Behavioral RTI Tiers 1 3 (Slides)

Transcription

1 Behavioral RTI Tiers 1 3 (Slides) Chris Weber

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3 Behavioral RTI Tiers 1 3 Chris Weber Our Progress as a Profession Taking Collective Responsibility for Learning, not teaching Helping students behave positively Helping students self-regulate Students at Risk A student is at risk because of deficits in Academic Skills Social Behaviors Academic Behaviors Reproducible. 4291

4 Students at Risk Academic Skills Reading Number sense Writing Social Behaviors Disruption Defiance Physical contact Inappropriate language Attendance Academic Behaviors Metacognition Self-concept Self-monitoring Motivation Strategy formation Volition control strategies The Foundations of a Pyramid of Behavior Interventions PBIS PLC at Work PRTI Table Talk How immediate of a need is behavior at your site? How consistently and systematically are positive behaviors reinforced? Reproducible.

5 Behavior and academic achievement are inextricably linked. A student s academic success in school is directly related to the student s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties whether mild, moderate, or severe the more academic success can be achieved. Buffum, Mattos & Weber, Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don t Learn (2009) Guiding Questions to Building a Pyramid of Behavior Interventions Do we accept responsibility for ensuring that all students reach high levels of academic and behavioral achievement? Do we accept responsibility for modeling the behavior we want to see? Do accept that there are no silver bullets, and that numerous strategies and supports will be necessary? Do we recognize that students most at risk will require significant time and creative supports? Does everyone in your school agree on why we are here? Do we recognize that relationships are critical and that we must foster them? Guiding Questions to Building a Pyramid of Behavior Interventions Do all staff members completely believe in their own ability to make a difference for every student? Are we committed to predicting potential student behavioral difficulties and willing to proactively prevent them? Is there a consistent, agreed-upon, and implemented set of schoolwide expectations for appropriate student behavior? Are there clear, organized, and systematic schoolwide systems to support the schoolwide expectations? Do classroom management plans match those in place for schoolwide expectations? Do school leaders communicate behavioral issues to all stakeholders and adequately follow through and follow up? Reproducible. 4313

6 Guiding Questions to Building a Pyramid of Behavior Interventions Are there individual student support options in place? Do procedures in the office support the schoolwide, classroom, and individual plans? Does a schoolwide behavior team meet regularly to identify students, diagnose needs, discuss supports, and monitor the progress of students? Do you know, with measurable evidence, that the individual, classroom, and schoolwide supports are making a difference? If supports are not serving students, are we willing to try something new until we re successful? Table Talk Review and force rank the 17 guiding questions from weakest to strongest responses for your site. What steps can you take to meet your biggest challenge? PLC at Work and a Pyramid of Behavior Interventions Collaboration is more critical to behavior than academics. In academics, we can focus on Tiers 2 and 3 while tackling Tier 1, which is more critical and will take more time to substantively change. This is not so in behavior Reproducible.

7 go.solution-tree.com/behavior Seven Keys to Positive Learning Environments 1. Common expectations 2. Targeted instruction 3. Positive reinforcement 4. Support strategies and interventions 5. Collaborative teams 6. Data-driven dialogue 7. Schoolwide system approach Positive Learning Environments Rating the Seven Keys 4: Consistent and effective 3: Fairly consistent and generally effective 2: Inconsistent and occasionally effective 1: Not present or observable Reproducible. 4335

8 Common Expectations School rules, codes of conduct, and mission statements have been condensed into a few easy-to-remember, positively phrased common words or phrases. Behavior expectations are linked to academic expectations. Students, staff, and parents know the expectations. Everyone in the school uses this common language. Kids know the expectations. Adults model them. Behavior Matrix Reproducible.

9 Review and Reflect Rate your school in relation to common expectations. What are areas of relative strength? What might be next steps? Targeted Instruction Schoolwide expectations are taught directly by all staff to all students. Students are given opportunities to develop, practice, and demonstrate appropriate social skills. Common expectations are reviewed regularly, practiced often, and recognized and rewarded when displayed correctly. Social skills are taught the same as academic skills: demonstrate, practice, review, and celebrate. Reproducible. 4357

10 Review and Reflect Rate your school in relation to targeted instruction. What are areas of relative strength? What might be next steps? Positive Reinforcement Catch kids being good. (Don t bribe). Acknowledge. Timely and specific feedback is critical to improved learning. The words we use Reward the behavior. School staff members who are uncomfortable with tokens and rewards concentrate on students for displaying positive social and academic skills. Behaviors that we wish to see more commonly displayed are intentionally and systemically (in the same manner, the same frequency, and for the same reasons) reinforced Reproducible.

11 Review and Reflect Rate your school in relation to positive reinforcement. What are areas of relative strength? What might be next steps? Support Strategies and Interventions Check in/check out Mentoring Community service Analyzing the function of behavior Tiers 2 and 3 Identifying Diagnosing Supporting Monitoring Reproducible. 4379

12 Identifying Student Risk Screening Scale SRSS Identifying Student Internalizing Behavior Screening Scale SIBSS Diagnosing: Behavior and Academics Academic and behavior needs are interrelated. Few behavior problems exist that do not have contributing academic antecedents. Academic and behavior supports can and should be implemented together Reproducible.

13 Diagnosing: Antecedents FBA Diagnosing: Antecedents FBA Diagnosing: Antecedents FBA Reproducible

14 Diagnosing: Antecedents A Antecedent B Behavior C Consequence What are the antecedents that may have caused the behavior? What is the behavior being analyzed? What are the consequences of the behavior for the student? Academic Behaviors Self-regulatory strategies Assessment tool Problem-solving tool Attention Screen Strategies Supporting and Monitoring Behavior Contracts, Mentoring, and Check In/Check Out Check in Check out Student mentors Reproducible.

15 Community Service Not part of the negative consequence Part of the reteaching Intervention Groups Similar to academic interventions Focus on specific skills. Teach and build pro-social replacement behaviors. Build maintenance and generalization strategies. Attend to possible function of the problem behavior. Reproducible

16 Review and Reflect Rate your school in relation to support strategies and interventions. What are areas of relative strength? What might be next steps? Collaborative Teams When a student s behavior escalates, a schoolwide team exists to organize supports. The team, with parent involvement, develops an individual plan specific to the needs of that child. Observations and behavior data are analyzed. Plans are specific, observable, and measurable and include consistent follow up. Every staff member behaves collaboratively, cooperatively, and is willing to compromise to help all students in all situations Reproducible.

17 Review and Reflect Rate your school in relation to collaborative teams. What are areas of relative strength? What might be next steps? Data-Driven Dialogue Systems for data collection are in place to track schoolwide behavior and academic progress. The quality and quantity of data may be different in order to better inform decision making. The information collected is specific enough to generate baseline data, trends, and patterns of behavior for individual students. Information is shared with staff and used in proactive ways to adjust, modify, reteach, and celebrate. Reproducible

18 Sample BDF swis.org Reproducible.

19 Review and Reflect Rate your school in relation to data-driven dialogue. What are areas of relative strength? What might be next steps? Schoolwide System Approach Systems are in place to ensure that the pyramid of behavior interventions works consistently throughout the whole school. Students, staff, and parents know how the system works. Administrators model high expectations and devote time to and place a priority on social skills. The systems are secure enough to withstand staff changes, yet flexible enough to accommodate changes in situations and circumstances as they arise. Reproducible

20 Review and Reflect Rate your school in relation to schoolwide system approach. What are areas of relative strength? What might be next steps? Thank You! Behavioral RTI Tiers 1 3 Chris Weber Christopher Weber Reproducible.