Module 4: Continuum of Responses to Behavioral Error Section 5: Continuum of Responses

1. Module 4: Continuum of Responses to Behavioral Error Section 5: Continuum of Responses

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: A continuum of responses to student’s behavioral errors Best practice for delivering a corrective response Practice with behavior scenarios Do: Explore a continuum of best practice responses Select strategies to add to existing continuums

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 3 and Trauma Sensitive School Module 13 Safety Review Tool

8. Research About Punishment • Doesn’t teach the skills students need to succeed • Are ineffective at producing long-term reduction in problem behavior • Can increase aggressions, vandalism, truancy and dropouts • Effective, logical consequences have 4 criteria: • related to the behavior • respectfulof the student,  • reasonable for the student to carry out, and (whenever possible)  • revealed in advance so the student knows what to expect

9. Delivering Corrective Feedback: Non-Examples Non-Examples How many times do I have to tell you to work quietly? Didn’t I just tell you to get your work done? Why are you talking when I’m talking? Do you want me to send you to the office? What’s going to happen if I call your mother? What do you think you’re doing? Don’t you think you should be using your time better? Discuss: 2 min Although meant to deter misbehavior, these types of statements often reinforce the misbehavior. Why?

10. Why Are These “Non-Examples?” • You don’t really want answers. You want compliance! • Questioning gives attention to the inappropriate behavior

11. Vulnerable Decision Points from National ODR Data • Subjective problem behavior • Defiance, disrespect, disruption • Major vs. minor • Non-classroom areas • Hallways • Afternoons Ambiguity Lack of Contact Fatigue

12. Delivering Corrective Feedback • Calm • Consistent • Brief • Immediate • Respectful

13. Delivering Error Correction Watch the video (link below) and note what worked. Discussion 2 min Launch 2 minute video

14. Review Continuum of Response Strategies How can teachers stay cool in the face of misbehavior?

15. 1. Proximity

16. 2. Prompt: Visual or Verbal Cue

17. 3. Redirect: Restate Matrix Behavior

18. 4. Re-teach: Tell, Show, Practice, Acknowledge

19. 5. Provide Choice: Range of Alternates

20. 6. Conference With Student

21. More Detail on Student Conferences • Positive, private, using quiet voice • Describe the problem • Describe the alternative (what the student should do instead) • Tell why alternative is better • Practice (student should tell and/or show) • Provide feedback

22. Example That’s great, Max. Even though it might be hard, being respectful/safe by staying calm, not raising your voice, and talking to someone about the problem will show other kids you can be a good group member and will keep you out of trouble. Max, the next time someone tells you that you can’t join their group, tell me how you should handle it. A respectful/safe way to handle this is to walk away and talk to someone else. Max, I know you were upset because the group didn’t include you. By walking away and not raising your voice, you won’t get in trouble and someone might be able to help you join a group. Your yelling won’t change the behavior of the other students. But you responded by calling them names and trying to argue.

23. Continuum of Response Strategies

24. Activity 4.8:Continuum of Response Strategies • Choose several scenarios and discuss what went wrong. • Using the continuum of response strategies, develop alternative ways to address this behavior. Small Group: 8 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

25. Activity 4.9: Continuum of Response Strategies • Review Handout 4.9, including a few resource links • Check those you use. • Circle those you want to begin using. • List those you use that are not on the list 2. Share in your small group Self-Reflection: 10 min Small Group: 10 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

26. Skill Development Model Reflection: Look at one of the indicators in your matrix. Determine the level of skill development your students have for that behavioral skill. What do you need to do to move them to the next level? Haring and Eaton Instructional Hierarchy (1978)

27. Final Thoughts: Culturally Responsive Practice Is the “behavioral error” a cultural mismatch or is it wrong?

28. What Can You DoDifferently Tomorrow? Wisconsin Department of Education’s School Mental Health Project

29. Check Your Understanding Which of the following should be considered when developing a continuum of error corrections (consequences)? (Click on each statement to reveal answer) • Wait for eye contact prior to communicating an error correction. • The clothespin behavioral chart is an effective system of responding to student behavioral errors. FALSE • Use visual and verbal cues to prompt the use of replacement skills. TRUE • Determine if the misbehavior is due to behavioral skill deficits. TRUE FALSE • In general, teachers’ responses to behavioral errors are equally effective at all times of the day. FALSE

30. Self-Reflection: Continuum of Responses • Complete the Self-Reflection Checklist items for this section of the module. • Is there a feature you would like to improve? Reflection The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

31. Making the Most of Your Learning: Use KASAB! Knowledge TSS: Chapter 13 Trauma-sensitive Safety Review Tool Missouri Video: Discouraging Inappropriate Behavior Supporting and Responding to Behavior Skills VABB Newsletter CMOT Intervention Strategies Aspirations How can addressing challenging behaviors through a teaching lens help meet your goals as a teacher? • Attitude • Trauma-sensitive Implementation Barriers: • Fixed mindset • Safety concerns • Beliefs about discipline • Accountability concerns Behavior Determine level of skill development for a challenging student

32. Wrapping Up: Twin Circles Identify 2 – 3 takeaways from today that you will put into place when you return to the classroom.

33. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.