Behavioral Response to Intervention:

Supporting Staff Through an MTSS Framework

Presented by Tricia McKale Skyles

Participant Name: ___________________

Date: __ / __ / __

Safe and Civil Schools www.safeandcivilschools.com

Behavioral Response to Intervention: Supporting Staff Through an MTSS Framework

Presented by Tricia McKale Skyles Introduction Session Objectives

Identify the need for a BRTI (MTSS) Framework

Determine the role of the leadership team as part of universal prevention

Create a framework of processes and interventions

Determine the role of the interventionist and the intervention planning team in

providing targeted behavior support

Explore examples of specific targeted interventions

Why do we need a BRTI (MTSS) Framework? Students Today

“If it weren’t for students impeding our progress in our race to the end of the

term, we could certainly be sure of covering the material. The question, however,

is not whether we, as teachers, can get to the end of the text or the end of the term,

but whether our students are with us on that journey.”

Pat Cross, Director

Classroom Research Project

University of California, Berkley

Why an MTSS Framework? Teachers cannot “control” student behavior When students misbehave, it poses a direct threat to the teacher When threatened, we (adults and children) exhibit fight-or-flight responses

Moving away from past practice An increase in ____________________ intensity An overdependence on _________-__________ authority An overdependence on ____________________________ First, a word about PBIS

“Unlike traditional behavior management, which views the individual as the

problem and seeks to fix him or her by quickly eliminating the challenging

behavior, Positive Behavioral Intervention Support and functional analysis view

systems, settings, and lack of skill as parts of the problem and work to change

those.”

Wagner, 1999

So MTSS

In simplest terms, MTSS (Multiple Tiers of System Support) means changing the system to meet the needs of the student while also helping the student fit successfully into the system.

Factory Model vs. Customer Service Factory Model Customer Service

Basic Concepts of Behavior Interventions Goal: Give teachers more tools for changing student behavior without referring to special education. What can a district do? Provide structure, training, and follow-up. Emphasize school-wide and classroom prevention. Develop a process to meet the needs of individual students engaged in misbehavior. Provide training for teachers in evidence-based interventions.

What is the role of the leadership team as part of universal prevention? Importance of an Effective Team

Whole staff consistency is vital Students need consistent information

The culture and climate of the school are defined by daily actions of staff

Consistency is not easy to achieve

Staff is busy

The team saves staff time

Efforts led by a representative and effective team are more efficient and more likely to be sustained across time

An effective team

Every staff member is represented by a specific team member

Students, parents/families, the community, and social agencies are represented as appropriate

The team is large enough to ensure adequate representation, but small enough to work efficiently (6 to 9 people)

Each team member has a designated backup

Reproducible Form Pre-Int 1 Pre-Intervention

Variables Questions to guide discussion Y N Comments

Structure/ Organize the classroom for success.

1. Is the room arranged so you can get from any part of the room to any other part of the room relatively efficiently?

2. Can you and your students access materials and the pencil sharpener without disturbing others?

3. Does the schedule create consistency, variety, and opportunities for movement?

4. Do you have effective beginning and ending routines?

5. Have you defined clear expectations for instructional activities?

6. Have you defined clear expectations for transitions between activities?

Y

Y

Y

Y

Y

Y

N

N

N

N

N

N

Teach students how to behave responsibly in the classroom.

1. Have you created lessons on expectations and explicitly taught them for classroom activities and transitions?

2. Have you created lessons and explicitly taught expectations for classroom routines and policies?

3. Have you provided teaching and reteaching as needed? (Think about a basketball coach reteaching particular plays or patterns).

Y

Y

Y

N

N

N

Observe student behavior (supervise!).

1. Do you circulate and scan as a means of observing/monitoring student behavior?

2. Do you model friendly, respectful behavior while monitoring the classroom?

3. Do you periodically collect data to make judgments about what is going well and what needs to be improved in your management plan?

Y

Y

Y

N

N

N

Interact positively with students.

1. Do you interact with every student in a welcoming manner (e.g., saying hello, using the student’s name, talking the student at every opportunity)?

2. Do you provide age-appropriate, non-embarrassing feedback?

3. Do you strive to interact more frequently with every student when he is engaged in positive behavior rather than when he is engaged in negative behavior?

Y

Y

Y

N

N

N

Correct irresponsible behavior fluently—that is, in a manner that does not interrupt the flow of instruction.

1. Do you correct consistently?2. Do you correct calmly?3. Do you correct immediately?4. Do you correct briefly?5. Do you correct respectfully?6. Do you have a menu of in-class consequences that

can be applied to a variety of infractions?7. Do you have a plan for how to respond to different

types of misbehavior fluently?

YYYYYY

Y

NNNNNN

N

Classroom Management STOIC Checklist

© Safe and Civil Schools 2007

REPRODUCIBLE

© 2010 Pacific Northwest Publishing

Coaching Classroom Management FORM

1.1

Introduction to the CHAMPS Approach

I. Our model for classroom and behavior management is the CHAMPS approach.

II. What is the CHAMPS approach?The CHAMPS approach is not a canned discipline plan.A. CHAMPS is a decision-making template.B. Any time student behavior is a problem, experiment with one or more aspects of your CHAMPS classroom C. management plan.As you build or revise your management plan, take into account the following factors:D.

Your personal style1. Your students’ need for structure (high, medium, or low)2. The school and teacher effectiveness literature (CHAMPS has done this for you—everything 3. in CHAMPS is based on the research literature)

III. The CHAMPS approach encourages you to experiment with five major categories of procedures—variables that can be easily remembered with the acronym STOIC.

▶ Structure for success.▶ Teach expectations.▶ Observe and monitor.▶ Interact positively.▶ Correct fluently—respond to misbehavior calmly, consistently, briefly, and immediately.

IV. The only absolute rule within the CHAMPS approach is this: All people should be treated with dignity and respect. Techniques such as humiliation or belittlement of students should never be part of any educator’s repertoire.

V. All teachers are expected to read CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd ed.) or, for high school staff, Discipline in the Secondary Classroom (2nd ed.). Teachers are also expected to participate in professional development activities to learn the CHAMPS approach. A schedule of training opportunities will be provided.

REPRODUCIBLE

© 2010 Pacific Northwest Publishing

Coaching Classroom Management FORM

1.3

CHAMPS Implementation Requirements (Grades K–8)

What you need to do tu What I hope to see

I. Structure your classroom for success (CHAMPS [2nd ed.], Chapters 1 and 2).Complete a classroom management plan (Chapter 3 and Chapter 5, Task 1). ▶

II. Teach your expectations—clarify and communicate them to students (Chapters 4 and 5).Post expectations for each major instructional activity as it occurs, including teacher-directed instruction, A. independent seatwork, cooperative groups, and tests. Reinforce your expectations in a variety of ways:B.

Posters on permanent display ▶CHAMPS worksheet on projector ▶CHAMPS wall chart ▶Flip chart ▶Other ▶

III. Observe and monitor student behavior (Chapter 6).Physically circulate.A. Visually scan.B. Collect and analyze data.C.

IV. Interact positively by providing praise and noncontingent attention (Chapters 7 and 8).Strive to create a positive classroom climate and positive relationships with students. A. Supply positive feedback, intermittent celebrations of success, and (as needed) structured reward systems.B. Maintain at least a 3:1 ratio of attention to positive behavior to attention to negative behavior. (Note C. that this is an average; there is nothing inherently wrong with a short interval in which the ratio is skewed to the negative side.)

V. Correct misbehavior fluently (Chapter 9).Get back to instruction as quickly and as seamlessly as possible.A. Be calm, consistent, brief, and immediate.B.

Note: The goal is positive student behavior. As long as students are respectful and actively engaged in your instructional activities, you are implementing the CHAMPS approach successfully.

REPRODUCIBLE

© 2010 Pacific Northwest Publishing

Coaching Classroom Management FORM

3.5

Drop-In Observation (CHAMPS Game Plan)

This is the most comprehensive of the drop-in observation forms. It directly parallels the items on the CHAMPS Game Plan for Walk-Through Visits (Reproducible 3.1) and provides space to elaborate on student behavior, connection to instruction, and teacher conduct.

Teacher: ___________________________ Class/Activity: _______________________ Date/Time: _______________

1. Observe student behavior. Are students . . .a) Actively engaged in the lesson (at least 90%)? ________%b) Behaving respectfully toward one another and toward the teacher (at least 95%)? ________%c) Complying with the teacher’s posted expectations (at least 95%)? ________%

Notes:c

2. Observe student engagement.a) Opportunities to Respond. Estimated OTR per minute:________%b) Percentage of correct academic responses. Estimated PCR ________%c) Any other instructional variables that have been a focus of staff development:

____________________________________________________________________________________________

Notes:c

3. Observe teacher behavior. Is the teacher . . .a) Actively observing (circulating and scanning)? Yes/No:________%b) Being positive (at least a 3:1 ratio of positive to negative interactions)? Estimated ROI____:____c) Correcting misbehavior fluently (calmly, consistently, briefly, immediately)? Yes/No:________%

Notes:c

______________________________________________ Observer

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Cycle of Continuous Improvement

The STOIC Framework: Pre-intervention There are five variable that staff can manipulate to increase the chances that students will behave in a safe and civil manner STRUCTURE/organize all school settings for success TEACH students how to behave responsibly OBSERVE student behavior (supervise!) INTERACT positively with students CORRECT irresponsible behavior fluently

What are the processes and evidence-based interventions embedded in the MTSS model? Behavioral Interventions: Process vs. Strategies

Think of going to your physician because of a medical concern:

First the physician needs to follow a diagnostic process or procedure to identify your problem Once the problem is found, treatment is selected based on your need by trying the least intrusive first

Identifying effective behavioral interventions is identical:

First a process is followed to first identify (i.e., diagnose) the problem and, later, the function it serves.

Once the problem is found, strategies and an intervention plan (i.e., treatment) is selected based on how to meet the student’s needs.

Best to go for the least intrusive intervention first (e.g., Intervention A: Planned Discussion.) Without the process, strategies are more likely fail.

 

Individual School Flagging 

Procedures 

Targeted Student Intensive Student 

(Safety concern or 

many behavioral 

issues) 

Problem Solving 

Process (Function 

based intervention 

planning; 25‐

minute planning; 

IDG) 

Pre­Intervention 

(STOIC Checklist) 

Early Stage Interventions 

A.  Planned Discussion 

B.  Academic Assistance or 

C.  Goal Setting 

D.  Data Collection and Debriefing or 

E.  Increasing Positive Interactions 

F.  STOIC Intervention and Analysis 

 

Teacher’s Encyclopedia 

 

Highly Structured Interventions 

G.  Managing Physically Dangerous Behavior 

H.  Managing Severely Disruptive Behavior 

I.   Managing the Cycle of Emotional Escalation 

J.   Cueing and Pre‐correcting 

K.  Self­Monitoring and Self­Evaluation 

L.   Positive Self‐Talk and Attribution Training 

M.  Teaching Replacement Behaviors 

N.  Functional Communication 

O.  Structured Reinforcement Systems 

P.  Defining Limits and Establishing Consequences 

Q.  Relaxation and Stress Management 

R.  Internalizing Problems (Depression & Anxiety) and Mental Health 

 

Teacher’s Encyclopedia 

 

 

 

General Education 

Donna T. Meers, donnameers@insightbb.com 859.608.9801

1

Create a System of Red Flags

Identify 5-6 red flags that would signal the teacher to consider a behavioral intervention Should help identify not only the behaviorally acting-out, but also the passively at-risk or the shy, quiet average student Below are some sample red flags for individual students:

Failing grades in two or more classes

Chronic absenteeism

One or more grade levels behind chronological peers

Three ODRs in a semester

Six or more detentions in a semester

Screening for internalizing problems (anxiety/depression)

Student/parent request

Create a culture of data-driven early-stage interventions planned and conducted by all teachers (Tier 1)

Shown to be effective based on multiple studies. Can implement without needing specialized training. Should achieve quick, measurable results. Treat students with dignity and respect.

A. Planned Discussion

B. Academic Assistance

C. Goal Setting

D. Data Collection and Debriefing

E. Increasing Positive Interactions

F. STOIC Interventions and Analysis

Introduction Decision Guide

Ear

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Presenting Behavior InterventionSeveral or many students in class misbehave.

Preintervention: Classroom Management

The student may not know what is expected.

Intervention A: Planned Discussion

The student may have an underlying academic problem.

Intervention B: Academic Assistance

The student has difficulty with motivation and may not understand how to reach a goal.

Intervention C: Goal Setting

The student’s behavior appears to be chronic and resistant to simple intervention.

Intervention D: Data Collection and Debriefing

The student gets a lot of attention from adults or peers for misbehavior or failure.

Intervention E: Increasing Positive Interactions

The reason the behavior is occuring chronically needs to be analyzed and incorporated into the intervention plan.

Intervention F: STOIC Analysis and Intervention

The student’s escalating behavior is physically dangerous, or poses a threat to physical safety.

Intervention G: Managing Physically Dangerous Behav-

ior and Threats of Targeted ViolenceThe behavior is so severe that the teacher cannot continue to teach.

Intervention H: Managing Severely Disruptive Behavior

The student is impulsive and has difficulty maintaining emotional control.

Intervention I: Managing the Cycle of Emotional Escalation

The student seems to be unaware of when he/she engages in inappropriate behavior.

Intervention J: Cueing and Precorrecting

The student has some motivation to change or learn new behaviors.

Intervention K: Self-Monitoring and Self-Evaluation

The student makes negative comments about him- or herself and others.

Intervention L: Positive Self-Talk and Attribution Training

The student does not know how to meet expectations.

Intervention M: Teaching Replacement Behavior

The student cannot or will not communicate verbally.

Intervention N: Functional Communication

The misbehavior is a firmly established part of the student’s behavior.

Intervention O: Structured Reinforcement Systems

It is difficult to be consistent with the student because it is not always clear when the student has crossed the line between appropriate and inappropriate behavior.

Intervention P: Defining Limits and

Establishing ConsequencesConsequences for misbehavior seem necessary but do not seem to work.

Teacher feels anxious, worried, discouraged, or angry about one or more students.

Intervention Q: Relaxation and Stress Management

The student seems anxious, lethargic, or depressed.

Intervention R: Internalizing Problems

and Mental Health

Date of

imple

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ion

Effec

tiven

ess (+

/–)

Check

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Copyright © 2008 Pacific Northwest Publishing

Copyright © 2009 Pacific Northwest Publishing

Reproducible Form 8.1 (p. 1 of 2)

-MINUTE PLANNING PROCESS WORKSHEET

______________________________________ ___________ ____________ ___________________Student Age Grade Date

___________________________ ________________________________________________________________Interventionist Teacher(s)

Step 1: Background (5 minutes) Stop ___________

Step 2: Problem/Goal/Data (4 minutes) Stop ___________

Step 3: Corrective Consequences (2 minutes) Stop ___________

Step 4: Responsible and Irresponsible Behavior (4 minutes) Stop ___________

Responsible Behavior Irresponsible Behavior

Starting Time ____________

Copyright © 2009 Pacific Northwest Publishing

Step 5: Proactive Strategies (4 minutes) Stop ___________

Step 6: Proactive Plan (3 minutes) Stop ___________

Step 7: Final Details (4 minutes) Stop ___________a. Evaluation:

b. Support:

c. Plan Summary:

Who Responsibilities Date(s)

Discussion With the Student

Follow-Up Meeting

Reproducible Form 8.1 (p. 2 of 2)

What are some examples of specific, evidence-based targeted interventions? Train support personnel (the intervention planning team) in designing and helping teachers implement highly structured interventions (Tier 2 & 3):

More time-intensive and more time-consuming to implement

Interventions and/or members of a school-based team are trained in how to implement Too challenging for a classroom teacher to plan and implement without assistance Some of these may be a better fit for specific service models

G. Managing Physically Dangerous Behavior

H. Managing Severely Disruptive Behavior

I. Managing the Cycle of Ea\motional Escalation

J. Cueing and Precorrecting

K. Self Monitoring and Self Evaluation

L. Positive Self-Talk and Attribution Training

M. Teaching Replacement Behavior

N. Functional Communication

O. Structured Reinforcement Systems

P. Defining Limits and Establishing Consequence

Q. Relaxation and Stress Management

R. Internalizing Problems (Depression & Anxiety

Connections: Check-and-Connect Plan Student benefits

Develop increased awareness of acceptable vs. unacceptable behavior

Gain motivation to replace inappropriate behaviors with appropriate behaviors

Assume greater responsibility for behavior, classwork, and homework

Demonstrate better behavior

Family benefits

Receive regular feedback about their child’s day

Receive support in helping their child make appropriate choices

Staff benefits

Develop stronger relationships with challenging students

Have calmer, more productive classrooms and common areas

Reduce disciplinary referrals

How do we put all this together?

Reality is:

Time – being proactive will save the time directed at corrections Skill level – teachers will be trained Commitment – expect things to be rough, but be relentless

“That’s why the call it work.”

Expectation – establish that this is good professional practice and it’s expected to be done

Early stage interventions

Training

Wouldn’t cover all early-stage interventions in one sitting unless you had a full day Could spread it out over a whole year in a series of professional developments

Conclusion

Final Thought At the broadest level, schools need to become places where students want to be… Schools need to think about students and parents as clients or customers, not as captives or laborers.

B-RTI is the process by which we best serve our toughest clients!

Tricia McKale Skyles tmmckale@yahoo.com

tricia@safeandcivilschools.com