Apply lyin ing the proble lem-solv lvin ing process to the clas lassroom le level What is the degree/severity/types of problem behavior is my class/classes? How could my current practices change to prevent and reduce problem behavior? Based on what I implemented, how did those practices impact student behavior? What am I going to implement and measure regularly?
Group Share Problem Id Identification 1. Reflect on your school’s data 2. How do you identify a problem based on your school’s data? 3. What are other ways to identify a problem based on your school’s data? 4. Considerations a. What data did you use or would you use? b. What additional information might you need? 30
Usin ing ODRs to ID ID Teachers Needin ing Supports http:// //www.li livebin inders.c .com/pla lay/pla lay?id id=2285263#anchor 31
Determine Who Needs Supports • Use multiple sources of data a. Teachers generating a large number of referrals b. Teacher calls to the office for behavior incidents c. Number of student removals (timeout in other classrooms, time in reflection areas, etc.) d. Referrals to problem-solving team; guidance; specialists e. Teacher requests for support/new teacher orientations and mentorships • Alignment with severity of problem behaviors What other data are available to help identify teachers in 32 need of support?
Teacher Nomination Form Livebinder Tab: Tier 2/3: Providing Coaching Supports to Some- Tools & Resources 33
Considerations when Colla llaborating wit ith Teachers • Discuss intent of the process as support not an evaluation • Praise teachers on things they are doing well • Ask teachers how their strategies are working/areas of strength and areas for improvement • Show teacher data • Ask how they feel • If possible, have the teacher’s preferred person provide coaching supports (someone they respect) • Offer to share the load when possible 34
Mr. Frost Case Study This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 35
Dataland Super School Example Background School-Wide Expectations Grades K- 12 Be Safe Just over 1,000 students Be Respectful Mixed academic Be Responsible performance Demonstrate a Positive Attitude 36
Step 1: : Problem Id Identification Guid idin ing Questio ions 1. What problem behaviors are occurring most often? 2. When are the problems occurring? 3. Where are they occurring? 4. Who is involved? Monthly ly Revie view of Tie Tier 1 Office ice Referr rral l Data 1. Average Referrals per day per month 2. Problem behavior 3. Time of Day 4. Location 5. Staff or Students 6. Administrative Decision (Consequence) 37
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Mr. . Frost Case Study • Mr. Frost completed a self- nomination form requesting support to address behavior in his classroom • Mr. Frost 9 th grade English teacher 1. Currently in his 7 th year of 2. teaching 3. Teaches 5 class periods daily 4. Daily schedule 1 st Period (8:00-8:50) Regular Ed 2 nd Period (8:55-9:45) Regular Ed 3 rd Period (9:50-10:40) Planning 4 th Period (10:45-11:35) Regular Ed 5 th Period (11:40-12:50) Planning and Lunch 6 th Period (1:00-1:50) Honors 7 th Period (1:55-2:45) Honors 39
Mr. Frost’s Big 5 See Sample ODR form in Livebinder – Context could be added to minor forms 40
Guid idin ing Questions for Mr. . Frost Custom Queries: Addit itional Data 1. What problem behaviors are occurring most often in Mr. Frost’s classroom? 2. When are most of the problems occurring? (Time of Day / Context) 3. Why are most of the problem behaviors occurring? (Motivation/function of behavior) 4. Which students are most often engaged in the problem behaviors? 5. What expectation(s) are not being met? 6. What consequences have been given as a result of the problem behaviors? (Administrative Decision) 41
Tardy = 11 Disruption = 5 Disrespect = 4 42
1 st period (8:15-8:45) 6 th period (1:00-2:15) 4 th period (10:45-11:45) 43
Large Group = 21 44
Avoid/Escape Activity = 18 Gain Peer Attention = 7 45
Average class size 24 students 1st Period: 4 students with 15 ODR 4th Period: 3 students with 10 ODR Each class has 3 SWD, 3 ELL Class Make up: 30% White, 20% African American/Black, 35% Hispanic/Latino/a, 10% Multiracial, 5% Asian 46
47
Apology = 15 Re-teach Expectation = 11 48
Problem Id Identification: Mr. . Frost 1. Top Problem Behaviors and Students (20) a. Tardy (11); Minor Disruption (5); Minor Disrespect (4) b. 7 students have received all the referrals 2. Most Problematic Time and Context 1 st period (8:15-8:45); 4 th period (10:45-11:45); 6 th period a. (1:00-2:15) b. Large group instruction 3. ‘Why’ are the behaviors occurring? (motivation/function) a. Avoid activity/task 4. Expectation not met – ‘Be Responsible’ 5. Most frequent administrative decision a. Apology b. Reteach expectations 49
How might you define the problem if you can not access ODR data or if ODR data do not quantify the areas of concern? 50
In In th the ab abse sence of of referral l data, what els lse can an we use se? Additional information from Classroom documentation self-nomination form of problem behavior • Problem behaviors of concern • Minor forms Student attendance data • Most challenging time of day/period, context, Student tardy data C-BRST SCOA data Observation data • % of students who call out • % of students engaged in out of Others? seat behavior • % of students with missing assignments 51
Sample: Mr. Frost Classroom Behavior Rating Scale Tool 52
Mr. . Frost - Goal Statement At least 95% of the students in Mr. Frosts’ class will arrive on time. During large group instruction 95% of the student will engage in on-task behaviors with 90% completion of in-class assignments. How wil ill l you ide identify ify th the goal? l? • SMART (Specific, Measurable, Alterable, Realistic, Time-bound) • Teacher preference How will ill you collect data to monitor progress on goals? 53
In Independent Practice Case Study What Would You Id Identify fy as th the Problem Ms. s. Rodriguez (Se (Secondary ry) or or Ms. s. Jon Jones (E (Ele lementary ry) This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K- 12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 54
Step 1: Problem Id Identification Ms. . Rodriguez / / Ms. . Jo Jones 55
Apply lyin ing the proble lem-solv lvin ing process to the clas lassroom le level What is the degree/severity/types of problem behavior is my class/classes? How could my current practices change to prevent and reduce problem behavior? Based on what I implemented, how did those practices impact student behavior? What am I going to implement and measure regularly?
Step 2: : Why is is the proble lem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Classroom Environmental Behavior System Instructional Student and Curricular 57
Problem Analysis is: Gathering In Information How will we gather additional data/information to answer the guiding questions and determine the barriers to student success? 1. Review permanent records and documents 2. Interview teacher & students 3. Observe classroom practices and student behavior 4. Survey teacher & students 58
Domain 1: : Envir ironmental Factors Environmental Physi sical l Se Settin ing Factors • Traffic flow Classroom • Organization of materials Curriculum & Behavior Instruction System Scheduli Sc ling • Minimizing transitions • Scheduling small group and individual support Socia So iali lizatio ion • Positive relationships (student-student, teacher-student, family-school) 59
Domain 2: : Cla lassroom Behavior System Defin ine & Teach Behavio ior Environmental • Factors Develop, teach, prompt • Reinforce Reward System • Behavior specific praise Classroom Curriculum & Behavior • Group contingencies Instruction System • Behavior contracts • Token economies Consequence System Co • Brief specific and contingent error corrections • Differential reinforcement • Response cost • Time-out from reinforcement 60
Domain 3: : Curric iculu lum & In Instruction In Instructio ional l Pla lannin ing and Deliv livery ry • Active engagement via Environmental Factors meaningful opportunities to respond • Vary the use of instructional Classroom Curriculum & Behavior Instruction strategies to impact variety, System level, and pacing • Provid specific and contingent feedback (both positive and corrective) 61
Classroom Assistance Tool • Tab 3 in your live binder • http://bit.ly/swk105 • Key: 221 62
Practi tice Completing the CAT durin ing a Cla lassroom Exemplar Vid ideo Elementary: Secondary: Anita Archer Mr. Hester 63
Locatin ing the Cla lassroom Assistance Tool (CAT) Livebinder Tab: Tier 2/3: Providing Coaching Supports to Some- Tools & Resources FLPBIS Website http://flpbis.cbcs.usf.edu/tiers/cla ssroom.html 64
Cla lassroom Assistance Tool 65
Mr. . Frost Case Study This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 66
Mr. Frost’s Classroom Assistance Tool (CAT) 67
Why is is the Problem Occurrin ing? Mr. Fr Frost: De Developin ing Hyp ypotheses Students are tardy to class and engage in disruptive and disrespectful behaviors because… 1. Environment - Mr. Frost does not post or review his daily schedule 2. Classroom Behavior System - He reviews the expectations and rules each 9 weeks which may not be frequent enough 3. Curriculum and Instruction – Mr. Frost does not use a variety of teaching methods or develop meaningful or relevant tasks or assignments for students 4. Student Characteristics - Students have individual needs that are not being met and function of misbehavior not considered . 68
Step 2: : Why is is the Problem Occurrin ing? Mr. Fro rost: : Putting it it all ll together Hypothesis: Students are tardy to class and engage in disruptive and disrespectful behaviors because: 1. Curriculum and Instruction: Mr. Frost does not use a variety of teaching methods or develop meaningful or relevant tasks or assignments for students Pred edicti tion Statemen ent • If Mr. Frost uses a variety of teaching methods that are meaningful and relevant to students • then, students will arrive on time and during large group instruction 95% of students will engage in on-task behaviors with 90% completion of in-class assignments Double Do le ch check eck hypothesis is and pred edicti tion statements: 1. Based on multi-source/multi-informant data: Yes (teacher interview/self-report & observation) 2. Alterable - Yes 3. Measurable - Yes 4. Observable - Yes 69
Independent Practice In Case Study Ms. . Rodrig iguez or or Ms. . Jo Jones This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 70
Step 2: Problem Analysis Ms. . Rodriguez / / Ms. . Jo Jones 71
Apply lyin ing the proble lem-solv lvin ing process to the clas lassroom le level What is the degree/severity/types of problem behavior is my class/classes? How could my current practices change to prevent and reduce problem behavior? Based on what I implemented, how did those practices impact student behavior? What am I going to implement and measure regularly?
Step 3: : In Intervention Desig ign & Im Implementation Guid idin ing Questio ions 1. Based on steps 1 and 2, what preventative, instructional and response strategies/interventions should be implemented to decrease problem behaviors and increase appropriate behaviors? 2. What supports and resources are needed to implement the strategies/interventions (e.g., onsite coaching and modeling, materials, etc.)? 3. Who, when and how often will interventions be implemented? Who, when and how often will coaching supports and resources be provided? 4. What data will be collected to determine fidelity of implementation and monitor progress of implementation? 73
Step 3: : In Intervention Desig ign & Im Implementation Prioritize the domain that has Ba Based on St Step 2 - a domino effect on other Prio riori ritiz ize: domains 1. 1. Areas of of need ‘Next steps ’ 2. 2. Consider teacher preferences, skills, knowledge for moving forward Address all domains through plans that include preventative, instructional, and effective response strategies 74
Cla lassroom Example of Strategie ies alig ligned to the ABCs Teacher presents student with grade level academic task Student’s academic Student engages skills do not improve in problem behavior Teacher removes Student escapes academic task or academic task removes student 75
Cla lassroom Example of Strategie ies alig ligned to the ABCs 1. Teacher presents student with grade level academic task Antecedent -> Informs Prevention 5. Student’s academic skills 2. Student engages in do not improve problem behavior Informs response strategy Informs instructional strategies 4 . Student escapes 3. Teacher removes academic task academic task or Informs response removes student strategy Informs response 76 strategies
ABCs to Understand In Interventions How wil ill l How wil ill l What wil ill l you you you teach? prevent? respond? Antecedents Con onsequence Behavi Be vior Events in in Events in in envir ironment envir ironment Observ rvable le th that oc occur im immedia iately before aft fter 77
Antecedent-based Prevention Strategies 1. Develop positive relationships with How wil ill l students you 2. Continuous teaching & rewarding prevent? 3. Active Supervision 4. Modify the environment and/or instruction a. Traffic flow, tempting materials, line of Antecedents sight, organization, visual boundaries b. Change schedule Events in in c. Interesting & engaging instruction (adapt envir ironment curriculum, special assignment, tutoring, that oc th occur computer/ internet work, role play) before 5. Provide prompts/Pre-Correction 6. Provide Choices 78
Teaching Appropriate Behavior 1. School-wide expectations What wil ill l 2. Classroom rules aligned with you teach? expectations 3. Classroom procedures/routines 4. Social skills 5. Effective instructional strategies Be Behavi vior Observ rvable le 79
Response Strategie ies for Proble lem Behavior How wil ill l 1. Redirection you 2. Re-teach & practice expectations/rules 3. Apology/Restitution respond? 4. Reflective problem-solving activities/Mini- courses 5. Conference with student 6. Phone/conference & problem-solve with Con onsequence parent Events in in 7. Seat change envir ironment 8. Restorative Practices - Circles im immedia iately 9. Timeout from positive reinforcement aft fter (failure to earn a privilege or reward) 10. Lose class privilege 11. Work detail 80
Response Str trategie ies for Appropriate Behavior 1. 1. Prai aise How wil ill l • Genuine, specific you • Developmentally appropriate • Public or private respond? 2. 2. Attention • Peers • Teacher/Preferred adult 3. 3. Priv rivil ileges • Preferred seating Con onsequence • Activity • Free time Events in in envir ironment 4. 4. Esc scape immedia im iately • Assignment/item pass • 1-min. out early aft fter 5. 5. Se Sensory • Music • Seating 81 • Fidgets
Sample Action Plan 82
Step 3: : Considerations for Actio ion Pla lanning Gu Guid idin ing Questions 1. Who, when and how often will interventions be implemented? 2. Who, when and how often will coaching supports be implemented and resources provided? 3. What data will be collected to determine fidelity of implementation and monitor progress of implementation? 4. When will you reconvene to determine progress and next steps? Con onsid iderations 1. Collaborative process 2. Implementer preferences, needs, and comfort-level and supported hypothesis guide selection of interventions and supports 3. Task analyze steps and document activities with names and dates to ensure accountability and follow-through 83
Mr. . Frost Case Study This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 84
Mr. . Frost In Intervention Desig ign & Im Implementation: Prevention
Mr. . Frost In Intervention Desig ign & Im Implementation: Teach
Mr. Frost’s Action Plan Review the instructional strategies & pick two new interventions: • Jig Saw http://teachertube.com/view Video.php?video_id=237498 &title=Jigsaw_Strategy_for_E L_Learners • Persuasive Peel https://www.teachingchannel.or g/videos/common-core- collaborative-discussions?fd=1 87
Mr. . Frost In Intervention Desig ign & Im Implementation: Response
Mr. Frost Step 3:Intervention Design & Implementation
Strategies – In Instruction - In Instructional l Strategies Table le 90
Strategies – In Instruction - Socia ial Skil ills ls Grid id 91
Strategies - Curric iculum – Exp xpectations & Academic ics 92
Strategies – Curric iculum Example Ele lementary ry Les esson Pla lan Palm lmetto Teach To’s 93
Strategies – Envir ironment Ecological Factors – Physical Layout 94
Independent Practice In Case Study Ms. . Rodrig iguez or or Ms. . Jo Jones This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 95
Step 3 Actio ion Pla lan- In Intervention Ms. . Rodriguez / / Ms. . Jo Jones 96
Apply lyin ing the proble lem-solv lvin ing process to the clas lassroom le level What is the degree/severity/types of problem behavior is my class/classes? How could my current practices change to prevent and reduce problem behavior? Based on what I implemented, how did those practices impact student behavior? What am I going to implement and measure regularly?
Step 4: : Response to In Intervention Is Is it it worki king? Guiding Questions Did students respond positively to the intervention? Review: ODR, OSS, ISS, Detentions Staff surveys, CBR, Other Yes No Was the intervention implemented How will you sustain with fidelity? and/or fade strategies? If not, what supports are needed to increase fidelity? If yes, what changes need to be made 98 to the intervention?
Implementation Fidelity Checklist Tool Example 99
Mr. . Frost Case Study This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 100
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