Building School-based Systems to Support Small Group / Targeted Interventions for At-risk Students

1. Building School-based Systems to Support Small Group / Targeted Interventions for At-risk Students Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. Starting Point • We can’t “make” students learn or behave • We can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. School-wide Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

4. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORTS ~5% Secondary Prevention: Specialized Small Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

5. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Are School Teams Ready? • 80% or better on SET • Action plan to maintain Universals • Use data in team meetings • Create a decision rule to identify students in need • Assessment to identify what supports students need • Strategy to implement classroom-based supports • Equal emphasis on practices, data and system supports

7. Starting Point: Classroom Systems of Support within SW-PBS

8. The Challenge Students spend majority of their school day in the classroom Majority of “discipline problems” originate in the classroom and often result in removal from instruction Remaining engaged in instruction essential to student academic and social success “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

9. Your job… Continually review own instruction Insure EVERYONE in building engaging in effective practices Apply logic of SW-PBS to problem solving classroom issues Create local versions (data, systems, practices) Bottom line = change current culture

10. Effective Classroom Management Behavior management Teaching routines Positive student-adult interactions Instructional management Curriculum & Instructional design Environmental management Student Self-Management

11. Top Eight • Classroom expectations/rules defined and taught • Classroom routines defined and taught • “4:1” positive feedback • Active supervision • Students actively engaged • Multiple opportunities to respond • Minors are addressed quickly and quietly/privately • School wide procedures for majors are followed

12. Small Group / Targeted Interventions

13. Pre-Requisites Universals must be well established and in-place Target practices that are preferred or promising (empirically validated) Teach basic features of strategies first (general case) Keys Match intervention to student need Staff implementing interventions have skills and support ALL staff aware of interventions and their part in promoting generalization Focus on the systems to support throughout

14. Small Group / Targeted Interventions Consider Not fixed group Student’s needs vary across continuum over time and within academic/social area Least intrusive but matched to student need

15. Important Themes Part of a continuum – must link to school-wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized

16. Important Themes Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

17. Small Group / Targeted Interventions Data Systematic way to identify at-risk students (e.g., office referrals, teacher nomination, rating scales) Measure progress and fade support slowly Practices Within class first option Pull out programs must have generalization strategies Link small group with school-wide rules and social skills Academic & social strategies Systems Training for ALL staff on procedures Options for students who transfer in during school year

18. Data: Screening & Assessment Routine review of individual student data Efficient teacher referral system Parent referral Screening tools (e.g. SSBD) Look for those students who are often “under the radar”... Students who change addresses frequently Homeless students Students in foster care or juvenile service homes

19. Data: Screening & Assessment Office discipline referral data-decision rules “3 ODR for same offense” Review of attendance, grades, achievement, other archival data Teacher referral Simple form Quick response

20. Data: Assessment Focus is on sorting student for service, not “diagnosis and placement.” Social-Behavioral Concerns Social skills Self-management Academic Concerns Peer Tutors Check in Homework club Emotional Concerns Adult mentors

21. Practices: Building Blocks Teach/build pro-social replacement behaviors Build maintenance and generalization strategies to promote use Attend to possible function of the problem behavior

22. Small Group / Targeted Practices Social Skill Training Self-Management Mentors Check-in Peer tutoring / Peer Network Academic support

23. Social Skills Identify critical skills (deficit or performance problem) Develop social skill lessons “Tell, show, practice” Match language to school-wide expectations Generalization strategies Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies

24. Self-Management Teach self-monitoring & targeted social skills simultaneously Practice self-monitoring until students accurately self-monitor at 80% or better Periodic checks on accuracy It is not simply giving students a self-evaluation check-list, must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

25. Mentoring Focus on “connections” at school Not monitoring work Not to “nag” regarding behavior Staff volunteer Not in classroom No administrators Match student to volunteer 10 minutes minimum per week Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

26. Check-in Focus is on academic & social compliance AM / PM Teach strategies to enter work /objectives to accomplish Agendas All staff must prompt/reinforce student use Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day

27. Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee does not comply Tutors must be given the option to drop out at any time without penalty Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

28. Academic Support Homework If data indicate it doesn’t come back, give up the battle and build support within the school day Remediation Direct instruction in addition to the current curriculum Accommodation Within instruction Emphasize the need to identify and intervene early before students fall behind – Ideal is routine screening using Curriculum Based Measures (CBM) to identify students early

29. Plan for Integrity of Implementation Teaching Coaching and feedback Scripts for adults to follow Data Collection Follow-up support meetings Follow up data evaluation

30. Teacher (Staff) Cool Tool On Wait Time What is wait time? Defined as: The amount of time a teacher waits for a student response after providing a prompt. What do we know about wait time? In studies of teacher wait time the average teacher only waits about 1 second for a student to respond before calling on another student or answering the question themselves ( Jones & Jones, 2001). This is typically insufficient time for most students to hear the question, search for the information and respond. Research also has demonstrated that when teachers increase their wait time to greater than 3 seconds higher cognitive achievement occurred at all grade levels due to changes in student and teacher discourse (Tobin, 1987). Mean of all four Columbia elementary schools (2002-2004) indicate the average wait time of teachers is 2.96 seconds during an average 45 minute literacy instruction period. The range of wait time was 0.0 to 12.5. The goal is for the teacher to remain above 3 seconds of wait time, optimally around 5 seconds. This amount reflects optimal wait time for average students to process and respond. Activities reflecting fluency checks will logically, on average, require less wait time than those activities targeting acquisition. As teachers reach target levels of instructional talk and increase use of prompts to check for understanding, opportunities for increased positive student recognition (positive feedback) are created through adequate levels of wait time for optimal responding.

31. Gentry Middle School Building the Continuum

32. Method for Communicating Practice SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly

33. Pyramid to Success for All • Office Issues • Bus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal • Teacher Method for handling student behaviors • Referral Form – send student to office with completed form • Process with student before re-entry • Office Method for handling student behaviors • Proactive: RRKS Review, Parent Contact • Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc. Team Issues Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions Method for handling student behaviors Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with the student, Team Focus, etc. Corrective:Removal of privilege on team, Recovery Study Hall, Buddy Room, etc. Classroom Teacher Issues Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property Method for handling student behaviors Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc. Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.

34. Building School-based Systems to Support Small Group / Targeted Interventions for At-risk Students Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org