Behavior Basics:Behavior Basics:The Classroom and School Climate The Classroom and School Climate for Academic, Social, and Behavior for Academic, Social, and Behavior

SuccessSuccess

2007 Education and Business Summit2007 Education and Business SummitJune 27, 2007June 27, 2007

Mike Paget, presenterMike Paget, presentermpaget@ed.sc.govmpaget@ed.sc.gov

The impact on employmentThe impact on employment

• The post-school unemployment rate for individuals with emotional and/or behavioral challenges is 25%, vs. 2% for non-disabled peers

• Individuals with significant mental health issues may face unemployment rates as high as 80%

Common Reasons for Dismissal:Common Reasons for Dismissal:7 out of 14 refer to behavior7 out of 14 refer to behavior

• Misconduct • Absenteeism • Criminal Charges • Dishonesty• Intoxication • Incompetence and negligence • Disobedience • Verbal abuse or swearing

The Cost of Low EducationThe Cost of Low EducationEarnings over a 40-year employment periodEarnings over a 40-year employment period

• No HS diploma: $852,577• HS diploma: $1,222,396• Vocational: $1,473,335 • Associate’s degree: $1,524,703 • Bachelor’s degree: $1,973,760 • Master’s degree: $2,307,025 • Doctorate: $2,862,914

Data from Doland, E. 2001. Give yourself the gift of a degree.

Employment Policy Foundation

17:117:1

““Six Degrees of Separation”Six Degrees of Separation”

"I read somewhere that everybody on this planet is separated by only six other people. Six degrees of separation between us and everyone else on this planet. The President of the United States, a gondolier in Venice, just fill in the names. I find that extremely comforting, that we're so close, but I also find it like Chinese water torture ..."

character Ouisa Kittredge

Risk Factors Risk Factors from “Antisocial Behavior in School: Evidence Based Practices”from “Antisocial Behavior in School: Evidence Based Practices”

by Hill Walker, Elizabeth Ramsey, Frank Greshamby Hill Walker, Elizabeth Ramsey, Frank Gresham

• Disability• Low intelligence• Difficult temperament• Insecure attachment• Poor social skills• Lack of empathy• Hyperactivity/impulsivity

More risk factorsMore risk factorsfrom “Antisocial Behavior in School: Evidence Based Practices”from “Antisocial Behavior in School: Evidence Based Practices”

by Hill Walker, Elizabeth Ramsey, Frank Greshamby Hill Walker, Elizabeth Ramsey, Frank Gresham

• Family violence, marital discord• Disorganization• Father absence• Long-term parental unemployment• Poor supervision of children• Harsh/inconsistent parenting style• Lack of warmth, low involvement• Socioeconomic disadvantage• Neighborhood violence• Media violence

Risk Factors at SchoolRisk Factors at Schoolfrom “Antisocial Behavior in School: Evidence Based Practices”from “Antisocial Behavior in School: Evidence Based Practices”

by Hill Walker, Elizabeth Ramsey, Frank Greshamby Hill Walker, Elizabeth Ramsey, Frank Gresham

• Failure at school

• Deviant peer groups

• Bullying tolerated

• Peer rejection tolerated

• Poor attachment to school

• Inadequate behavior management

Risk Factors for SCRisk Factors for SC Data source: Data source: Kid’s Count

• Children in poverty: 23% (vs. 19% US)• 41% of births are to single mothers• 31% of children: single parent homes• Family violence: 31% of all assaults are between

family members• 03-04: 5,976 confirmed cases of abuse and/or

neglect• June 04: 5,210 children living in foster care• Low birth weight: 10% (vs. 8% for US)

SC Special EducationSC Special Education

• 108,756 total special education students– Approximately 680,000 students in SC schools– 16% of all students vs. 10% US

• Emotionally disabled: 5,045– 5% of students in special education– Less than 1% of SC students

• Learning disabled: 47,414– 44% of students in special education– About 7% of all students– Studies show: 30% of high school ED were initially identified as LD

• Other health impaired: 7,252 (7%)

Children and YouthChildren and Youthmental health involvementmental health involvement

• “20/10/5”

• 135,000 students in SC experience mental health concerns– 68,000 with periodic needs– 34,000 with significant and ongoing issues

• 47,000 receive services (35%)– 14,053 were served in school based mental health programs

• 88,000 need services, but do not get them

• 23% of dropouts have mental health issues

Involvement in Juvenile JusticeInvolvement in Juvenile Justice

• 26,213 cases in 04-05• #1 Most frequent offense: disturbing

schools• Recidivism rate: 68%• Random sample at DJJ:

– 72% met full criteria for at least one mental health disorder

– 20% met criteria for a severe disorder– 50% have substance abuse problems

What about zero-tolerance?What about zero-tolerance?Research from Dr. Russell SkibaResearch from Dr. Russell Skiba

• This practice moved from drugs, weapons, and gangs to many less serious behaviors.

• There is no evidence to show that zero-tolerance and suspensions and expulsions change student behavior.

• The evidence is that schools using wide-ranging zero-tolerance policies, and suspension and expulsion, have poorer school climates, higher dropout rates, and lower achievement.

Research Based PracticesResearch Based Practices

• For all students– Positive and preventive classroom management– School-wide Positive Behavior Interventions and

Supports– School Based Mental Health– Researched de-escalation and physical support

practices (e.g., Crisis Prevention Institute)• For a select few

– FBA/BIP– Life Space Crisis Intervention– Cognitive behavioral strategies– Multi-systemic Therapy (“MST”)

8 Elements of Successful 8 Elements of Successful Classroom ManagementClassroom Management

Presented by Susan BarrettPresented by Susan BarrettMaryland PBIS ProjectMaryland PBIS Project

References: Wong & Wong; Coleman & LazarReferences: Wong & Wong; Coleman & Lazar

Revised by Mike PagetRevised by Mike PagetSC Department of EducationSC Department of Education

What’s so magical about this?What’s so magical about this?

The following 8 elements are all based on simple but effective teacher decisions and behaviors:

• Prevent vs. react• Teach what you want to get• Reinforce more than punish• Support each student at the level he/she requires:

– Some quickly “get it” and just do it– Some require lots of re-teaching– Some require lots of prompting and cuing– Some require frequent pre-correcting– ALL need positive feedback for doing things correctly!

More Positive to NegativeMore Positive to Negativeteacher to student interactionsteacher to student interactions

• Smiles• Positive adult-student interactions: “What did you do last

night?”• Very difficult: At least a 5:1 ratio of positive

remarks/interactions to every negative remark/interaction• Follow every correction for rule violations with a positive

reinforcer for rule following• Use the “sandwich technique”: positive/negative/positive

(a visual technique)• Do a 45-minute tape of your teaching, then review it to

see what you sound like to the students

Teach classroom rules and Teach classroom rules and expectationsexpectations

• Teach directly and actively

• Practice what you teach

• Practice the rules where they apply

• Do not assume that hearing it is enough!

• Give lots of positive feedback

So little time, so many transitionsSo little time, so many transitions

• 45% of the instructional day is spent in a transition period getting ready to learn

• From the time the bell rings you have 3 minutes to get them on task or research indicates it will get increasingly more difficult

• So how do you teach “transition behavior?”

Teach transition behaviorTeach transition behavior

• Teach “signals” that all students will understand:– To get attention/say “stop”/say “start”

• Teach the routine: what do you do when?• Pre-correction for students who are challenged with

stopping/starting/changing• Use the “behavioral momentum” technique: in the midst

of an easily occurring behavior, sneak in a “less likely to comply” behavior

• Monitor continuously – scan, move about• Positively reinforce what is done correctly• Practice transition behaviors in the natural contexts

(class, playground, cafeteria, etc.)

Teach classroom routines directly:Teach classroom routines directly:Practice where you use the behavior, pre-correct/prompt for those who need it, positively Practice where you use the behavior, pre-correct/prompt for those who need it, positively reinforce correct routine behaviors, model what you expectreinforce correct routine behaviors, model what you expect

• Turning in homework the right way• Lining up• How to get teacher attention the right way• When to sharpen pencils, use the bathroom, put

trash away• What to do when finished early• When is it ok to talk• How do you wait for the bus• Taking things home to sign and return

Establish an attention-getting Establish an attention-getting cue/rule for the entire schoolcue/rule for the entire school

• Teach it on the first day of school• EVERY teacher uses it!• Pick a cue that can be used in all settings:

– Example: hand up/fingers straight/slowly close the fingers into a fist

• You may need both visual and auditory combinations• Remind all staff to use the same agreed upon cue

consistently• Do not cause “interference” with independent cues• Positively reinforce when students respond

Actively supervise at all times!Actively supervise at all times!

• Move around the room continuously• Use lots of eye contact• Touch shoulders as you pass by• Use lots of the opportunities to make positive

comments/reinforce• Get them to pay lots off attention to you:

– Example: “Today I will be touching my nose. Count how many times I do this today, and the winners will receive a reward!”

• “Free time” is not free for the teacher…Less structured time actually requires more supervision

Pre-correct for CHRONIC problem Pre-correct for CHRONIC problem behaviorsbehaviors

• Pre-correct: Cue/remind/redirect before the undesired behavior occurs

• Set up routines so the more challenged students will be successful; give them this “practicing success” opportunity

• Be sure you have the attention of students• Give lots of “mini lessons” to remind/re-teach the

desired behavior• Watch for demonstration and reward• All students must experience success!

Manage the minor (low Manage the minor (low intensity/frequency) behaviors intensity/frequency) behaviors

positively and quicklypositively and quickly• Do not hammer a student for minor behavior violations in hopes that

it will prevent more intense behaviors (research shows otherwise!)• We must follow through on rules violations• Do it privately• Demonstrate the behavior• Continue the lesson but move in closer (caution: moving in too close

when a student is anxious may escalate things)• Look at the student and tell her/him “remember”• Point out the mistake• Have the student state the correct response• Have the student demonstrate the correct response• Disengage quickly, early, and decisively

School-wide Positive Behavior School-wide Positive Behavior Interventions and SupportsInterventions and Supports

• A nationally replicated school-wide model, with a strong data base showing its effectiveness

• www.pbis.org

School-wide PBISSchool-wide PBIS

• A broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior

• a general approach to preventing problem behavior

• It’s for all students

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

RespectRespectfor fellow students, teachers, for fellow students, teachers,

administration, staff members, administration, staff members, and the school facilities and the school facilities

Teaching MatrixTeaching Matrix

  Classroom Lunchroom Bus Hallway Playground

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to the right

Wait your turn

Respect Property

Recycle paper

Return traysKeep feet on

the floorPut trash in

cansAt bell return equipment

Respect Yourself

Do your bestWash your

handsBe at stop

on timeUse your

wordsHave a plan

PBIS related toolsPBIS related tools

• Functional Behavioral Assessment– All behaviors are helping you get or avoid something– Hunches are ok, but not enough – you need

“triangulation” to strengthen your hypothesis

• Behavior Intervention Plans– Once you know the conditions that support or

eliminate a behavior, manipulate the conditions– Teach a more effective or efficient replacement

behavior– The BIP is not about punishment

SC PBISSC PBIS• Major initiatives have come through the

State Improvement Grant• 03-04: 11 schools, 04-05: 46 schools, 05-

06: 104 schools, 06-07: 145 schools• 07-08: Approximately 40 new schools

currently in training• SC PBIS Coach: Jane Shuler

– jcshuler@ed.sc.gov– 803.734.2743

The Impact of PBISThe Impact of PBIS

• Office discipline referrals drop 20-60 %

• Academic achievement on state benchmarks increases 20-60%

• Time spent in suspension/detention drops significantly. This time can then be spent on academics

Prevention through staff awareness Prevention through staff awareness of mental health issuesof mental health issues

• DSM described temperaments/neurobiological conditions

• 20/10/5

• E.g.: Tourette’s, ADHD, CD, ODD, Asperger’s Syndrome, and Bipolar Disorder

School Based Mental HealthSchool Based Mental Health

• 46% of schools currently have SBMH• 96% of SBMH students/clients stay out of

legal trouble• 99% of SBMH students/clients stay in

school• 99% of SBMH students/clients live at

home• 98% of school administrators support

SBMH

Supporting mental health in the Supporting mental health in the classroomclassroom

• A teacher who learns about mental health issues

• A teacher who is willing to plan appropriate accommodations for the (predictable) range of temperaments

• Cognitive Behavioral strategies

• Life Space Clinical Intervention

Managing Crisis EventsManaging Crisis Events

• Behavior escalation happens in stages• Adults need to respond based on where a

student is in the cycle of escalation– Anxiety – support– Defensiveness – directive guidance– Acting out – safe (physical) management– Tension reduction – processing the event

• The emphasis is on calming the situation down• Crisis Prevention Institute

School Protective FactorsSchool Protective Factorsfrom “Antisocial Behavior in School: Evidence Based Practices”from “Antisocial Behavior in School: Evidence Based Practices”

by Hill Walker, Elizabeth Ramsey, Frank Greshamby Hill Walker, Elizabeth Ramsey, Frank Gresham

• Positive school climate

• Pro-social peer group

• Responsibility and required helpfulness

• Sense of belonging/bonding

• Opportunities for success and recognition

Our Our Shared AgendaShared Agenda

• Schools, families, and agencies share the same goals

• It is more efficient and effective to coordinate our efforts

• Avoid the “blame-game”

• www.sharedwork.org

• Do not wait for “top-down” – call someone and get to know them

Research to Practice Summer Research to Practice Summer SessionsSessions

• July 16-20• Dorman High School, Spartanburg• 30 sessions including classroom positive and preventive

instruction, CPI, FBA/BIP, research based instructional practices, and more

• Online registration:– www.ed.sc.gov – “offices” – “Office of Exceptional Children” – “calendar”– Link to online registration– Call Brenda Turner at 803-734-8211 if you need assistance

Institute Number Twenty-sixInstitute Number Twenty-six

Title: Title: Using a positive and proactive approach to Using a positive and proactive approach to classroom managementclassroom managementInstructor:Instructor: Linda Phillips, Educational Consultant Linda Phillips, Educational Consultant

• This training will address the following components of effective classroom management. The CHAMPs book by Dr. Randall Sprick will be used as the framework for the workshop.

• Please note that these components are the same ones that are present in PBIS schools which have implemented school-wide positive behavior supports.

• Creating structure and order (organization)• Building relationships with students (creating motivation to learn)• Establishing and teaching behavioral expectations• Understanding corrective procedures to address classroom

misbehavior• Using pre-planned corrective responses to misbehavior• Developing monitoring systems to assess the class and/or

individual students• Participants will develop an implementation plan for their individual

work sites.

Using a positive and proactive approach to classroom management Using a positive and proactive approach to classroom management (continued)(continued)

• Intended Audience: This 2-day workshop is appropriate for general education and special education classrooms, grades K-8. Class size is limited to 40 participants.

•• Session Length: 2 days, Monday and Tuesday, six hours per day• Three one-hour follow-up group phone conference review sessions will be

scheduled during the fall and winter of the 07-08 school term. Also, the trainer will make site visits to the participants’ locations to provide individual implementation consultation and support.

• Dates: July 16 – 17, 2007 • Dorman High School, Upstate Research to Practice Institute• Day 1: 8:30 – 4:30, with ½ hour for lunch, provided onsite• Day 2: 8:30 – 2:30, with ½ hour for lunch, provided onsite• Credit: Course renewal credit: 18 points: 12 points for two days of

classroom instruction, plus three hours of follow-up phone conferences, plus three hours of onsite individual follow-up.

Listing of all sessions for July 16-20 Research to Listing of all sessions for July 16-20 Research to Practice Summer InstitutePractice Summer Institute

• Functional Behavior Assessments and Behavior Intervention Plans for Individuals with Challenging Behaviors

• Explicit Instruction in Reading• Curriculum Based Measurement for progress Monitoring Academic

Interventions• Adaptations and Modifications in Content Areas for Individuals with Mild

Disabilities• Explicit Math Instruction Helping Your Children with Reading at Home• Proactive Behavior Management Strategies for PreschoolCrisis Prevention

Institute training for Trainers• Positive Behavior Support in the Home• ED TERPIES V: Educational Interpreter Performance Assessment Offering• Best Practices for Inclusion of Children with Disabilities in Early Childhood

Classrooms• Dealing with Problem Behavior in the General Education Classroom• Special Education 101 for School Administrators• Administering Assessment, Evaluation Programming Systems for Infants

and Children

(sessions, continued)(sessions, continued)• Planning Postsecondary Goals for Youth with Disabilities• Helping Your Preschooler with Disabilities• An Overview and In-depth look at Educational Interpreter Guidelines-What all team

members should know!• Journey to Excellence: SLPs' Contributions to Success for All Students• SLP Supervisors- SPED Directors Forum• English Language Learners Training• Writing a Meaningful Transition IEPSIM: Writing and Reading Strategies for Success• SIM: Content Enhancement Routines for Level 1 Interventions through Rtl• Writing Measurable Goals Portfolios for Student Growth- A Guide to transition for

Students who are Deaf or Hard of Hearing Using a Positive and Proactive Approach to Classroom Management

• Excent Setup• Excent-Data Entry• Excent-Data Entry• Excent- Lead Teachers• Excent- Lead Teachers• ED TERPIES V: The Effective Interpreting Series• Boot Camp for Teachers of the Visually Impaired• Measuring Early Childhood Outcomes in South Carolina