They ’ re "Ready, Respectful, and Ready to Learn"! What ’ s next? Moving Beyond Universal Interventions

1. They’re "Ready, Respectful, and Ready to Learn"! What’s next? Moving Beyond Universal Interventions PBIS Southern Maryland Regional Meeting Elsa Velez, Ph.D. May 5th, 2006

2. Agenda • UPDATES PBIS State Leadership Team • They’re "Ready, Respectful, and Ready to Learn"! What’s next? Moving Beyond Universal Interventions • Some Ideas for Targeted Groups-Parks and Hanson • Lunch • Behavior Education Program (BEP)/Check-In Check-Out • Some Fundraiser ideas -Stoddert • How to Keep Momentum Going – TC Martin

3. They’re "Ready, Respectful, and Ready to Learn"! What’s next? Moving Beyond Universal Interventions Overview • Some things to consider first • Establishing a School wide Secondary System: Framework • Some Successful Programs

5. Things to Consider First… • Establishment of a Universal System (School-Wide) Does Not Guarantee Individual Teachers are Implementing with High Integrity • Students Who Appear “At-Risk” May Benefit More When Teacher Improves Skills in Behavior Management Than Participate in Targeted Interventions

6. Is It Really Resistance For Intervention? Before Implementing a Secondary Intervention, You Must Ask: Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

7. Components often overlooked: • Positive Parent Contact • Random Reinforcement Strategies • Positive Public Posting • Continuous Behavioral Feedback for Students • Data on Positive Reinforcement • Other Enhancements…

8. Tracking the Positive • Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 4:1 ratio • Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups) • Analysis of number of positive behavior tickets by teacher

9. Keep a Positive Ratio

10. Tracking the Positive

11. Discussion • Would you consider tracking positives? • How would you go about it?

12. Establishing a School wide Secondary System: Framework • Framework/Process • Interventions

13. Framework Process • Referral • Simultaneous Pre-Assessment *Classroom/Ecology *Student • Targeted Level Intervention • One-Month Review

14. Step 1: Referral • Students and or Teachers can Select Themselves to Participate in this Process • Develop a criteria: # of referrals by X time • List will be compiled first week of each month

15. Step 2: Pre-Assessment • Classroom/Ecology **Is student receiving the Primary Intervention? • Student Level **What is the hypothesized function of problem behavior?

16. Step 3: Intervention (Decision) • Review Data from Classroom Assessment and ABC form • Determine if Targeted Level Intervention needed at : Classroom Level and/or Student Level • Choose a specific intervention

17. Step 4: One-Month Review • Review data related to intervention and ODRs for identified student and/or teacher • Make decision: 1. Discontinue Targeted Intervention 2. Continue, Modify, or Change Targeted Intervention 3. Implement Tertiary Intervention

18. Establishing a School wide Secondary System: Interventions • Framework • Interventions

19. What is a Targeted Intervention? • An intervention (or set of interventions) known by ALL staff and available for students during the school day. • Interventions provide ADDITIONAL student support in academic, organizational, and/or social support areas.

20. Prerequisites • Effective & Proactive SW System in Place • Team-Based Problem Solving • Administrator Participation • Local Behavioral Capacity • Functional assessment-based behavior support planning • Social Skills programming • Behavioral interventions

21. No Heroes….Thanks Anyways • Do not try to provide support in isolation • We do not want heroes -we want self-managers, work your way out of the manager role • It takes a team • If you already know it, challenge yourself to explain or teach it to someone else

22. Requirements • Multiple opportunities for high rates of academic success • Daily behavioral monitoring -self and/or adult • Regular, frequent opportunities for positive reinforcement -tangible to social -external to internal -predictable to unpredictable -frequent to infrequent • Home-School connection

23. Other Strategies • Behavioral Contracts • Adult mentor/monitor • Targeted social skills instruction -problem solving -conflict management • Self-management programming • Academic restructuring

24. Critical Features • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by ALL staff/faculty in a school • Flexible intervention based on data

25. Adequate resources allocated (admin, team) • Continuous monitoring for decision-making • Administrative support -Time & money allocated • No major changes in school climate -e.g., administrative or faculty turnover • Plan implementation a top priority

26. Why Do Targeted Interventions Work? • Improve Structure • Student is “Set-Up” for Success • Increase in Contingent Feedback • Increased Recognition for Appropriate Behavior • Applied Across Settings • Links Behavior and Academic Support • Evolves into Self-Management

27. Who is Appropriate for Intervention? APPROPRIATE • Low-level problem behavior (not severe) • 3-7 referrals • Behavior must occur across multiple locations • Examples -talking out -minor disruption -work completion • INAPPROPRIATE • Serious or violent behaviors/infractions • Extreme chronic behavior (8-10+ referrals) • Require more individualized support • -FBA (School Psychologist) • -Wrap Around Services

28. Which Schools Would Benefit from a Targeted Intervention? • How many students does your school have in the range of 3-7 referrals? • If >10 students- may be appropriate • If <10 students- implement individualized interventions • The plan should be able to reasonably maintain 15-30 students/year

29. Obstacles to Implementation • Administrator not on the team that develops the plan and looks at data for decision making • Plan used as punishment rather than prevention program • Plan coordinator lacks skills to implement the program (e.g., behavior intervention, computer) • Schools expecting plan to solve all behavior problems • Fitting plan data evaluation into existing teams

30. Defining Targeted Interventions at your school • Not all students require an intensive, individualized intervention • Basic rule: Do the least amount to produce the biggest effect! • We can match students with pre-existing programs that can address the function of the problem behavior is serving for a student

31. Check-In Mentoring Cooperative Learning Social Skills Training Peer Tutoring Parent Training Procedures for Discouraging Infractions Procedures for Encouraging Expectations Clear Expectations Choices High Rate of Praise

32. Some Successful Programs • The Behavior Education Program -also called Check In/Check Out -Crone, Horner, Hawken (2004) • Adult Mentoring Relationship • Individualized Case Management -Check and Connect • Social Skills Training -Second Step -The Coping Power Program -I Can Problem-Solve

33. Behavior Education Program • BEP is part of a larger behavior support effort in school (i.e., PBIS) • BEP is a school-based program for providing daily support and monitoring for students who are at risk for developing serious or chronic problem behaviors. • Based on a daily check-in/check-out system that provides students with immediate feedback on behavior& increased positive adult attention. • Crone, Horner & Hawken (2004). Preventing Problem Behavior in Schools: The Behavior Education Program. Guilford Press

34. School-Based Mentoring “…Is one of the most promising types of youth mentoring operating today. School-based programs can have tremendous effects on academic performance and delinquency prevention, if implemented properly.” http://www.nwrel.org/mentoring/topic_school.html

35. Check and Connect • http://ici.umn.edu/checkandconnect/ • Check & Connect is a model of sustained intervention for promoting students' engagement at school and with learning. Demonstrated outcomes include: -decrease in truancy, -decrease in dropout rates, -increase in accrual of credits, -increase in school completion, and -impact on literacy.

36. Peer Tutoring http://www.interventioncentral.org/htmdocs/interventions/rdngfluency/prtutor.shtml

37. Coping Power Program • School-based intervention delivered to moderate-to high-risk children in the late elementary school to early middle school years. • Addresses high-risk children’s deficits in social competence, self-regulation, school bonding and positive parental involvement.   • Consists of 34 group sessions designed to be delivered over a 16- to 18-month period of time. • Designed to serve children at the developmental period of transition from elementary school to middle school. Larson & Lochman (2004)

38. Cooperative Learning Why use Cooperative Learning? • Research has shown that cooperative learning techniques: • promote student learning and academic achievement • increase student retention • enhance student satisfaction with their learning experience • help students develop skills in oral communication • develop students' social skills • promote student self-esteem • help to promote positive race relations http://edtech.kennesaw.edu/intech/cooperativelearning.htm

39. Resources • Intervention Central offers free tools and resources to help school staff and parents to promote positive classroom behaviors and foster effective learning for all children and youth. www.intervention.central.org