Using Academic AND Social-Emotional Data in Determining Interventions

1. PBIS Rural Schools Network • Aka: PBIS in the Outback Using Academic AND Social-Emotional Data in Determining Interventions Kathy Helgeson Rogue Educational Consulting Next PBIS Support 300 Miles March 3, 2014

2. Effective Use of Buddy Classrooms &/or a Reconnect Classroom

3. RtI and PBIS research demonstrates a need for "intermediary" steps Mantra: Solve the problem at the lowest level possible.

4. “Rules” for a Buddy Classroom • Predetermined • Prepared: • Every classroom needs to have a desk that is ready and waiting for a "visitor" and • all students need to know the expectations prior to use, so there will be • little or no communication when a student arrives.  

5. What can a student do in a Buddy Classroom?What is the purpose?

6. What can a student do in a Buddy Classroom? This must be spelled out very clearly. • Can they do work?   • Can they read a book?   • Can they interact with kids in the class?   • How will he/she know when it is time to come back to class?   • What happens when rules are broken in the Buddy Classroom?

7. The most important question…Is it changing behavior? • Whenever the student is removed from instruction/learning environment It MUST BE RECORDED. • (and I am very inclineded to say, communicated with parents?)  • -It needs to be tracked to determine whether it is changing behavior.

8. Reconnect ClassroomWhat is the purpose?Form follows function…

9. Reconnect Room or Dumping Ground? This can be a powerful resource, but it is probably the most misused consequence in real schools.

10. Parameters need to be explicitly defined. • If it can be used at any time, for anything, if the teacher deems it is needed, it will become a dumping ground.   • The person running the room needs to have information when the student arrives, or they will hear only the student version– and clear expectations.

11. “Rules” for a Reconnect Room A student CANNOT be sent unless the behavior is A. MAJOR B. CHRONIC MINOR TWO OR THREE other attempts have been made to change the behavior AND Behavior has been dealt with at a lower level including AT LEAST a purposeful conversation with the student AND contacting parents.

12. Is the behavior office managed? Use Classroom Consequences Complete Minor Tracker Does student have 3 minors for same/similar behavior in a 2-3 weeks period, and parent has been contacted about behavior? Possible referral to SST, Check In, Check Out, FBA or other intervention options. Office vs. Staff Managed Behavior NO YES Write Major ODR to Office • Classroom Managed • Preparedness • Calling Out • Classroom Disruption • Refusal to follow reasonable request (insubordination) • Put Downs • Refusing to Work • Inappropriate Tone or Attitude • Electronic Devices • Inappropriate Comments • Food or Drink • Dress Code • Office Managed • Weapons • Fighting/Aggression • Physical Contact • Aggressive Language • Harassment • Truancy/Skipping • Smoking/Alcohol/Drugs • Vandalism • Cheating • Not w/ Class During an Emergency • Leaving School Grounds • Chronic Minor Behavior Admin Determines Consequences Admin Follows Through with Consequences Admin Provides Feedback to Staff

13. What are the rules? • Can they do work?   • Can they read a book?   • Can they interact with kids in the class?  • Will the student have a conversation with the adult in the room?   • Writing the "Problem Solving Form" - I seldom see this play a significant role in changing student behavior.)  • Is it to be a punishment? • Is it to be evidence? • How will they know when it is time to come back to class?   • What happens when rules are broken in the Reconnect classroom?

14. Communication and Data • How will the adult in the room get the information necessary to effectively deal with the situation? • Whenever the student is removed from instruction/learning environment THE TEACHER MUST RECORD it, (and I am very included to say, communicate it with parents?)  • -It needs to be tracked to determine whether it is changing behavior.

15. A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance

16. A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance *Gentle verbal reprimand - applied appropriately; close to the student (less than 3 feet), quiet voice, use the student's name, do not use a question, refer to the rule or expectation.

17. When consequences are too large . . . • We hesitate to use them • We implement them based on OUR mood

18. Effective Consequences Are Consistent If consequences are not consistent students may respond with: • A sense of satisfaction for “gaming the system” • A feeling of unfairness: “Why me and not him?” • Not knowing the line between acceptable and unacceptable behavior

19. How to Deliver Consistent Consequences Consistent * Calm* Quick* Immediate (when possible) • Consequences that fit the nature of the problem but that are as mild as possible. • Use minor consequences you feel comfortable giving EVERY time students exhibit the misbehavior • Err on the side of too mild