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Promoting Educational Success by Addressing Behavioral and Social Needs
2Questions, Event Evaluation & Contact Information for Assistance
Q&A
If you have a question for the presenters, please type it in the Q&A Tab during the Webinar.
Evaluation
An event evaluation will appear at the end of the presentation. Please input your answers directly into the window. All answers are completely anonymous and are not visible to other participants.
For assistance during the Webinar, please contact NDTAC at [email protected].
Introductory Remarks
Simon GonsoulinDirector, NDTAC
4
About NDTAC
Neglected-Delinquent TA Center (NDTAC)
Contract between U.S. Department of Education (ED) and the American Institutes for Research (AIR) John McLaughlin
Federal Program Manager, Title I, Part D, Neglected, Delinquent or At-Risk Program
NDTAC’s Mission: Develop a uniform evaluation model
Provide technical assistance
Serve as a facilitator between different organizations, agencies, and interest groups
5
Agenda and Presenters
NDTAC Practice Guide Nicholas Read, NDTAC Technical Assistance Team, AIR
Foundations of Positive Behavioral Interventions and Supports
C. Michael Nelson, Ed.D., Emeritus Professor, Department of Special Education, University of Kentucky
Practicing PBIS in Facilities Michelle Cassavaugh, PBIS Team Leader and School
Psychologist, Arizona Department of Corrections
Question and Answer Session
6
Origins of NDTAC’s Practice Guide
7CJJR Monograph:Principles and Practices
12
8NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports
9
Education Across Multiple Settings
1. Community-Based Traditional and Alternative Schools
2. Day Treatment Centers
3. Group Homes
4. Residential Treatment Centers
5. Detention and Correctional Facilities
10
Practices and Strategies
11Address Behavioral and SocialNeeds To Promote Educational Success
Strategies:
1. Manage student behavior with positive rather than punitive approaches.
2. Engage the family to gain greater insight into youth’s behavioral needs.
3. Create a structured learning environment.
4. Align behavior management approaches across settings and domains.
Foundations of Positive Behavioral Interventions and
Supports
Dr. C. Michael Nelson, Emeritus Professor, Department of Special Education, University of Kentucky
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing Program-Wide Systems
Tier 1 (Universal) Supports
• Facilitate a climate for learning– Reduces rates of minor misbehavior (disruptions,
noncompliance, off-task): “White Noise”– Increases opportunities to deliver instruction:
“Teachable Moments”
What Tier 1 Supports Won’t Do
• Improve academic performance– To gain academic proficiency, students (especially
struggling learners) need effective instruction.
• Eliminate all problem behavior– Some students will still need more intensive
support/intervention.– But effective Tier 1 supports will make it easier to
identify and reach these students with more intensive support (Tiers 2 and 3).
Effective Tier 1 Practices• Teach expectations—what we want students to do• Acknowledge and reward good behavior—catch them being good• Provide active supervision• Use precorrection—teach routines for problem areas:
– transition– roll call– lights out – dismissal
• Use peer modeling— “I like the way Tichelle is paying attention”• Provide error correction/reteaching—misbehavior is an error!• Use data to make decisions
Teaching BehaviorsTeaching Behaviors
No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . .
2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . .
17
Behavior: Peer Relations
Academic Skill:Addition
Responding to Errors
• Academic– What is 4 X 5?– Andy: “25”
Your response?
• Behavioral– Expectation: Raise hand
before speaking– Andy blurts out
Your response?
Teaching BehaviorsTeaching Behaviors
Respect others or
Hands and feet to self
2+2 = 4
19
Behavior: Peer Relations
Academic Skill: Addition
Changing Adult Attitudes and Behaviors: The Most Difficult Part
• “I shouldn’t have to do anything”
• “Kids know what they are supposed to do, so why should I have to compliment them, give them rewards, or offer incentives of any sort?”
Science of behavior has taught us that youth….
• Are NOT born with “bad behaviors”• Do NOT learn when presented with aversive
consequences• Do learn better ways of behaving by being taught
directly & receiving positive feedback - (REINFORCEMENT)
Tier 2 and 3 Interventions
Tier 2 (10-15%)• Efficient, evidence-based• Available for youth for whom Tier 1 (universal) supports are not effective• Use data to identify (e.g., <1 BR in a month)• CI/CO, peer tutoring
Tier 3 (2-5%)• Individualized, ongoing supports• Available for youth who still do not succeed with Tier 2 supports• Function-based behavior intervention plans, wraparound planning
Misrules
• All youth in secure care are at Tier 3; Tier 1 supports won’t work– Universal strategies will help them too
• Youth who require advanced tier interventions will not benefit from Tier 1 supports– Maintain consistency across all staff and all
settings
What Doesn’t Work• Catching them being bad
– Punishment, especially when used alone, is ineffective: Wrestling a pig
– A continuum of responses to misbehavior is part of the PBIS framework
• Ignoring– May be useful on occasion, but better to correct and re-teach
• Levels systems– Complicated—difficult to learn and to implement– Kids get “stuck” in a level– Staff get tired of adding, subtracting points– Disagreements on point earnings, losses set the occasion for
conflict
Strategies: Lessons Learned
• Start small and go slow/attain successes on which to build
• Maintain administrative support• Link to ongoing Statewide initiatives• Incorporate a data collection and decision
model• Fit into existing overall treatment plan• Sustaining much more difficult than initial
implementation
www.pbis.org
Juvenile Justice
Practicing PBIS in Facilities
Michelle Cassavaugh, PBIS Team Leader and School Psychologist,
Arizona Department of Corrections
Agency Goals• Increase team-based, data-based decisionmaking for behavior and
academic instruction and reinforcement across all facility settings.• Increase consistent implementation of research-based behavioral and
academic instructional strategies among all agency staff across housing unit, education, community, and individual youth.
• Reduce use of and need for reactive discipline measures in facility (e.g., separation referrals, zero tolerance, unit restrictions) for all youth.
• Increase academic achievement levels and social/emotional skills of all youth.
• Implement with fidelity and monitor effective intervention plans for youth with the most comprehensive behavioral and emotional needs that support their success across housing unit, school, and community.
• Increase capacity of all settings to successfully prevent academic and/or social failures of all students.
• Increase staff morale and provide a positive host environment for all employees.
• Secure and maintain staff, youth, and administrative buy-in for PBIS.
SW-PBIS Big Ideas
• Commitment to serve ALL students• Set students & staff up to be successful• Proactive is better than reactive
• Increase participation in school & academic success• LIMIT LOSS OF INSTRUCTIONAL TIME• Reduce use of exclusionary & punitive strategies
Time in hall, time in separation… Use of Data to guide decisionmaking
ADJCADJCPPride is showing
RRespect
OObserving mindfulness
UUsing honesty and being
DDriven towards greatness
Thank you For:Showing RespectObserving MindfulnessUsing HonestyBeing Driven Incentive Earned: ___________________________ Date:___________
Pawsitive Youth’s Name/K#:______________________________ Proud Staff’s Name:_______________________________
ADJC ProudPride is showing Respect, Observing
mindfulness, Using honesty and being Driven towards greatness
Thank you For:Showing RespectObserving MindfulnessUsing HonestyBeing Driven Incentive Earned: ___________________________ Date:___________
Pawsitive Youth’s Name/K#:______________________________ Proud Staff’s Name:_______________________________
ADJC ProudPride is showing Respect, Observing
mindfulness, Using honesty and being Driven towards greatness
PROUD Coupon
PROUD Coupon
Mane Catch Ticket
Observing Mindfulness
Using Honesty
Being Driven
Showing Respect
Youth’s Name ______________________K# ______________Unit: ________________________ Date:_____________Proud Presenter: __________________________
Specific Skill: Be Driven
Skill Steps/Learning Targets – This means I will:Be Prepared to learn each day.Participate to the best of my ability.Give my best effort everyday to achieve success.Work cooperatively with others.Follow dress code.Area: Classroom
TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach
TELL What is the skill:Get plenty of sleep, eat your breakfast, and stay physically fit.Come to class with a positive attitude, ignore/expel negative: feelings, peers, or behaviors.Keep your area neat, clean and free of distractions.Attentive listening.Volunteer to answer/ask questions, go to the board, read, or lead a discussion.Work hard and continually. Stay on task.Ask questions for understanding, clarification, or deeper learning.Participate in groups and help others learn or let them teach you. Volunteer to pass out/pick up/put away materials, clean the board(s), or clean the room. Look sharp. Keep shoes strapped, pants pulled up and shirts tucked inside of pants.RationaleAlways strive to be the best that you can. Each day strive to be better than yesterday. Discuss Skill Steps 1.Why is it important to get enough sleep and eat three meals a day?2.How might a positive attitude affect your ability to learn?3.What is involved in listening?4.What are some advantages to volunteering to participate? 5.What other skills do you learn and/or what behaviors do you nullify when you stay on task?6.Why is it important to ask questions and when should you ask questions?7.What happens when you work together with other students?8.Why help pick up, pass out materials, or clean the room?9.Why is good hygiene and appearance important?
Classroom: Be DrivenADJC Agencywide PBIS Resource Guide
Pride is showing Respect, Observing Mindfulness, Using honesty and being Driven towards greatness
SHOW Staff Model: both examples and non-examples
Example Almost ThereSTAFF ONLY
Non-ExampleSTAFF ONLY
* You raise your hand and volunteer to explain/demonstrate
You blurt out the answer You are doodling on a paper and day-dreaming
ScenariosRead or act out the scenario below and have students identify whether the behaviors are examples, almost there, or non-examples.You put your head down because you didn’t sleep well last night.Is this an Example, Almost There, or a Non-Example?You finish the problem before the teacher and are working on the next one.Example, Almost There, or Non-Example?You talk to your neighbor about last night’s basketball game. Example, Almost There ,or Non-Example?The teacher calls your name to read the next passage and you ask, “What page?”Example, Almost There, or Non-Example?You ask the teacher to give a different explanation or ask for further information.Example, Almost There, or Non-Example?You are folding paper because someone called you a name earlier, but you are listening.Example, Almost There, or Non-Example?You are taking notes during a group discussion but you do not add anything to the discussion.Example, Almost There, or Non-Example?
ClassroomBe Caught being PROUD of Classroom expectations
ClassroomBe Caught being PROUD of Classroom expectations
ClassroomBe Caught being PROUD of Classroom expectations
ADJC Pride is showing Respect, Observing Mindfulness, Using honesty and being Driven towards greatness
PROUD Conduct
ClassroomBe Caught being PROUD of Classroom expectations
Respect - Be Kind and Courteous - Use Property with Care - Maintain Personal Space - Follow Rules/Instructions Observe Mindfulness -Be Open to Learn New Things -Enter/Exit Quietly -Observe Confidentiality Be Honest - Accept Responsibility - Remain in Your Designated Area - Only Have Approved Items Be Driven - Participate To The Best Of Your Ability - Follow Dress Code -Work Cooperatively With Others
ClassroomBe Caught being PROUD of Classroom expectations
Class A BehaviorsSide Talking during Instruction (Respect, Driven)Not completing assignments/refusing to read out-loud (Driven)Sleeping (Driven, Mindfulness)Wandering/changing seats for social purposes (Mindfulness)Not following directions (Respect, Driven)Dress Code Violations (Mindfulness, Driven)Cheating/Academic Dishonesty (Honesty, Driven)Horseplay – verbal and physical (Respect, Driven, Mindfulness)Cussing/Foul Language directed at others (Respect)Contraband Notes (w/out gang or violence) (Mindfulness, Honesty)Gossip/Drama (Respect, Mindfulness)
Steps to Address Class “A” BehaviorsProximityRedirectionHand-Off to Staff/Another Staff/Security in the hallwayE-mails to housing unit or Manager, Staffing Comments, or Negative Feedback in the systemMove Seating ArrangementsPlanned Ignoring Reduced points or “0” grade (applies to cheating/academic dishonesty only – academic grades should not be based upon behavior)LSI/Self-Referral to SeparationTally System to develop awareness of use of foul language Self reflection assignment addressing behavior**These behaviors do NOT require a security call
Class A, B and C Behavior Definitions and Management Steps
Class B BehaviorsOne week of consistent Class “A” or Class “C” Behaviors that cause a disruption to teaching (3 or more Minor Behaviors in a class period over the period of a week) (Respect)Active defiance (Mindfulness, Driven, Respect)Gang related tagging in pencil/pen w/out damage to property* (Respect, Honesty)Continual cussing – disrespectful behavior/name calling (Respect, Mindfulness)Being in unauthorized computer programs (Honesty, Driven)Out of area – wandering at class change (Honesty, Driven)Boundary Violations /Grooming Behaviors (Mindfulness, Honesty)Negative peer association/promoting gang activity (Respect, Driven)
Steps to Address Class “B” BehaviorsReferral to counselors for an educational behavior skills groupE-mails to communicate with the unit or Manager, Staffing Comments, or Negative Feedback in the systemTime out in the hall w/ staff or securityAppropriate IR indicating Negative Peer Association*LSI Incident Report Documenting BehaviorHand-Off to Staff/Another Staff/Security in the hallwaySelf reflection assignment addressing behaviorMissed opportunity for Mane Catch Card**These behaviors should not, but may require a security call
Class C BehaviorsThreatening (verbal/physical aggression) (Respect)Any act of violence (Respect, Mindfulness, Driven)Damage to property (Respect)Danger to Self (Mindfulness)Escape Risk & Major Disruption (Code 200) (Mindfulness, Driven) Gang Signs – hand gestures & handshakes (Respect)Sexually Inappropriate behavior (Mindfulness)Theft (Respect, Honesty)Bullying (Respect, Driven)Contraband Notes w/ gang info or threats of violence (planning) (Respect, Mindfulness, Driven)Going to the wrong building at class change (Honesty, Driven)
Steps to Address Class “C” Behaviors1078 called for security assistance (if appropriate)1024 called for security assistance (if appropriate)Incident ReportNegative Feedback in the SystemSeparation ReferralMissed opportunity for Mane Catch Card**An IR and Security call ARE required for all Class “C”
Classroom Hallway Library Restroom Class Change Respect Be kind and courteous to
others Use materials and property with care Maintain the personal space of self and others Follow rules and instructions
Be kind and courteous to others Use appropriate language Keep hands and feet to self Maintain the personal space of self and others
Be kind and courteous to others Use materials and property with care Use appropriate language Follow rules and instructions
Be kind and courteous to others Flush the toilet Wash your hands Throw trash away Report or replace needed supplies
Be Kind and courteous to others Use appropriate language Keep your hands and feet to yourself Follow rules and instructions
Observe Mindfulness
Be prepared to learn Be open to learning new things Set daily learning goals Enter/Exit quietly and on time Observe confidentiality
Show wristband Be attentive Observe confidentiality
Wait your turn Enter/Exit quietly Enjoy your time Observe confidentiality
Use area for intended purpose Leave your area clean
Transition when asked Be on time Turn in sharps Follow your schedule
Be Honest Accept responsibility for your actions Ask for help Enter your scheduled room only Remain in your designated area Only have approved items
Answer questions truthfully Remain in your designated area Only have approved items
Turn in your books on time Return items to designated areas Only have approved items
Take part in keeping restroom clean Only have approved items
Remain in your designated area Answer questions truthfully Only have approved items
Be Driven Participate to the best of your ability Apply your best effort daily to achieve academic and vocational success Work cooperatively with others Follow dress code
Report directly to your assigned area Transition when asked Follow dress code
Choose books you will read Challenge yourself Transition when asked Work cooperatively with others Follow dress code
Be courteous of other people’s needs Follow dress code
Arrive to next area ready to learn Respond to radio requests for support staff assistance Follow dress code
ADJC’s Guide to Greatness