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Primary Prevention - What we do for all students

Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004). Primary Prevention - What we do for

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Primary Prevention - What we do for all students

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  1. Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)

  2. Primary Prevention - What we do for all students Individual plans that help "high-flyers" be successful Small groups of students who need more help to be successful.

  3. The cyclical relationship between reading and behavior can impact the outcome of 10 million (17.5%)of the nation’s children, who will encounter reading problems the first three years of their education. (National Reading Panel, 2004)

  4. The cyclical relationship between reading and behavior can impact the outcome of 10 million (17.5%) of the nation’s children, who will encounter reading problems the first three years of their education. National Reading Panel, 2004 20%

  5. Intensive Alterable variables Individualized intervention plan Progress monitoring Student Study Team support Targeted Flexible, instructional grouping aligned with specific skill and need for support Progress monitoring Data-based teams School-wide Universal screening Evidence-based core curricula Effective instructional strategies Intensive 6+ ODRs Full Functional Behavioral Assessment (FBA) Wrap-around services Targeted 2-5 ODRs Simple FBA Group systems for efficient and flexible intervention programming Continuous progress monitoring Data-based teams School-wide Consistent expectations taught to everyone Prevention via social skills instruction Office Discipline Referrals (ODRs) Behavior Support Academic Support

  6. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

  7. The Difference: Typical vs. Effective Schools • Decrease Transitions and Behavior Issues 75% to 85% = 84 more hours • 15 minutes vs. 9 minutes/hour • Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently • Increase Time-On-task • 75% vs. 90% = 86 more hours • Management of groups, participation, pacing • Success Rate • 80% vs. 90% = 30 more hours • Appropriate placement, effective teaching • So what? • 200 hours more academic learning time (575 vs. 375) • 53% more without increasing school year • 95 more days in school (4-5 more months of school!)

  8. 1-7% of your students can consume up to 70% of your time and energy. Adult behavior holds the key.

  9. Banish or Manage?

  10. The Critical Elements • Establish rules. • Clarify your expectations. (How does it look?) • Create lesson plans & teach. • Design feedback & reinforcement system. • Collect data. Is this working?

  11. Machine vs. Smorgasbord

  12. Rules Teach kids what you want, and pay more attention to them when they are doing it than when they are not.

  13. Rules vs. Procedures • Rules establish expectations for behavior • Procedures establish “how things get done”

  14. State the Obvious

  15. Then what? • How is it going to get taught? • When? • What if there are still problems?

  16. PLAYGROUND EXPECTATIONS AND PROCEDURES LESSON PLAN: Setting: Soccer Field EXPECTATIONS – (Positively Stated Please) How does it look when you are safe, respectful, and responsible in this area? SAFE RESPECTFUL RESPONSIBLE -Keep yourself to yourself. • -Distribute work fairly • Talk out issues • - Raise your hands only when everyone has the same question. -Talk only about the work -Everyone contributes Example: 1. Demonstrate raising your hands when everyone has the same question. 2. Show how to distribute work fairly. 4. Have someone show how to remind other to stay on topic. Non-Example: 3. Demonstrate what it looks like for someone to avoid work and not contribute. Cooperative Learning Groups REASON THE EXPECTATIONS ARE IMPORTANT:Everyone will be able to get to their work done easier and quicker, and everyone will learn more. TEACHING EXAMPLES AND NON-EXAMPLES Demonstrate with students. REVIEW: Have several students tell what was taught at these stations.

  17. Focus on Prevention +++-

  18. Co-operative Groups • Talk only about the work. • Everyone must participate and contribute. • Work tasks should be distributed fairly. • Talk out issues, be considerate of other’s feelings. • Raise your hands only if everyone has the same question.

  19. Then…spend more of your time focused on what is going right. Train yourself to look for it…

  20. Reinforcement Ideas • Token Economy • Tickets for a drawing • Consider Cumulative Rewards • Change it up – NOTHING works forever • Cheap/Easy prizes – lots of ideas on http://pbssouthernoregon.blogspot.com/ (Click on February entries.)

  21. Good things might come your way if you're doing the right thing. Bigger isn’t better. Intermittent random reinforcement is most effective in changing behavior.

  22. Create systems in which the smallest efforts give you greatest impact.

  23. Don’t forget to provide frequent non-contingent attention.

  24. Collecting Data • Out of class/Official discipline referrals • Behavior Log • Focus on frequency – collect data occasionally on specific students • Video taping • Peer observations – collect data on your positive/negative interactions

  25. Classroom Behavior

  26. Classroom Behavior

  27. Ideas for creative reteaching? • Videos • Mini lessons with individuals/small groups • Reteach vs. Punishment • What was the outcome? • Pantomime • Other ideas?

  28. Behavior expectations should be clear and tell kids what TO do. Any squishy rules need to be defined by examples and non-examples YOU have to teach it over several times in the first two weeks.

  29. Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this goal. Dr. Hiam Ginott You are the single most important factor in student success.

  30. Contact Information Kathy Helgeson Southern Oregon ESD 541-601-2453 kathy_helgeson@soesd.k12.or.us

  31. Reference & Additional Resources • www. pbis.org • www.lookiris.org • The Teacher’s Encyclopedia of Behavior Management – 100 Problems/500 Plans Randy Sprick, Ph.D. & Lisa M. Howard, M.S. • Cheap/Easy prizes – lots of ideas on http://pbssouthernoregon.blogspot.com/ (Click on February entries.)

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