tinicum school what is the responsive interboro school district …€¦ · develop leadership...

5/10/2014

T R A C Y C O S T A , 2 N D G R A D E T E A C H E R

S T E P H A N I E F A R M E R , A S S I S T A N T P R I N C I P A L

J E N N I F E R S T O U T , S C H O O L P S Y C H O L O G I S T

Tinicum School Interboro School District

PBIS and the Responsive Classroom R E S P O N S I V E C L A S S R O O M I S A R E S E A R C H - A N D

E V I D E N C E - B A S E D A P P R O A C H T O E L E M E N T A R Y

E D U C A T I O N T H A T L E A D S T O G R E A T E R T E A C H E R

E F F E C T I V E N E S S , H I G H E R S T U D E N T

A C H I E V E M E N T , A N D I M P R O V E D S C H O O L

C L I M A T E .

H T T P : / / W W W . R E S P O N S I V E C L A S S R O O M . O R G / A B O U T - R E S P O N S I V E -

C L A S S R O O M

What is the Responsive Classroom?

Benefits to Using Responsive Classroom

Improved teacher-student interactions

Higher-quality teaching

Improved social skills in children

Greater student achievement in math and reading

More positive feelings toward school for children and teachers

Northeast Foundation for Children, Inc., 2009

PBIS & the Responsive Classroom Approach

PBIS & Responsive Classroom both:

Use positive strategies to help children

Establish a positive environment

Explicitly teaching skills

Responding to inappropriate behavior in ways that respect children, stop the behavior and help children get back to learning


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How Responsive Classroom Practices Fit with PBIS

PBIS Primary Prevention:

(School/classroom wide systems for all

students and settings)

Responsive Classroom Practices: Morning Meeting

Rule creation

Modeling

Role-playing

Positive teacher language

Logical consequences

Classroom organization

Problem-solving strategies


PBIS Secondary Prevention:

(Additional systems for students with at-risk behavior)

Responsive Classroom Practices: •Additional modeling

•Additional role-playing

•Buddy teacher time-out

•Problem-solving strategies

•Individual written agreements

Responsive Classroom Practices & PBIS Features

Responsive Classroom Practice

•Methods for establishing a school-

wide discipline policy

•3-5 positively stated rules

•Interactive modeling

•Structured practice

PBIS Features

•A common approach to

discipline throughout the school

•A small number of positively

stated expectations of all students

•Procedures for teaching these

expectations


PBIS & Responsive Classroom

Morning Meeting-with the whole class. The Morning Meeting includes four components that lasts up to 30 minutes.

Purpose:

Caring classroom

community

cultivated

Creates a positive environment

Builds positive relationships


Morning Meeting Video

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Morning Meeting Components

Greeting-children greet each other by name, often including

handshake, clapping, singing, and other activities.

Sharing-students share news of interest to the class and

respond to each other in a positive manner.

Group Activity-a short, whole-class activity.

News and Announcements-students develop language

skills and learn about the events in the day ahead by reading

and discussing a daily message.

The Morning Meeting Book, Roxann Kriete 1999

Morning Meeting: Greeting

Students are learning to: Be respectful Acknowledge the presence of others Communicate clearly Make eye contact Wait their turn Pay attention & focus on the speaker Gain a sense of community Help classmates feel valued, liked, and wanted


Morning Meeting: Sharing

Students are learning to:

Develop leadership skills

Express themselves clearly

Ask respectful questions and meaningful comments

Take turns

Pay compliments

Build self-esteem


Morning Meeting: Group Activity


Solve problems

Improve their gross motor skills

Follow rules

Empathize

Participate in a variety of games

Support each other


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Morning Meeting: News & Announcements


Participate in group oral reading

Recognize letter/letter sounds

Follow directions

Use grammar properly

Use information including months or the year and

days of the week The Morning Meeting Book, Roxann Kriete 1999

Introducing the Expectations �

Tinicum School Expectations are explicitly

taught RespectResponsibilityHonesty

Expectations are role-played and posted all

year long

Back-to-School Night-parents sign a Code

of Conduct

Teaching Expectations

Through role play and modeling

Monthly class meetings focusing on school values

Expectations Taught by Middle School Students

Middle school students help teach the

traits to build positive school environment

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Encourage Students to do their Best

Golden Buc Notes

Expectation Tickets Positive phone calls or notes to home

BUC Awards Assembly

Class Awards

Class Certificates

BUC Award Wall of Fame

Students who earn the

coveted awards are

photographed and

displayed for all to see.

Whole Class Rewards

Build Mr. Potato Head for voted on rewards.

“Warm Fuzzies” for exceptional class behavior

“Brownie Points” are earned for class compliments.

Compliment links earned for rewards.

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Positive Support Systems

Positive behavior chart

clothes pins moved for not

following the traits: respect,

responsibility, and honesty.

Clothes pins moved up for

students who exceed the

Tinicum School Expectations.

Exemplary Behavior Rewards

• Students who exceed

the Tinicum School

Expectations in class

receive a ticket.

• Students on blue

receive one ticket and

those on purple receive

two. They are entered for a weekly

drawing.

Exemplary Behavior Rewards

Students who earn the color

blue receive a tally mark. Those

who earn purple receive 2 tally

marks. Once a student receives 4

tally marks they receive a star.

Students who earn 4 stars get

their clothes pins retired and

replaced with a silver one.

On-Task Behavior

Call backs-Attaining the attention of the students

Explicitly teaching call backs and expectations

Examples:

T: hocus pocus

S: you need to focus

T: Red robin

S: Yummm!

T: Give me 5, give me 10-re-set

S: give 5 fingers, 5 toes and then fold their hands on their

lap

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Responsive Classroom and PBIS in the Middle Grades

Using the Responsive Classroom Framework (7 key principles), there are many skills that can be carried into the middle grades without seeming too “babyish.”

Principles such as “the social curriculum is as important as the academic curriculum,” “the greatest cognitive growth occurs through social interaction,” “knowing the children we teach individually, culturally and developmentally is as important as knowing the content we teach,” “how the adults at school work together is as important as individual competence: lasting change begins with the adult community.

Honoring Our School Leaders

Our Middle School students are responsible for setting a positive example for the 1st-5th grade students that look up to them daily.

Four to five times a year we hold our Buc Awards. We honor Respect, Responsibility and Honesty. Middle School also gets a chance to participate in a series of Minute to Win it games if they are chosen by their teachers.

Other Accolades

Our Middle Schoolers receive Buc Dollars when they follow expectations and can purchase items such as a snacks, lunch from McDonalds, a dodge ball game with friends and many other items.

Being nominated by a teacher to win an award at the Buc Award assembly also comes with its privileges. Students receive lunch line privileges and a dress down pass. If students win the Minute to Win it games, they are able to get a lunch from any location near our school.

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Buc Squads Our Middle School teachers draft students across the grades 6-8 to be on their

Buc Squads in the start of the year.

The Guidance Counselor and Assistant Principal look for trends and needs around the school and focus lessons on those topics.

A few times a year, the Middle School Students work with the Elementary Students to complete an activity, engage them in a lesson they created or read a book that they designed to help explain the expectations better.

All lessons are created to allow students talk time to reinforce the expectations of the social curriculum and allow teachers that may not directly instruct students the chance to work with a different group than they normally teach.

School-Wide

We have many other positive events that foster our school and our community. Many of our teachers have individual initiatives that they offer their students such as: positive phone calls home, Leo Time and lunch with the Principals.

School wide for elementary we use our BINGO board. Students that win BINGO participate in a wide selection of rewards or activities chosen by the staff. Students also have the chance to earn coupons to win free snacks on Friday for following expectations. Students in 1-5 grades can also be selected to be an All-Star Student!

School Wide Continued

Our expectations are located around the school in key areas as well as matrices for our school community to reference.

Our Middle Schoolers participate in Buc Squads as well as our Buc Stop in the cafeteria where they can use their Buc Dollars to buy incentives.

Each morning a school wide morning message is posted with facts, exciting news or agenda items for the students and staff.

Each week we also have “Expectations of the Week” which are discussed with homeroom and classroom teachers.

It Takes A Village

Every member of our school community plays a part in fostering a positive learning environment for our students.

Our Core PBIS Team meets monthly to go over the data and plan activities and lessons to help meet the needs of our students.

Events are planned that get the entire community involved and working towards a common goal such as our “500 By March 1st” event.

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Expected Behaviors:

Discuss what expectation was broken and how/ allow the student to do the talking

What could have been done differently or what will be done differently next time

Reteach expectation

Reward for future use of expectation

Functional Behavioral Assessments (FBA)

W H A T A R E T H E Y A N D W H A T A R E T H E I R P U R P O S E ?

The What

A Functional behavioral assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed. FBA’s consists of:

◊ describing the interfering or problem behavior

◊ identifying antecedent strategies

◊ identifying consequences

◊ develop a hypothesis as to the reason for the behavior

The Why

All people, regardless of age, gender, socioeconomic status, level of education, etc., engage in behavior, either positive or negative, for two reasons:

◊ To avoid something

OR

◊ To get something

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What Should an FBA Contain?

◊ Describe the behavior of concern

◦ specifically describe what it looks and sounds like

◊ Consider Physiological & Medical Factors

◦ psychiatric condition or any form of physical discomfort

◦ side effects of medication

◦ physical deprivation (thirst, hunger, lack of rest, etc.)

FBA Content cont.

◊ Antecedent Events

◦ What happens right before the behavior occurs?

□ involvement with certain people or tasks?

□ certain places?

□ particular time of day?

FBA Content cont.

◊ Consider the Skill Deficits Related to the Behavior of Concern ◦ Academic Skills ◦ Participation Skills ◦ Social Skills ◦ Communication Skills ◦ Organizational Skills ◦ Self-Regulation Skills ◦ Study Skills ◦ Motor Skills ◦ Play Skills

FBA Content cont.

◊ Consequence Factors

◦ gaining something? (peer/adult attention, preferred activity, etc.)

◦ avoiding something? (academic task, social interaction, etc.)

◊ Consider the history of interventions that have been used for both the antecedent strategies and the consequence factors

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FBA Content cont.

◊ Conduct a Direct Observation

◊ Interview the student, parents, and teacher(s)

◊ Develop a Hypothesis

◦ must include the antecedent, the behavior of concern, and the perceived function of the behavior

Now What???

◊ Once the FBA is complete, we are now equipped to develop a Positive Behavior Support Plan (PBSP).

◊ PBSP’s are very similar to individualized behavior plans, but the significant difference is that they are developed from the systematic strategies of the FBA. The hypotheses made are used to develop a student’s goals, and the interview with the child is used to develop the rewards which will be attached to the plan.

PBSP’s --- Things to Remember

◊ The rewards associated with the behavior plan have to be meaningful to the student or it WILL NOT work ◊ The teacher(s) have to implement the plan with

fidelity and consistency, or it WILL NOT work ◊ The goals on the PBSP should continue to be

monitored for their success or lack their of. They should updated or changed when necessary. The same is true for the possible rewards. ◊ All goals should be measurable to ensure that

proper data collection can be made

Examples of FBA’s and PBSP’s

◊ The information provided are only pieces of various

FBA’s and the resulting PBSP’s.

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Example of Elementary Student

◊ Description of Behavior of Concern

◦ Student engages in off-task behavior by demonstrating poor focus. This looks like “zoning out,” staring across the room, standing still for extended period of time, appearing lost and confused.

◦ Student is defiant and noncompliant. This looks like refusing to do work and yelling at others.

Elementary Student cont.

◊ Psychological and Medical Factors – ADHD

Antecedent Events

◦ Less structured activities and environment

◦ Increasingly noncompliant with teachers outside the regular education classroom (e.g., gym, art, cafeteria, etc.)

◦ Termination of preferred activities

◦ Noncompliance more likely first thing in morning


Skill Deficits Related to Behavior of Concern

Social, Organizational, and Self-Regulation

Consequence Factors

◦ Gains peer and adult attention

◦ Daydreaming allows student to avoid work


Hypotheses

◦ In most school settings, especially environments and lessons

with less structure, student loses focus, stares into space, and/or

presents as lost or confused, in order to engage in a preferred

form of stimulation such as daydreaming.

◦ When in most school settings, student breaks common rules,

calls out, or becomes noncompliant, in order to gain attention

from others.

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Goals on PBSP

◊ Student will raise her hand and be called upon at least three times during group lessons of 30 or more minutes, while providing an answer indicating that she is paying attention to the lesson. ◊ Student will improve compliance with teacher

directions to at least 75% of the time. ◊ Student will improve anger management by

replacing defiance, yelling, and disruptive behavior with deep breathing, asking to calmly speak with an adult, asking for a two minute break, and/or drawing/writing about her anger.

Middle School Student

Description of Behavior of Concern

◦ Disruptive behaviors the impede learning such as

talking at inappropriate times and distracting others

◦ Noncompliance

◦ Touching other students

◦ Failing to complete homework and class work

Middle School Student cont.

Psychological and Medical Factors

◦ diagnosis of Emotional Disturbance

◦ decreased appetite

Antecedent Events

◦ When there is a substitute teacher

◦ Completion of any undesired task

Skill Deficits Related to Behavior of Concern – Participation, Social, Organizational, Self-Regulation, Study, and Play


Consequence Factors

◦ Student will engage in disrespectful behaviors and

lie in order to avoid tasks

◦ Gain peer attention

◦ Student does not complete homework and/or class

assignments as a way of avoiding the tasks

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Hypotheses

◦ When in less structured settings with limited direct

adult supervision, student is more likely to be off

task, disrupt others, and be noncompliant, in order

to gain the attention of peers and avoid undesired

tasks.

Goals on PBSP

◊ Student will decrease class disruptions such as

talking to friends at inappropriate times, touching

classmates and noncompliance to no more than one

time per class.

◊ Student will complete 75% of homework assignments

Buy In

The most important things to consider in a positive approach using a multi tiered system and any other approach such as Responsive Classroom is:

Does the staff believe in the system and follow through?

Do the students buy into the system?

Are the approaches to behavior consistent?

Change is Okay…

Just like teaching in a classroom, a specific lesson may not work with every class, not all approaches for behavior modification will work with every group. It is beneficial to try a few and discuss them with the Core Team or Staff to get a climate reading on the staff and students.

Using this data, tweak incentives, behavior expectations and modifications until they work for your group.

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Resources to Consider:

PBIS.org

PBISworld.com

PBISmaryland.org

Responsiveclassroom.org

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tinicum school what is the responsive interboro school district …€¦ · develop leadership...

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