Educate • Inspire • Transform

1. Educate • Inspire • Transform Behavioral RtI: Achieving proactive behavioral support systems for all students in all schoolsArea OverviewVia Webinar - 4.11.11 and 4.12.11

2. Learning Objectives • Participants in this webinar will: • Understand the design of CPS’ social, emotional and behavioral strategy • Prepare to leverage the roll out of CPS’ social, emotional and behavioral strategy to best support your content/area • Begin to identify ways to integrate CPS’ social, emotional and behavioral strategy into preparation for SY 11-12 • Address questions and gather ideas

3. Why proactive behavioral support systems? GOAL: • To improve student learning and engagement in school by coordinating and advancing a multi-tiered system of prevention and interventionsto proactively support students’ social, emotional and behavioral needs. WHY

4. Why proactive behavioral support systems? Proactive – because we can teach and establish appropriate behaviors rather than waiting for misbehavior to occur Behavior – because it is a critical component of student learning and engagement Support – because behavior can be taught, supported and improved System – because behavior can be proactively managed by an effective school based system WHY

5. Proactive behavioral support systems matter for students’ learning and engagement GUIDING PRINCIPLES • Students’ social, emotional and behavioral needs must be addressed to improve learning and engagement. • Student behavior in school is dictated by the adults in school; it can be taught, changed and scripted as needed to improve learning and engagement. • Responses to students’ social, emotional and behavioral needs must be fully integrated into the school day; it is the responsibility of ALL staff ALL the time. • Effective social, emotional and behavioral functioning is as critical to college and employment success as academic performance. • Building a strong foundation is critical – a proactive and preventive behavior system must be present in all schools • The first and best behavior way to improve student behavior is engaging, high quality instruction. WHY

6. Proactive behavioral support systems matter for students’ learning and engagement RESEARCH • Behavior and academic achievement are inextricably linked.  A student’s academic success is has been tied to attention, school engagement, and behavior. • There is a demonstrated relationship between early academic problems and later behavioral issues if the academic  concerns are not proactively addressed. • Research has established that the implementation of a high quality behavioral RTI system leads to improved performance on state assessments. • Integrated academic and behavioral models of intervention have produced larger gains in measured outcomes than single models of intervention. • Addressing the social, emotional, and behavioral needs of students at all tiers has been found to: • Decrease office discipline referrals, • Decrease numbers of suspensions • Decrease lost instruction time • Increase administrative time to focus on instruction • Increase student and staff engagement WHY

7. Summary Data Systems and Assessment from other districts WHY

8. Area Interview Summary (1,3,10,15,18,19,26,30, AMPs) WHY

9. Proactive behavioral support systems are achievable in CPS schools • Minimum Expectations for proactive behavior support systems in all schools • Flexibility in the strategies used to meet those expectations • Training for coaches and school-based implementation in key strategies • ILT, Teacher Team and Coaching tools to guide implementation of key strategies CPS’ social, emotional and behavioral strategy includes: HOW

10. Brain Science Suggests we MUSTProactively Address Student Social, Emotional, and Behavioral Skill Development • Throughout the time span of schooling, how our students’ brains understand and interpret information and cues are being established • Students need to be taught specific skills to help them develop their repertoire of behaviors, feelings, and abilities to problem solve • Many students have a limited menu of behaviors to choose from in order to get their needs met; thus, they use what they “know” to get their needs met. • Emotion and cognition cannot be separated. Emotions impact how information is learned, stored, and remembered. WHY

11. Hierarchy of Brain Development: Brain Architecture is Built Over Time • Brain development progresses in a hierarchical, “bottom-up” sequence, with advanced skills built on more basic capabilities. • As it develops, the quality of brain architecture establishes a sturdy or weak foundation for learning and behavior. • Brain circuits consolidate with increasing age – it is important to provide lots of opportunities to practice and learn adaptive behaviors • Throughout their school experience, students’ brains are malleable and therefore they can learn new skills and ways of thinking • Throughout childhood and adolescence, students emotional responses are processed faster than their “intellectual” response so they need to be taught how to manage their emotions to accurately respond to situations WHY

12. Basic Purpose/Function(s) of Student Behaviors Typically the basic purpose of student behavior is to get one of the following needs met: • Attention from peer(s) or teacher • Escape/Avoidance of task, person, or situation • Obtain/Access a specific item • Power struggle • Control of the environment • Revenge/Justice WHY

13. Understanding Student’s Conscious/ Unconscious Rationale for Behavior Get/Access Reinforcers • I yell because others look at me • I fight because others obey me • I wander because people pay attention to me Escape/Avoid Aversives • I cry when work gets hard because someone will help me • I throw a book during class so the teacher will remove me from class • I stand out of the way during PE because the other game participants will avoid throwing me the ball (These are not necessarily conscious decisions by student) WHY

14. The Good News • A person's physical and emotional well-being are closely linked to the ability to think and to learn effectively. While schools cannot control all the influences that impinge on a young person's sense of safety and well-being, classrooms and schools that build an atmosphere of trust and intellectual safety will enhance learning. • Southwest Educational Development Laboratory WHY

15. Minimum Expectations – Tier 1 • A leadership team is in place; the team uses and reviews data to improve supports for students, refine teacher/staff practices and to drive school-wide improvement. • There is an established set of common expectations and beliefs that student success and engagement in school are the responsibility of ALL school stakeholders. The common expectations and beliefs define interactions for the entire school community. • There are clearly articulated, school-wide EXPECTATIONS for behavior that are consistently posted, taught, modeled and positively reinforced by all staff. • There are established classroom management practices that link to school-wide expectations for behavior. Classroom management practices promote student engagement and support high quality instruction. • The Discipline System aligns with school-wide expectations for behavior. It is focused on maximizing instructional time for students. • Social and emotional learning skills are explicitly taught if needed to assist students in meeting established expectations and to increase student participation in teaching and learning activities. HOW This language is still in draft format.

16. Minimum Expectations - Interventions • Teams of teachers and intervention providers meet to plan interventions, review data to make decisions about students’ intervention needs and to determine student progress in the intervention. • Evidence-based interventions are selected and designed to meet students’ specific needs. Interventions target social, emotional and behavioral skills that require additional support to ensure success. • There is a multi-tiered and proactive system of Intervention; Interventions are provided at different levels of intensity based on student needs. • Progress monitoring is used to understand how well students are responding to interventions, document student success with interventions and determine students’ additional intervention needs. • Interventions are implemented with fidelity. • Students are engaged in planning interventions and monitoring their own progress; families are informed of the intervention and how to reinforce it at home. HOW This language is still in draft format.

17. How will minimum expectations inform school practice? School Action School and Area Action No further action required. Schools self assess against the minimum expectations School meets minimum expectations with current practices Use data and guiding rubric to select district support option School DOES NOT meet minimum expectations with current practices Use data and guiding rubric to identify alternatesupport option HOW

18. Links to RTI • The RTI model requires both components • The process remains the same…. • The framework remains the same…. • Integration into same toolkit • Additional content to support same outcomes by addressing BOTH learning and behavior needs HOW

19. Integrated system of prevention and intervention to proactively support students’ academic and behavioral needs How do we ensure success? Getting Started Data driven teams, school-wide collaboration, core values and beliefs Establish the Right ENVIORNMENT Core Program for ALL Students Tier 1 Minimum Expectations, RtI Toolkit Components A, B and C Research- and standards-based curricula High-quality differentiated instruction Expectations for behavior Classroom management practices Data (universal screeners, etc) to understand: 1) students who may benefit from additional support; and 2) Classrooms that require training to improve practices A B C Establish the Right FOUNDATION Multi-tiered System of Supports Tier 2 and 3 Minimum Expectations, RtI Toolkit Components D and E Tier 2 and 3 Interventions for students struggling in Reading Tier 2 and 3 Interventions for students struggling in Mathematics Tier 2 and 3 Interventions to address social, emotional and/or behavioral needs A unified (academics and behavior) Progress Monitoring system to understand students’ responses to interventions and make adjustments as necessary Establish the Right SUPPORTS D E HOW

20. Moderator: Share questions received on Minimum Expectations

21. Training Personnel Responsible for Establishing Proactive Behavioral Support Systems in CPS What types of Training are needed? • PROCESS TRAINING • Team structures and effective collaborations • Inclusion of the right people on the right teams • Use of data-driven processes to guide decision-making and continuous improvement • Conducting a self assessment • Creating a plan and completing the template • CONTENT TRAINING • Understanding and implementation of Tier 1 minimum expectations • Coaching and monitoring implementation of Tier 1 minimum expectations • Implementation, development and monitoring of Tier 2 Interventions • Implementation of some Tier 3 interventions • Integration of RtI components (e.g., differentiated instruction, progress monitoring) HOW

22. Training Options for Core Program Tier One Components • 2 key strategies • Self assessment guides to best starting point • All schools must have a school wide behavior management system Step 1 1 2 Supplemental Option (if ready) HOW 1 Must meet minimum expectations checklist

23. Training Options for Interventions Interventions (Tiers 2 and 3) • Differs by intensity (time, frequency, duration) • Some teacher-led • Some expert-led HOW 2 Additional interventions supported by areas or schools must be evaluated against minimum expectations checklist

24. Content Integration • Teaching for learning framework • PM toolkit – ILT and TTs • Instructional content PD • Summer School Preparation and PLCs • Common Core HOW

25. Establishing Proactive Behavioral Support Systems in CPS This model demonstrates the various levels of CPS support. School staff work most closely with students and therefore, are at the core and so on. Specific personnel and their roles/expectations will be defined as part of the roll out. Central Office Personnel Support Area level ; they have significant expertise. They also help problem solve the most difficult situations SCHOOL STAFF WORK WITH ALL STUDENTS School-wide expectations, classroom management and implementation of most interventions CLINICIANS PROVIDE CONSULTATIVE SUPPORT AND WORK WITH SOME STUDENTS Individuals dedicated to specific school but support more than one school AREA/CLUSTER PERSONNEL SUPPORTS SCHOOL STAFF CENTRAL OFFICE PERSONNEL SUPPORTS AREA STAFF AND SOME SCHOOLS WHO

26. Coaching Capacity Options WHO

27. Area Timeline and Key Actions School Timeline Key Action Purpose P April Understand current practices April - May Make informed decision based on student and school needs May – Aug. Training to support student and school need based on data Fall Capacity building and sustainability WHEN

28. Decisions for Areas/Schools Which schools currently meet the minimum expectations for proactive behavior support? A Data: School Self Assessment Data: School Level Data Reports Which schools need additional support to meet the minimum expectations? B Which key strategy should each school implement? C

29. District Support Options Schedule SAVE THE DATE! Foundations: Establishing Proactive Behavioral Support Systems June-August School Wide Behavior Management PBIS: Positive Behavioral Intervention and Support June-August Tier One Components CHAMPS: Classroom Management (K-8) Coaching Classroom Management June-August Classroom Management Discipline in the Secondary Classroom (9-12) June-August Interventions: Evidence-Based Strategies for Smaller Groups of Students and Individual Students July-August Interventions (Tiers 2 & 3) Anger Coping, Think First and/or CBITS July-August WHEN

30. Training Information May – August, 2011 Planning for Sustainability • Training in each support option will be offered for school-based implementers and area- and school-based coaches. • Training option selection must be guided by self assessment results and/or other data. • School training will be first come, first served up to X schools/area. • Staff in teacher positions will be paid a stipend rate for each hour they attend professional development. • Training will be made available in CPS University. • Save the date information will be made available beginning April 15, 2011. • Guiding principles for training success • Pick one thing and do it well • Start with the foundation • Principal or AP must attend, along with those who will provide: • Coaching • Leadership • Planning • Sustainability • Training is just the first step • Additional schools can be served by trainers and coaches after this summer. WHEN

31. Coming Attractions…. Still To Be Determined….. Near term training opportunities • Intervention options to be added later • Implications for ED eligibility process • Lots and lots of details….. • Wednesday, April 13th • Field test self-assessment draft tool • Medill, 314, 9 - 12 • May 4th and 5th • Discipline in the Secondary Classroom • Limit 100 people • May 13th • Full day with Randy Sprick, Safe and Civil Schools • Foundations of Proactive Behavior and Training Options Overview • Details will be posted at cpsteachingforlearning.org • May 27th • Planning support • Training option selection support • Training option overview • Details will be posted at cpsteachingforlearning.org

32. Next Steps… AREAS AND SCHOOLS CENTRAL OFFICE Provide supports to ensure success: • Finalize self-assessment (aligned to minimum expectations) • Aggregate self assessment results and provide to Areas • Develop recommended pathways that can be used as guidance to inform training needs • Consult with Areas and schools as requested Encourage schools to complete the self assessment to determine training needs • Provide an overview of summer opportunities to Areas and schools • Provide tools to guide selection • Provide multiple schedule options for each training opportunities • Consult with Areas and schools as requested Help schools select appropriate support options (as needed) • Finalize Training schedule and disseminate information • Post in CPS University • Communicate registration status to area offices Encourage schools to participate in training this summer

33. Questions and Suggestions

34. Appendix • References • Weblinks to support options • One page teaser to use for school staff

35. References Algozzine, B., & Algozzine, K. M. (2009). Facilitating academic achievement through schoolwide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 521–550). New York: Springer. Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K., et al. (2006). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions , 8, 131–145. Cicchetti, C. & Raviv, T. Chicago Public School-Students, Learning, Trauma and Exposure to Violence. Unpublished document. Chicago, IL: Northwestern University Feinberg School of Medicine Fleming, C. B., Harachi, T. W., Cortes, R. C., Abbott, R. D., & Catalano, R. F. (2004). Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school. Journal of Emotional and Behavioral Disorders, 12, 130–144. Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior. Journal of Emotional and Behavioral Disorders, 16, 213–225. Herman, K. C., Lambert, S. F., Reinke, W. M., & Ialongo, N. S. (2008). Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 55, 400–410. Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146. Lane, K. L., & Menzies, H. M. (2003). A school-wide intervention with primary and secondary levels of support for elementary students: Outcomes and considerations. Education and Treatment of Children, 26, 431–451. Lally, J.R.Brain development PowerPoint presentation. [Handout from Module III, Brain Development in Infancy and How to Facilitate It training session]. Unpublished document. Sausalito, CA: The Program for Infant/Toddler Caregivers McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146–154. www.nctsnet.org - National Child Traumatic Stress Network Scott, T. M., & Barrett, S. B. (2004). Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6, 21–27.

36. Weblinks: Additional Information on Key Strategies 1 2 Supplemental Option (if ready)

37. Achieving Proactive Behavioral Support Systems in all schools WHAT WHEN HOW/WHO • Teaching students how to actively engage as learners in school prevents disruptive misconduct and increases instructional time. • We can achieve this by: • Establishing minimum expectations for all schools • Provide training and programmatic supports as needed to help meet those expectations • Spring and summer training • Summer planning for ILT/school teams • Summer school integration • Fall implementation, coaching and monitoring • Training for district and area office coaches • Training for school-based implementers • Training and ongoing consultation provided by national experts Additional information forthcoming via school webinars and CPS University.