Growing the Green: Focusing on Universal Interventions

1. Growing the Green:Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008

2. Our Task Our task, as educators, is to build environments to encourage students to learn as well as to behave. Remaining engaged in instruction is essential for student academic and behavioral success.

3. Before Focusing on Interventions for Students in the Yellow and Red Zones: • Consider the fidelity of your universal interventions • Consider the rules and procedures for non-classroom areas • Consider the rules and procedures for classroom areas

4. School-wide Positive Behavior Support Systems: Four Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

5. School-wide Systems • Common purpose & approach to discipline • Clear set of positive expectations & behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring & evaluation

6. Nonclassroom Setting Systems • Teaching expectations & routines • Active supervision • Scan • Move • Interact • Precorrections & reminders • Positive reinforcement

7. Classroom Setting Systems • Behavior management • Positive expectations taught and encouraged • Teaching classroom routines • Ratio of 5 positive to 1 corrective adult-student interaction • Active supervision • Precorrections • Redirections for minor, infrequent behavior errors • Instructional management • Curriculum & Instructional design • Environmental management

8. Classroom Setting Systems • High rates of active engagement • High number of opportunities to respond • High rates of correct responding • High rates of teacher reinforcing appropriate academic response as well as teacher reinforcing expected behavior

9. What happens when teachers simply increase their rate of praise? • High rates of praise is an evidenced based practice • Teacher increased her frequency of praise to the class • How did this affect the behavior of the “problem student?” • Using a classroom intervention negated the need for a specific student intervention

11. Individual Student Systems • Staff with behavioral competence • Function-based behavior support planning • Comprehensive person-centered planning & wraparound processes • Targeted social skills instruction • Self-management • Individualized instructional & curricular accommodations

12. Strategies for Working with Yellow Zone Students Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008

13. Basic Ideas • Students have learned problem behavior to get what they want • Teachers must teach the students a way to get their needs met.

14. Consider the Function of the Behavior

15. Replacement Behavior • The replacement behavior for all the previous problem behaviors is: On-task, work completion

16. Design the Intervention to Meet the Needs of the Student • Consider the function of the behavior: • Peer Attention—Earn time with peers for meeting self-management goals • Escape—Earn a “skip a homework” pass or earn other preferred activity for meeting self-management and work completion goals • Attention with poor workcompletion—Earn a “work with a peer” activity or earn other preferred activity for meeting self-management and work completion goals

17. Designing InterventionsFunction: Peer Attention (without Disruption) # 2 Function Peer Attention # 1 Problem Behavior Off-task, Non-disruptive # 3 Replacement Behavior On-task, Work completion # 5 Outcome for Replacement Behavior Earn time with peers # 4 Intervention Lesson “on task” Pre-correct @ start of class Self-monitor: on-task Periodic praise by teacher Quick de-brief at end of class

18. Designing InterventionsFunction: Peer Attention (with Disruption) # 2 Function Peer Attention # 1 Problem Behavior Off-task, Disruptive # 3 Replacement Behavior On-task, Respectful responses, Work completion # 5 Outcome for Replacement Behavior Earn time with peers # 4 Intervention Lesson “on task” Lesson “respect” Pre-correct @ start of class Self-monitor: on-task Periodic praise by teacher Quick de-brief at end of class

19. Designing InterventionsFunction: Escape (avoids teacher and peers) # 2 # 1 Problem Behavior Off-task, Non-disruptive Work completion Function Escape to avoid teacher and peers during instruction # 3 Replacement Behavior On-task, Work completion # 5 Outcome for Replacement Behavior Earn a “skip a homework” pass Earn other preferred activity # 4 Intervention Lesson “on task” Pre-correct @ start of class Self-monitor: on-task and work completion Quick de-brief at end of class

20. Designing InterventionsFunction: Attention(responds to teacher directions and engages peers) # 2 # 1 Problem Behavior Off-task, Non-disruptive, Work Completion Function Attention (responds to teacher directions, engages peers # 3 Replacement Behavior On-task, Work completion # 5 Outcome for Replacement Behavior Earn a “work with peer” activity Earn other preferred activity # 4 Intervention Lesson “on task” Pre-correct @ start of class Self-monitor: on-task and work completion Periodic praise by teacher Quick de-brief at end of class

21. Check-In, Check-Out • Students are identified and are monitored by a specific individual • Students check in during the morning, review the plan for the day, and are encouraged to do well on their point sheet • Student returns to check out at the end of the day and reviews their point sheet with the adult • Point sheets are monitored and progress is charted

22. Teacher Mentoring • Teachers are assigned frequent fliers to monitor • Mentor and student meet weekly • Time can be structured • Lunch • Homeroom • End of day

23. Special Activities • Certain activities are designated for the yellow zone students • They may have the opportunity to earn a specific reward or choose from a menu • Faculty – student basketball game • Game room • Lunch table with friends

24. Breakfast Club / Lunch Club • Identified students meet with a staff member to eat breakfast (or lunch), socialize, and discuss behavior • Often the students have point sheets • Focus is on the opportunity to socialize and form a strong relationship with a supportive adult

25. Personalized Behavioral Report Card • Students have behavioral point sheets designed to reflect their specific needs (social skills, hallway behaviors, homework behaviors, compliance, etc.) • Point sheets are completed by staff and sent home for parents to review • Weekly progress is noted

26. Gentlemen’s Club /Ladies’ Club • Students are identified and are matched with a staff member willing to work with a group • The students meet and discuss problems and solutions • Relationship building is key to success

27. Homework Club • Students who have difficulty completing homework have the opportunity to finish homework in school with a supportive staff member • Specific times are identified and the students are expected to attend

28. Data Needs to be Your Friend Without data, you are just another person with an opinion…..

29. Strategic Interventions • Develop your strategies based on your data • Plan what data you need to collect in order to evaluate the effectiveness of your intervention

30. Imagination, Commitment, and Relationships are the Keys to Success