Galena Park Independent School District. Behavioral Response to Intervention

Transcription

1 Galena Park Independent School District Behavioral Response to Intervention Brought to you by: GPISD Psychological Services Prepared by: David Kahn, Ph.D.

2 What is response to intervention (RTI)? RTI is an assessment-intervention model for identifying and addressing behavioral and academic problems that allows schools to deliver sound instructional methods and interventions to students who might otherwise fall through the cracks. In RTI, all students are screened and monitored for specific academic and behavioral outcomes, and those needing additional assistance are given targeted intervention services that are monitored systematically using scientifically based progress monitoring procedures. RTI is based on the premise that all children can learn, and that learning is defined as a change in behavior, thoughts, and feelings. In addition, RTI is a general education initiative and implemented by individuals working in the general education setting. Consultation and support is sometimes provided by personnel from special education, particularly for those students being served at Tier 3. What is behavioral response to intervention (behavioral RTI)? Behavioral RTI is a systems approach to working proactively to decrease unwanted behavior problems. As a systems approach, behavioral RTI is based on the belief that the campus does not behave. Rather, individuals on the campus engage in behaviors. The campus is a group of individuals (i.e., administrators, teachers, students, parents) behaving together to achieve a common goal. All behaviors serve a purpose; the individual engaging in them may or may not know their function. Systems are needed on a campus (e.g., campus administrators, grade level chairpersons, curriculum specialists, school counselors, academic and behavior intervention teams) to support the collective use of best practices on the campus. Thus, the behavioral RTI process involves collaborative problem solving between the campus behavior intervention team, teachers, parents, and students. Behavioral RTI is a problem-solving process that documents change in a student s behavior as a result of a tiered network for providing intensifying levels of interventions. For children, behavior often serves the function of getting adult attention, avoiding non-preferred tasks, escaping uncomfortable social situations, or communicating that a task is too difficult for them and that they require more support. Inappropriate behavior may be due to a skill deficit (the child does not know how to engage in the desired behavior) or a performance deficit (the child knows how to behave, but the environment is not providing enough reinforcement to motivate the child to engage in the desired behavior). There are many types of interventions available that address behavior and social and emotional learning, including behavior analysis methods (rewards and consequences), social learning theory (teaching appropriate behavior explicitly through the use of modeling and role play), and cognitive-behavioral approaches (teaching skills for problem solving, anger management, conflict resolution, and better impulse control). Behavioral RTI is centered on providing interventions that are consistent with the intensity of the presenting behavior problems. On average, it takes 3-5 years for behavioral RTI to show benefits on a systems level. This is because change on a systems level takes time. In addition, the benefits of RTI do not start to show until an entire cohort of children have been served under an RTI model, from the time they started school at the PreKindergarten/Kindergarten level. i

3 What is needed in order for behavioral RTI to be implemented successfully? The support of the campus administrator. There has to be buy in and support from campus administrators in order for behavioral RTI to work. Administrators must help the campus shift from having discipline problems addressed at the administrative level to helping teachers take care of the situation effectively at the classroom level by bringing discipline problems up to the behavior intervention team. A strong behavior intervention team. Being a member of the behavior intervention team should be viewed as a privilege. It is also challenging because the behavior intervention team is responsible for changing how people view behavior. When the behavior intervention team reviews available data and recommends that a teacher change how she/he manages her/his classroom or how she/he interacts with a particular student or group of students, some teachers will get upset. Thus, the members of the behavior intervention team must be individuals who can persist, despite causing some people on the campus to experience discomfort. In addition, members of the behavior intervention team must be comfortable dealing with uncertainty, for while behavioral RTI involves making data-based decisions, selecting interventions and deciding how to collect data is not always a clear cut process. There is no manual or cook book for implementing behavioral RTI. Behavioral RTI is not a single program, a specific curriculum, or one particular set of strategies that are identified and then placed on a checklist. Rather, the interventions are unique to the environment (e.g., classroom, hallway, cafeteria), and the strategies are individually tailored to the needs of the student body, as well as those of the individual student, teacher, or family. Effective evidence-based academic instructional methods. Behavior and academics are related. Learning cannot take place without effective school-wide and classroom management procedures. Once such procedures are in place, behavior issues still occur when a child is not provided instruction that is both engaging and differentiated to meet her/his unique learning needs. Teachers should seek out ongoing consultation from campus and district curriculum specialists to ensure they are providing high quality instruction, so all their students can make progress in the general curriculum and maintain appropriate behavior. Three tiers of behavioral intervention, with a focus on strong Tier 1 interventions and procedures. Because Behavioral RTI is designed to be preventative in nature, with the outcomes ultimately contributing to the social and emotional well being of the entire student population, a special focus is placed on developing and implementing strong Tier 1 interventions and procedures. ii

4 Resources for consultation and plan implementation. The behavior intervention team must have the necessary resources available in the campus RTI resource tool kit and professional library. The campus should establish a resource library of behavior-related supports that include textbooks, reproducible forms for staff to use, videos, and access to opportunities for professional development (e.g., conferences and workshops). In addition, the district must provide the behavior intervention team with consultation from district level specialists (e.g., district behavioral specialists, licensed specialists in school psychology, youth social service workers). Well written and designed interventions at Tiers 2 and 3. In order for more intensive and more individualized interventions to be implemented, they must be written and designed in such a way that all campus personnel responsible for their implementation can read and follow them. Consistency in the focus, strength, and delivery of interventions at Tiers 2 and 3. In order for more intensive and more individualized interventions to be effective, they must be delivered with consistency, even when implemented by different campus personnel. Thus, all campus personnel implementing the intervention must focus on the same target behaviors, implement the plan with the same level of intensity, and deliver the same rewards and consequences, at the same quantity (e.g., 3 positive statements to 1 negative statement) and duration (e.g., every 45 minutes). Interventions at Tiers 2 and 3 are delivered with fidelity. In order for more intensive and more individualized interventions to have any chance of success, they must be implemented correctly by all campus personnel responsible for their implementation. Thus, when a Tier 2 or Tier 3 intervention is implemented, a member of the campus behavior intervention team should be made responsible for monitoring those responsible for its implementation. This team member will need to document that the intervention is being implemented correctly, and re-teach campus personnel as needed to ensure the intervention is delivered with fidelity. Regular progress monitoring. Behavioral RTI is a data-based process. The process of data collection begins with universal screening. Once students needing targeted intervention services are identified, regular progress monitoring procedures are put in place. The type of procedure used will vary, depending on the type of behavior and the intervention used to address it. iii

5 Behavioral RTI: At-A-Glance iv

6 Although there is no manual or cook book for implementing behavioral RTI, the following is intended to be used as a guide for the behavior intervention team. TIER 1A: Universal interventions (Core campus and classroom supports for all students. If appropriate, they will address the behavioral, social, and emotional needs of 80-85% of students) Essential elements o Universal screening (2 methods) Students are selected based on results of a screener completed by parent at the beginning of the school year (August/September). If results of the screener indicate an area of concern, then parents are notified. (ADVANTAGE: Data guides identification; DISADVANTAGE: More time intensive) Students are selected based on discipline referrals and teacher nomination (ADVANTAGE: Easy selection process; DISADVANTAGE: Teacher bias) Method 1 is recommended at the elementary level; Secondary campuses may elect to use Method 2 o For those students selected based on universal screening, screener is completed by teacher(s) Examples of Tier 1A Interventions o Effective academic instruction (For Kindergarten through 2 nd grade, researchbased methods for beginning reading. For 3 rd through 12 th grade, research-based methods of promoting literacy. Campus administrators and the academic intervention team are responsible for ensuring that effective academic instruction is taking place. Given the correlation between academic instruction and behavior, data collected by the behavior intervention team at times may indicate a need to consult with campus administrators or the academic intervention team to address or rule out issues related to the quality of academic instruction.) o School-wide positive behavior supports (e.g., Foundations) o School-wide rules o Explicit school-wide instruction of rules and behavioral expectations o School-wide social skills instruction (e.g., Classroom Guidance Lessons) o Classroom rules o Consistent classroom routines o Explicit classroom-based instruction of rules, routines, and behavioral expectations (e.g., CHAMPS) o Classroom and school-wide systems of rewards and consequences o Classroom guidance lessons presented by school counselor o Positive interactions among staff and students (3 positive statements for every 1 corrective/negative statement) v

7 o Monthly newsletter to parents on issues related to parenting, such as strategies for establishing routines (e.g., mealtimes, bedtime), monitoring television and use of electronics, monitoring homework completion, assisting with homework, managing problem behaviors at home, and how to respond when notified of a problem behavior at school TIER 1B: Targeted brief, short-term interventions (Designed to address the 2-5% of students identified through universal screening procedures as being at-risk of behavioral, social, or emotional problems that could impact their educational performance) Essential Elements o For those identified as at-risk by screener completed by teacher, targeted interventions are provided o Data is collected to measure goal of the intervention (e.g., session notes, counselor-developed rating scales completed by student at the beginning/end of each session) o Regular progress monitoring (parent/teacher complete screener at the end of the intervention, or if ongoing, at the end of each grading period) o If Method 1 was used at Tier 1A, continue to monitor those identified at-risk by parent but not at-risk by teacher (have teacher complete screener again at designated times throughout the year, such as the start of each new grading period [elementary] or start of new semester [secondary]) Examples of Tier 1B Interventions o Lunch Groups o Evidence-based therapy for fears/school avoidance (e.g., systematic desensitization, exposure therapy, reinforced exposure, self-talk) o Brief manual-based instruction on anxiety/stress reduction (e.g., Brief Coping Cat, Brief Coping Koala, FEAR Planning, Family Anxiety Management Plan) o Brief manual-based cognitive-behavioral therapy for depression (e.g., Stark s Cognitive-Behavioral Therapy for Child Depression, The Coping with Depression Course for Adolescents, Affective Education, Cognitive Restructuring, Coping Self-Statements, Think Good/Feel Good, Self-Monitoring) o Why Try for anger management and problem behaviors vi

8 TIER 2: Strategic interventions (Intended for the 8-10% of students who, despite well designed and implemented Tier 1A interventions, continue to have chronic behavior problems. Students who have engaged in behaviors that are severe [threatening to self, others, or property] also are served at Tier 2. In addition, Tier 2 includes students with a history [diagnosed disability, psychiatric disorder, or chronic health condition] that indicates they should be closely monitored. If more than 10% of students are requiring Tier 2 services, then the behavior intervention team needs to contact campus administrators for assistance with improving the design and implementation of Tier 1A interventions). Essential Elements o For students who are at Tier 2, parents should be informed of scheduled behavior intervention team meetings. If parents cannot attend, the parent should be contacted by a member of the team after the meeting. o There are certain special populations that should be bumped up to Tier 2, bypassing Tier 1B, so they can be closely monitored through the Tier 2 data collection system. While the student is considered a special case, the data may show that a Tier 1B intervention can appropriately meet the student s needs. Students who have a disability, chronic health condition, or diagnosed psychiatric disorder; the behavior intervention team should consider serving these students under Section 504. Students who engage in one or more instances of behavior that is a threat to themselves, other people, or property, either at school or in the community Students who had chronic behavior problems in the spring of the previous school year (i.e., >5 discipline/office referrals) or frequent tardies/absences throughout the previous school year Students involved in a confirmed incident of bullying, both the victim and the perpetrator o Professional development for the teacher(s) of the target student on general issues related to classroom management (e.g., attendance at conferences/workshops, TBSI training, CPI training) o An informal functional behavioral assessment (FBA) is completed by the campus behavior intervention team o An appropriate method for measuring the target behavior is selected or created o Regular progress monitoring (parent/teacher complete screener at the end of each grading period) When considering moving a student from Tier 1B to Tier 2 o Evaluate the design and implementation of Tier 1A interventions within the targeted student s classroom to ensure they are appropriate, delivered consistently, and implemented with fidelity; add or revise Tier 1A interventions as needed. o A classroom observation should be completed by a member of the behavior intervention team to document that positive interactions are taking place between the teacher and student, the teacher is routinely providing all students vii

9 in the classroom with three positive statements for every one negative/ corrective statement, and that the teacher is providing explicit instruction of behavioral expectations throughout the lesson cycle. o The campus behavior coordinator should meet with campus administrators to discuss documentation of the teacher s performance on indicators of classroom management and differentiated instruction that have been collected during regular walk throughs, informal observations, review of teacher lesson plans, etc. o The campus behavior coordinator should request copies of teacher lesson plans to document the use of differentiated instruction and place them in the student s behavior RTI folder. In addition, the campus behavior coordinator should request from the school counselor the dates/times and lesson plans for classroom guidance lessons that have been presented to the student s classroom. o Contact the academic intervention team and request that they initiate weekly progress monitoring of academic skills. For elementary students, weekly progress monitoring should occur for both reading and math. For secondary students, weekly monitoring should occur for reading literacy. The behavior intervention team may also want to request that the academic intervention team have the student complete a learning style inventory (e.g., What Are My Learning Strengths?, Multiple Intelligence Inventory) or learning strategy inventory (e.g., School Motivation and Learning Strategies Inventory) to ensure the student is receiving appropriate differentiated classroom instruction. The campus behavior coordinator may want to request the attendance of someone from the academic intervention team at future behavior intervention team meetings for the targeted student. At Tier 2, any academic intervention services should occur in the classroom and be implemented primarily by the classroom teacher. Examples of Tier 2 Interventions o Classroom-implemented positive behavior support plan for individual students (e.g., use of sticker charts, behavior charts, home-school partnership) o Small social skills group sessions (e.g., problem solving, anger management, conflict resolution, classroom and academic skills training, sports training, study skills instruction) o For those with social skills deficits and problem behaviors in the classroom, small group instructional sessions with a parent training component (e.g., Coping Power) o Use of a token economy system for individual students that is aligned with classroom and school-wide rules o Use of evidence-based behavior techniques (e.g., behavior momentum, behavior contracts, precision commands, goal setting, check in/check out, check in/check up/check out, self-monitoring) o Assign the student an on-campus adult mentor and advocate o Implement a Tier 2 Behavior Action Plan viii

10 TIER 3: Intensive interventions (Intended for the 3-5% of students who demonstrate chronic and severe [threatening and disrespectful] behavior problems. Also includes students receiving special education services and requiring supports to address behavior (e.g., behavior individualized education plan [IEP], behavior intervention plan [BIP], possible least restrictive environment [LRE] placement in a specialized class for behavior supports. The names of students receiving special education services to address behavior should appear on the RTI roster maintained by the campus behavior intervention team. These students will be designated as receiving services at Tier 3. In almost all cases, decisions regarding these students will be made by the student s IEP committee. These students names appear on the Behavior RTI Roster so that the behavior intervention team can monitor the percentage of students being served at the Tier 3 level. If more than 5% of students are being served at the Tier 3 level, then the behavior intervention team will want to meet with campus administrators to discuss refining interventions offered at Tiers 1A, 1B, and 2.) Essential Elements o Parents should be invited to behavior intervention team meetings for students who are at Tier 3. The behavior intervention team will want to decide whether or not they wish to hold meetings without the parent in attendance. o The academic intervention team should continue weekly progress monitoring. At Tier 3, a member of the academic intervention team should attend all meetings scheduled to discuss the target student. o The campus administrator should increase the number of walk-throughs and informal observations conducted on the target student s teachers so that more individualized recommendations for professional development can be made o Professional development for the teacher(s) of the target student should be offered that is designed to address recommendations made by campus administrator (e.g., CHAMPS/classroom management coaching, problem solving focused behavioral consultation) o The campus behavior coordinator should continue to collect copies of teacher lesson plans to document the use of differentiated instruction and place them in the student s behavior RTI folder. o A campus administrator should attend all scheduled meetings to discuss the targeted student o A district behavioral specialist or campus licensed specialist in school psychology (LSSP) should attend all scheduled meetings to discuss the targeted student. o A data collection system involving daily measurements of the target behavior should be used o Tier 3 interventions should be reviewed weekly and revised as needed. o Regular progress monitoring (parent/teacher complete screener at the end of each grading period) o After six to nine instructional weeks, review ALL the data collected on the student and the intervention (results across time on parent/teacher screeners, data from across time on the target behavior, data on response to small group and individual interventions [from Tiers 1B, 2, and 3], the results of learning style ix

11 and learning strategy inventories, results across time on the academic progress monitoring measures, results of small group instruction/tutorial sessions, results of cognitive and academic screeners, results of formal/comprehensive behavior rating scales, results of teacher walk throughs and classroom observations from campus administrators). o If the data indicates it is appropriate, and a recommendation is made by appropriate campus and district personnel (e.g., educational diagnostician, district behavior specialist, campus licensed specialist in school psychology), then the behavior intervention team may consider referring the targeted student for a more comprehensive assessment (e.g., full and individual evaluation [FIE]). When considering moving a student from Tier 2 to Tier 3 o Re-evaluate the Tier 1A interventions being implemented in the targeted student s classroom; revise Tier 1A interventions as needed. Evaluate the design and implementation of Tier 2 interventions to ensure they have been delivered consistently and implemented with fidelity; revise Tier 2 interventions as needed o Complete a formal (multi-modal) functional behavioral assessment (FBA). This more formal FBA is completed by the behavior intervention team. At this point in the process, input from the campus LSSP, a district behavior specialist, or a board certified behavior analyst (BCBA) may be requested by the team. o The academic intervention team should consider small-group/pull-out instruction as well as after school tutorial sessions for the student. Before these are initiated, the academic intervention team will want to request or complete cognitive screeners (e.g., WASI-II, KBIT-2) and academic screeners (e.g., C-TOPP, GORT, Key Math, TOWRE) so that specific cognitive and/or academic weaknesses can be targeted and monitored. Data, such as pre- and post-tests, should be collected to monitor progress in the targeted academic interventions. o The behavior intervention team may want to consider the completion of comprehensive behavior rating scales (e.g., BASC-2, SSIS, Conners) Examples of Tier 3 Interventions o Intensify Tier 2 interventions o Assign the student a community-based mentor (Elementary=W.A.T.C.H. Dog; Secondary=Churches, Community Leaders) o Change the student s teacher(s) and/or class schedule o Implement a Tier 3 behavior action plan (BAP) with intensified support, based on the results of the formal (multi-modal) FBA o If the student is being served under Section 504, implement a 504 behavior support plan, based on the results of the formal (multi-modal) FBA o Implement individualized counseling, social skills training, or behavioral coaching (e.g., Check-In, Connect, and Expect) based on the results of the FBA and formal behavior rating scales x

12 For students referred for more comprehensive assessment, one of the following determinations will likely be made, based on the results of the assessment: o The target student is a chronic Tier 3 student. The Tier 3 intervention will continue to be implemented and monitored. The intervention will continue to be revised as needed. o The target student requires a special education behavioral IEP o The target student requires a special education BIP o The target student requires a specialized class for behavior supports, either in the general education setting (for a student who is a chronic Tier 3 student ) or special education setting (for a student who qualifies for special education services) xi

13 TABLE OF CONTENTS Tier 1A 1 Assessment: Universal Screening and Documentation.3 Evidence-Based Behavior Strategies..4 Developing and Nurturing Positive Student-Teacher Relationships.4 Engineering the Environment to Ensure Success 6 Classroom Rules 7 Physical Arrangement of the Classroom..8 Academic Engagement.9 Classroom Guidance Lessons 10 Behavior Intervention Team.10 Tier 1A: Handouts..12 Tier 1 School-Wide Development Strategies..14 Tier 1 Teacher Strategies.15 Tier 1 Instructional Strategies: Anchor Activities 16 Tier 1 Instructional Strategies: Behavior Lesson Plans 17 Tier 1 Parent Training Strategies.18 Tier 1B.19 Lunch Groups..20 Fears/School Avoidance 20 Anxiety/Stress Reduction 21 Cognitive-Behavioral Therapy for Depression..21 Why Try for Problem Behaviors..21 Tier 2 22 Social-Emotional Learning..25 Data-Based Problem Solving.27 Tier 2 Interventions...31 The Tier 2 Behavior Action Plan 34 Academic Progress Monitoring 35 Matching Tier 2 Interventions to Targeted Area of Concern 37 xii

14 Tier 2: Handouts.38 Revisiting, Practicing, and Reinforcing Classroom Routines and Expectations 41 Externalizing Time/Expectations 42 Effective Commands 43 Proximity Control..44 Precision Requests 45 Behavior Contracts..46 Behavior Contract (District Form)..47 Daily Behavior Report Card (District Form)..48 Behavior Momentum.49 Self-Monitoring..50 Peer Modeling.51 Rewards (Positive Reinforcement) 52 Reinforcement Menus..53 Motivating the Unmotivated Learner.54 Tips for Teachers on De-Escalating and Disengaging From Misbehaving Students..55 Tier 3 56 The Formal (Multi-Modal) Functional Behavioral Assessment..57 Data Collection 59 The Hypothesis Statement.63 Strategic Interventions in Tier 3 Behavior Action Plans 64 Tier 3 Interventions.65 Academic Progress Monitoring 66 Final Concluding Thoughts.66 Behavioral RTI: Forms.68 Behavior Intervention Team Tier 1 Checklist..71 Behavior Intervention Team Meeting Agenda..73 Consent to Release/Receive Records Form.75 Functional Behavioral Assessment (Tier 2)..76 Behavior Action Plan (Tier 2).78 Multi-Modal Functional Behavioral Assessment (Tier 3) 79 Behavior Action Plan (Tier 3).81 Referral for Special Education: Behavior Intervention Team Documentation Checklist..82 Forms for Data Collection..86 Teacher Interview Form (Tier 2)..89 Parent Interview Form (Tier 2).90 Problem Behavior Questionnaire (Tier 2).91 xiii

15 Student Interview (Tier 2) 92 Reinforcement Inventory (Tier 2)..93 Anecdotal Behavior Data Sheet..94 ABC Data Sheet 95 Duration Data Sheet 96 Interval Data Sheet..97 Sample Forms 98 Behavior Intervention Team Meeting Agenda Behavior Contract (District Form) 104 Consent to Release/Receive Records 105 Functional Behavioral Assessment (Tier 2) 106 Behavior Action Plan (Tier 2)..108 Multi-Modal Functional Behavioral Assessment (Tier 3).110 Behavior Action Plan (Tier 3)..113 Referral for Special Education: Behavior Intervention Team Documentation Checklist 115 Problem Behavior Questionnaire (Tier 2)..119 Anecdotal Behavior Data Sheet 120 ABC Data Sheet 121 Duration Data Sheet.122 Interval Data Sheet 123 References 124 Campus Resources..126 xiv

16 Behavioral RTI: Tier 1A 1

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18 Assessment: Universal Screening and Documentation Universal screening is used to investigate adjustment problems students may be having. The information derived from this screening is used to help teachers gain awareness of behavioral, social, and emotional factors that may be affecting a student s ability to learn and meet school expectations. Elementary school students should be screened yearly in the fall. Universal screening for the sixth grade begins with the screening of students during the spring of their fifth grade year. Similarly, on the north side, universal screening for seventh grade, ninth grade, and tenth grade students should begin with a screening during the spring of the previous school year. On the south side, students will be screened during the spring of the school year prior to moving up to ninth grade. The first stage of universal screening can occur in one of two ways. One way is to have a screener sent home to the parent of every student on the campus. This process is more time intensive and intended for use on elementary campuses. Students are identified as at risk for behavioral, social, and emotional concerns based on the results of the parent screener. The second method is more appropriate for secondary campuses. Students who received five office discipline referrals in one semester are identified as at risk for behavioral concerns. Teachers are then asked to nominate three to five male students and three to five female students they perceive as at risk for social and emotional concerns, such as anxiety and depression. The second stage of universal screening is intended to refine the data further by having teachers complete a screener for each student identified as at risk. Based on the results of the teacher screener, Tier 1B services will be provided to targeted students, with priority being given to those identified at risk by the teacher, for it is these students whose concerns are most likely to impact functioning in school. A third stage of universal screening is also recommended, one that may not be necessary for every student. Stage 3 screening involves conducting a school record review (attendance, discipline referrals, grades, test scores, etc.). In addition to universal screening, ongoing documentation of Tier 1A positive behavior supports is a critical element. Tier 1A is founded on the principle that building-wide and campus-wide supports for student behavior are provided in a proactive and preventative manner. It is much easier to modify and change behavior at this level with good research-based behavior strategies before behavior concerns arise than later when problem behaviors have become severe. Therefore, the behavior intervention team should collect and review data on the implementation of sound positive behavior support strategies. A positive behavior support checklist for Tier 1 and Tier 1 strategies for school-wide development, teachers, anchor activities, behavior lesson plans, and parent training are provided in the section titled Tier 1A: Handouts. 3

19 Observations should focus on documenting the implementation of the following strategies: o Rules are posted in classrooms and common areas throughout the building o Feedback on behavior, both positive and corrective, is given frequently o Positive and negative consequences for behavior are clear, immediately given, linked to the targeted behavior(s), and consistent. o Social skills are introduced and taught intentionally, modeled, and reinforced by all staff. o Learning areas are well organized. o Schedules and routines are followed consistently. o Teacher expectations are clearly understood and intentionally taught. o There is active supervision and monitoring of students. o Discipline procedures are enforced in a firm and fair manner. Evidence-Based Behavior Strategies Tier 1A behavior strategies involve approaching the school climate from the perspective of creating positive, safe, and supportive environments by developing positive student-teacher relationships and implementing consistent school and classroom rules and routines. Along with engineering the environment for academic and behavioral success, there is also a need for teaching interpersonal, problem-solving, and conflict resolution skills to all students. Developing and Nurturing Positive Student-Teacher Relationships Positive interactions between students and teachers result in an increase in the students social skills, motivation for academic success and positive behaviors, academic engagement time, and grade-level achievement outcomes. Fostering good relationships between students and teachers begins with a teacher s actions and words. The ultimate goal is the achievement of mutual respect between teachers and students and among the students themselves. Students need to be taught how to be respectful of each other and their teachers. This mutual respect will lead to improved self-images and, in turn, to improved academic skills and behavioral competencies. Teachers display respect and sensitivity by o Welcoming students by name as they enter their classroom o Sending positive notes home o Making positive phone calls to parents o Encouraging and showcasing student accomplishments and interests outside of school o Showing belief, trust, and high expectations o Providing experiences that guarantee success, however small o Ensuring fairness o Speaking with respect, such as saying please and thank you o Maintaining eye contact and not interrupting students when students speak 4

20 Creating strong, constructive relationships between students and teachers also centers around reinforcing the students sense of value in the classroom environment. Students display fewer behavior problems in an environment where they succeed. The achieved success must be genuine and a result of the students participating in, creating, or designing a product or activity. It is important for students to feel that they can attain successful outcomes within the learning environment. Building good relationships is also accomplished by providing students with far more positive outcomes than negative ones. This can be extremely difficult to bring about when a teacher is working with a student who is lacking motivation for success, particularly in the secondary school environment. Still, teachers should strive to create opportunities for outcomes that are viewed positively from the perspective of a teenager. There are many ways to reinforce positive behaviors at the middle and high school level that are low-cost or free. Some ideas of reinforcers that can be used at the secondary level include: o Homework pass o Tardy pass o Cell phone pass o Food coupon o Gas coupon o Eating lunch with a preferred adult o Free ticket to a dance o Free ticket to a sports event (football, basketball) o Library pass o Hall pass to leave class five minutes early o Acting as an aide in the principal s office o Opportunity to shadow a local business owner for a day; Extra credit for writing about the experience o Opportunity to shadow the principal or favorite teacher for a day; Extra credit for writing about the experience o Reserved seating at a school event for the student and five friends o Serving as a student ambassador if visitors come to the school o Sitting at the score table in a basketball game or score box at a football game o Special parking spot for a day o Special recognition at any school event o Special seating at lunch table with friends o Planning an activity during spirit week o Receiving re-gifted items donated by staff o Trading cards o Life-size cutouts from movie theaters or store displays 5

21 Engineering the Environment to Ensure Success There is strong evidence that the use of consistent, well-defined rules in school settings is effective in reducing behavior problems. This is particularly true at times and places where supervision is needed, but where instruction is not available as a behavior management tool. Such places include: o Cafeteria, hallways, playgrounds, bathrooms o Buses and bus loading zones, parking lots o Study halls, libraries, free time o Assemblies, sporting events, dances Characteristics of a positive classroom environment include: o Free from clutter o Highly organized o Welcome and inviting o Fosters positive teacher-student interaction The best way to achieve strong behavioral outcomes in the school environment is to do the following: 1. Teach expectations and routines 2. Use active supervision: scan, move, interact 3. Pre-correct (Provide reminders of expectations early on, before problems occur) 4. Positively reinforce (Use warmth and genuineness when responding) 5. Make more positive affirmations than negative remarks (Strive for a ratio of five positives to one negative.) It is also important that students have a clear understanding of the positive and negative outcomes for their behavior. A simple way to ensure success is to provide structure and consistency by defining and then implementing positive and negative consequences. Be sure that negative consequences are: o Predetermined and communicated to staff and students o Taught to students and arranged so that students receive more positive than negative (A rule of thumb is that students should receive four positive consequences for every negative consequence given.) o Meaningful to the student o Given in a consistent and private manner Teachers who use classroom management techniques to form classroom routines and behavioral expectations have far fewer behavior problems among their students. Additionally, positive reinforcement such as praise and encouragement is a stronger management tool than criticism and reactive discipline techniques. 6

22 Classroom Rules Classroom management begins with students being instructed in expectations within the learning environment. Start by establishing classroom rules and routines. For a strong classroom system, develop clearly defined parameters of acceptable behavior in the classroom and then explicitly teach and model these rules. Here is an example of expectations to incorporate into a behavior lesson plan and to model every day. Behavioral Expectations 1. It is the responsibility of students to actively engage in their learning. This includes arriving to class fully prepared, ready, willing, and able to participate in the lessons of the day. 2. Learning requires an environment of respect and freedom from distraction. It is the responsibility of students to assist in maintaining order by refraining from disruptive conduct. One of the ways students can assist in maintaining order in my classroom is by following the classroom rules: 1. I will stay on task without disturbing or distracting others, keeping my hands and feet to myself. 2. I will raise my hand to speak. 3. I will come to class prepared by bringing my books, paper, pens, and pencils. 4. When the teacher is talking, I will look at the teacher, refrain from talking, and ask questions if I do not understand something the teacher said. It is vital for teachers to formally teach and enforce the rules. Do not teach on a surface level for awareness only; rather, teach to ensure understanding and the ability to meet the expectations. The most successful way to do this is to develop in-depth lesson plans for teaching each rule and then consistently model and reinforce the rule on a daily basis. Time for practicing the desired outcomes should be embedded in the lesson plan. Students must also understand any consequences that occur because of the rules (earning reinforcers or losing a privilege). It is recommended that teachers provide instruction on and model the rules every day for the first two weeks of school, and again for a week after students return from extended time off. Teachers can best deliver the information by posting the rules and then reading them, having classroom discussions of the importance of each rule, and discussing the positive and negative consequences associated with each rule. By doing this, a teacher charts the course for a student to use self-discipline a powerful life skill that will enable success not only in school but at home and within the community as well. Students learn self-discipline by following the classroom rules and classroom procedures. To generalize this skill, students need to learn to work together in collaborative groups. 7

23 Strong classroom rules share some common characteristics: o The number of rules is limited to approximately five (fewer for younger students). o The rules are simply stated and are a minimum expectation for student behavior. o At all times the rules are presented in a positive fashion, focusing on what you want the student to do. o The rules are always observable and measurable. Note that different classrooms will have different rules, depending on the needs of the students and the teacher. Typically, rules may be divided into categories such as these: o Beginning and ending daily routines o General expectations for behavior o Accessing and managing resources, including technology o Transitioning between tasks and within schedules o Direct instruction time o Independent learning time o Readiness to learn (having necessary supplies) o Respecting property Classroom rules need to be measurable and quantifiable. Students must understand precisely how the rules are to be observed and measured. For instance, if a teacher s rule is one of respect, respect must be specifically defined for the students for example, In my classroom, respect means: Use soft voices when working in a group. Talk only when no one else is talking, so you avoid interrupting others. Interrupting others is disrespectful behavior in my classroom. Remember that classroom rules need to be reasonable and necessary for learning, clear and easy to understand, consistent with learning outcome goals, and consistent with school-wide rules. Physical Arrangement of the Classroom An important aspect of a positively engineered classroom environment is the physical layout of the room. Having a classroom environment that uses space and time efficiently improves academic engagement time and enhances the effectiveness of classroom instruction. A classroom that is well-organized enables students to focus on the task, access resources easily, and use their time efficiently. The structure of the environment also helps everyday classroom routines to become automatic. 8

24 When organizing a classroom to enhance learning, teachers should consider the overall climate of the classroom. Students tend to prosper in environments where they feel comfortable. A classroom environment that exudes a tranquil climate includes these characteristics: o A designated quiet space for individual or group independent practice time o Alignment of desks with discernible walkways that afford ease of teacher proximity and movement between students o A common meeting place for students o Storage space for student resources and products o Areas where special activities take place Teachers should divide their classroom into logical work areas by taking into account the following: o Be sure the teacher is able to see all students easily o Arrange desks to maximize student personal space o Establish traffic patterns for efficient student flow (reduce congestion in any high-traffic areas) o Create an area conducive to cooperative work time (desks placed adjacent to each other). o To minimize distractions, place the pencil sharpener in a spot that is easily accessible but away from students. o Maintain a distance between student work areas and supply and storage areas. Academic Engagement Strong behavioral outcomes are linked to increased academic engagement time. Academic engagement that is paired with effective instruction improves learning outcomes. In order to increase the probability that instruction will meet the needs of diverse learners, Tier 1A differentiated teaching strategies must be provided consistently and in a manner based on the research backing the strategy. Teachers incorporate differentiation into classroom instruction by changing the depth and breadth of student learning in these ways: o Enhancing the use of appropriate classroom management techniques o Using ongoing assessment for student feedback o Designing flexible groups o Analyzing curriculum demands and the availability of resources The easiest way to develop effective instructional and classroom management techniques is to identify the unique and diverse learning styles of your students. Teachers who know the preferred learning style of their students can develop diverse activities that allow more students to be reached. 9

25 It is important that classrooms be structured as cooperative learning environments. A shared learning environment, fostered through the use of cooperative groups, will provide students with opportunities to do the following: o Make choices o Establish values o Develop self-direction for learning o Grow to be an integral part of the teacher-student relationship The heart of a cooperative classroom involves students helping, sharing, participating, planning, and working together as one unit. Cooperation leads to ownership, involvement, and greater opportunities for student self-discipline. In order for this to occur, trust must first be established. Students gain trust in an educational environment when they are responsible for their learning while working together on group projects. Problem solving and learning together as an interactive group builds trust among students, thus developing a strong positive learning environment where students feel safe and learn positive social skills. Classrooms that promote strong positive behavioral support systems have far fewer discipline problems. Behavior intervention teams should self-evaluate the effectiveness of classroom and school-wide positive behavior support systems (Tier 1A) at least one time annually (summative evaluation) as well as on an on-going basis (formative evaluation). Classroom Guidance Lessons The focus of Tier 1A is on prevention of behavioral, social, and emotional problems. Classroom Guidance Lessons are the component of Tier 1A designed to address social and emotional concerns, although most curricula for guidance lessons also have a behavioral component. Classroom Guidance Lessons are typically led by a school counselor and involve one to two minute lessons per month. Common topics covered during Classroom Guidance Lessons include: helping others, being a good friend, doing volunteer work at school and in the community, getting along with parents and teachers, conflict resolution, bullying, stress management, and managing anger and frustration. Behavior Intervention Team As a result of Texas State Senate Bill 107, each campus is now required to have a campus administrator designated as the campus behavior coordinator. The campus behavior coordinator is primarily responsible for maintaining student discipline. It is recommended that the campus behavior coordinator also be the chairperson for the behavior intervention team. At the elementary level, the behavior intervention team could be the same group of individuals who serve on the academic intervention team, although the campus behavior coordinator may decide to select different people. At the secondary level, the academic intervention team and the behavior intervention team should have different team members. 10

26 Membership on the behavior intervention team should include staff whose roles, responsibilities, and activities are associated with (a) prevention of the occurrence of problem behaviors, (b) development of general and specialized behavioral capacity or competence, and (c) management and evaluation of resources related to positive behavioral supports. Ad hoc members can be invited to join as needed. Typically, the areas of team expertise would include the following: o Curriculum and instruction o School psychology and counseling o Safe and drug-free schools o Section 504 of the Rehabilitation Act o Student physical health (School nurse) o School-wide discipline o Dropout prevention o Character education o Alternative programming o Data and information management Each member of the behavior intervention team should complete Texas Behavior Support Initiative (TBSI) training and Nonviolent Crisis Intervention (CPI) training. TBSI training is an online training available through Region IV. CPI is available through the District and scheduled throughout the school year. In addition, each team member should be trained on the various sources of data collection used in the behavioral RTI process. The behavior intervention team should meet one time monthly to discuss campus wide issues related to discipline and behavior (Tier 1A), as well as students at Tier 1B. They should meet twice a month to discuss students at Tier 2, and once a week to discuss students at Tier 3. 11

27 Behavioral RTI: Tier 1A Handouts 12

28 Tier 1A: Handouts Table of Contents 1. Tier 1 School-Wide Development Strategies This intervention guide is for campus administrators and the behavior intervention team. It provides strategies for developing school-wide positive behavior supports. (p. 14) 2. Tier 1 Teacher Strategies This handout is for teachers and provides strategies for developing classroom positive behavior supports. (p. 15) 3. Tier 1 Instructional Strategies: Anchor Activities This handout is for teachers and provides strategies to consider when planning and designing instruction to promote academic engagement and differentiated instruction. (p. 16) 4. Tier 1 Instructional Strategies: Behavior Lesson Plans This handout is for teachers and is a guide for writing lesson plans to teach school-wide and classroom behavior expectations. (p. 17) 5. Tier 1 Parent Training Strategies This handout is a guide for the behavior intervention team on how to incorporate parent training into the Tier 1A continuum of services. (p. 18) 13