment to check for understanding and adjust instruction based on student response
Was the Skill Taught to Fluency Initially?
Refine
2/21/2019
10
Given the instructional considerations on the previous three slides and your current action plan consider:
• One practice that is working well
• One practice your team could support this coming school year
Reflection
Turn & Talk
Take notes
ReinforcementConsiderations• Are principles of reinforcement consistently and
accurately applied?• ALL students have access to the system and are
reinforced at a high rate• Reinforcement is:
– Based on data and targets specific skills– Always paired with positive feedback– Faded as students demonstrate fluency with skills– Provided intermittently to maintain acquired skills– Faded to rely on natural reinforcers
• Students are invested in the system– Students should have voice in the system– Reinforcement should be tied to function
Refine
DataConsiderations• Does accessible, reliable, and valid data drive decision‐making?
• Data is collected around
– System data (implementation data)
– Outcome (student‐level data)
– Practice (fidelity data)
• Confidentiality is maintained throughout collection and use of data Refine
2/21/2019
11
RefineandRespond
• Refine your systems and practices to prevent the behavior from occurring
– Environment
– Instruction
– Reinforcement
– Data
• Respond to the behavior in the momentRespond
Refine
TypesofResponses
• Punishment– Punitive in nature
– Range in intensity from “the look” to expulsion
• Replacement techniques– Focus on teaching or strengthening skills that
lead to desired behaviors
• Direct instruction
• Positive reinforcement
• Modeling
Bear, G. (2010). Discipline: Effective school practices.
Respond
Punishment
Punishment: Suppresses a problem behavior.
• Losing something that is desired (ex. Privileges)
• Adding an aversive (ex. Reprimands)
What response do you see when kids are punished?
Respond
2/21/2019
12
LimitationsofPunishment
1. Teaches students what not to do and fails to teach desired or replacement behavior
2. Effects often are short term
3. Teaches students to aggress toward or punish others
4. Fails to address the multiple factors that typically contribute to a student’s behavior
5. Is likely to produce undesirable side effects (e.g. anger, retaliation, dislike toward the teacher or school, social withdrawal)
6. Creates a negative classroom and school climate
7. It can be reinforcing (i.e. negative reinforcement) by allowing students to avoid or escape from situations they find aversive
Bear, G. (2010). Discipline: Effective school practices.
Respond
• “Punishing students doesn’t teach them the right way to act.” George Sugai, 2005
• “When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use‐teaching and mentoring approaches.” Forest Gathercoal, 2004
• “When everyone handles infractions with instructional correction procedures, students learn that what happens when they mis‐ behave is procedure and not personal.” Algozzine, Wang & Violette,
2011
• “You cannot punish a student into learning Math." Dave Kunelius, 2017
Stand Up ‐Hand Up ‐Pair Up
ResponsetoError
Effective educators work hard to avoid punishment
– Instead focus on strategies for developing skills and preventing error
– Errors are seen as opportunities to teach rather than situations requiring punishment
– When used, these educators are much more likely to use MILD forms of punishment such as “the look,” proximity, or verbal reprimands
– Avoid assuming anything
Respond
2/21/2019
13
ResponseConsiderations
– Slow down decision making
– Use alternative responses in place of removal from the classroom (for behavior that is non‐violent or dangerous)
Respond
Consistently collaborate with students, families,and colleagues to implement effective strategies
Caution: Some families receive significantly more negative contacts from school than positive
Consideration: Ensure collaboration with families is positive and preventative in nature
ResponseConsiderations
Respond
RespondingtoErrors
• Consistent (predictable), specific, brief instruction that redirects student focus
– Focused on skill, not person
– Least restrictive
– Least intrusive
• Private, quiet, respectful
– Provide alternatives in which the student has demonstrated skill
Respond
2/21/2019
14
RespondingtoErrors
• Consistent (predictable), specific, brief instruction that redirects student focus
– Provide adequate response time
• Prompt/redirect student
• Move away ‐ give the student time to respond
• Check back in with the student
– Use guiding questions/prompts for thinking
Respond
ConsiderationsDocumentationEnvironment
FeedbackRelationshipsTeaching
Positive Behavior Support KeyReminder: Families are the experts on their children. Family
communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action.
Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing.
Communication with families is not a disciplinary action.
85‐90% of students should respond to the proactive and response
strategies. If not, reconsider what is
being done universally.
Look back to what your school identified as practices around response to error Page 30 and your current Action Plan Part 6 Page 62 consider:
• One practice that is working well (increasing positive student outcomes)
• One practice your team could support this coming school year
Team Time
How are you going to support this through the year?
Workbook
Take Notes
2/21/2019
15
ActionPlanPart6
TFI1.6,1.7,1.8
Response toBehavioral
Error
PAGE 61
https://implementation.fpg.unc.edu/module‐2/performance‐assessment
DataGuides decision‐making processes
Types• Performance (fidelity data)• Process data (implementation data)• Outcome (student‐level data)
Measures the extent to which staff are able to use practices as intended
• Assesses use of skills that have been trained and supported
• Helps to assure sustained implementation of practices
• Not a reflection on teachers, staff, or students
“The most effective intervention will not produce positive effects if it is not implemented.”
PerformanceData
https://nirn.fpg.unc.edu/learn‐implementation/implementation‐drivers/performance‐assessment
2/21/2019
16
Measures the extent to which the system is in place
ProcessData
Leadership ‐ Active involvement in facilitating and sustaining systems change to support implementation (e.g. communication, decisions, guidance, and resource allocation)
Competency ‐ Strategies to develop, improve, and sustain educators’ ability to implement PBIS (e.g. training and support)
Organization ‐ Strategies for analyzing, communicating, and responding to data in ways that result in continuous improvement of systems and supports for educators
https://implementation.fpg.unc.edu/module‐2/performance‐assessment
• Informal data sources• Minors (ongoing)• Majors• Attendance• Grades• Angel List• Teacher request for assistance• Surveys• Health room visits• Pupil Service request for assistance • Dropout Early Warning System / Early Warning System• Disciplinary actions (time out of class, detentions, missed recesses, ISS, OOSS, etc.)
OutcomeData
Data‐Based Continuous Improvement
Look at this in terms of performance, process and
outcome data
PAGE 43 & 44
Discussion
2/21/2019
17
Minorvs.Major
Minor
Major
• Handled by staff• May include blurting, horseplay, off‐task behavior, incomplete work, tardy to class
• Handled by administrator
• May include physical fights, property damage, drugs, weapons, tobacco, etc.
T‐ ChartStaff Supported Behaviors
• Disruption
• Horseplay
• Defiance
• Pushing/shoving
• Lying/cheating
• Public display of affection
• Disrespect
• Off‐task
• Incomplete work
• Tardy
• Shut down/withdrawal
• Excessive leave requests
Administrative Supported Behaviors
• Defiance/disrespect/non‐compliance
• Abusive/inappropriate language
• Fighting/physical aggression
• Disruption
• Theft/forgery
• Property damage/vandalism
• Use or possession of drugs/alcohol
WhatDoesitMean?
• Drugs
• Weapons
• Defiance
• Disrespect
Improving specificity of subjective behaviors could reduce the effect of implicit bias on discipline decisions.
Source: (Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N., & Horner, R. H. (2016).
2/21/2019
18
WhatDoesitMean?
Off‐Task:
• Physically present away from the assigned task
• Engages in activities not associated with the assigned task
• Eyes oriented away from the assigned task
Develop common definitions with all stakeholders!
WhatSkillsMightStudentsNeed
Off‐Task:
• Organization
• Self‐advocacy
• Focus/engagement strategies
• Emotional management/regulation
• Frustration tolerance
• Choose one minor behavior to define
• Add skills the student would need to have to demonstrate the skill we want to see (not the error)
• Check:
• Do those skills exist in your matrices
• Have those skills been clearly defined
• How have those skills been taught in context with opportunities for practice and feedback
– How are those skills prompted for in an ongoing, intentional way (in context)
Activity
PAGE 45
2/21/2019
19
ActionPlanPart9
TFI1.5,1.11
PAGE 64
Establishing Behavior Definitions
DataCollectionofStudentOutcomes
Includes:
• Who (student and referring staff)
• What (behavioral error and type)
• When (date and time)
• Where (location behavioral error occurred)
• Why (the function of the behavior)
• Adult Response
• Skill the student should have demonstrated (ex: organization, self‐advocacy, etc.)
FunctionofBehaviorWhat is reinforcing or maintaining the behavior?
Obtain Avoid
Attention (peer, adult)Tangibles/Activities
Sensory
2/21/2019
20
DocumentationIdeasNo
• Has not been taught to fluency (4‐6 weeks)
• Redirection only
• Requires minimum break in lesson delivery
• Results in minimum disruption to learning
• Student needs to be re‐taught the routine
• Student needs to be prompted to demonstrate the skill or routine
• Student needs more practice with a skill or routine
Yes• Student needs more intensive
instruction and support to demonstrate the skill (past basic response strategies)
• Disrupts learning of self or others more than minimal degree
• Disciplinary action has been delivered
• Student misses instructional time (ex. sent to a buddy room, office, hallway, etc.)
Remember to consider developmental levels of students!
Responsevs.DataFocus on adult response to the behavior
to build a skill, not the data
vs.
ActionPlanPart10TFI1.12
PAGE 65
OutcomeData
2/21/2019
21
ReflectionTeams will…• Build an understanding of:
• reinforcement strategies• strategies for responding to behavioral error• data collection
• Develop a plan for building:• team capacity around implementation of response strategies
• staff and stakeholder capacity around implementation of response strategies through team provided training and ongoing support
EvaluationandFeedback
Tier 1 ‐ Day 3 t1d3.questionpro.com
Stayconnected,jointheconversation
@WisconsinRtICenter
@WisRtICenter
Tips to Your Inbox: http://bit.ly/WisRtICenter
@Wisconsin RtI Center/PBIS Network
Live webinars and networking events
2/21/2019
22
CheckInandShareOut
1. What was one big “ah‐ha” from the day?
2. What are two things your team will accomplish before the next day of training?
3. What can your Technical Assistance Coordinator do to support you between now and next time?
Resources
Training
• Wisconsin Outcome Data Collection Tool
• Aggregate Outcome Data Collection Tool
Extension
• Evidence Based Instructional Improvement Checklist‐RI MTSS
• Classroom Management Webinars