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District Positive Behavior Support Brittnee Atnip , Christi Bayer

District Positive Behavior Support Brittnee Atnip , Christi Bayer Meaghan Hennings , Shannon Kersenbrock , Jen Gray, NCSD SESC. Agenda. Introductions Top 10 things you should know about behavior PBIS Overview RTI Overview Tiered interventions Tier 3 Processes/Interventionist Roles.

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District Positive Behavior Support Brittnee Atnip , Christi Bayer

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  1. District Positive Behavior Support BrittneeAtnip, Christi Bayer Meaghan Hennings, Shannon Kersenbrock, Jen Gray, NCSD SESC

  2. Agenda • Introductions • Top 10 things you should know about behavior • PBIS Overview • RTI Overview • Tiered interventions • Tier 3 Processes/Interventionist Roles

  3. Behavior Interventionist Shannon KersenbrockChristi Bayer Summit Willard PineviewVerda James University Park Manor Heights Lincoln Sagewood Midwest Southridge Woods

  4. Behavior Interventionist BrittneeAtnipJen Gray Grant Mills Oregon Trail Mountain View Paradise Valley Park Bar Nunn Poison Spider Evansville Cottonwood Crest Hill Ft. Caspar Meaghan Hennings All Middle/High Schools SSSL

  5. 10 Things you should know about behavior As collected by Laura A. Riffel, Ph.D “The Behavior Doctor”

  6. Ten things you should know… 1 Behavior is learned and serves a specific purpose. (Bandura)

  7. Ten things you should know… 2 Behavior is related to the context within which it occurs. (Bambara & Knoster)

  8. Ten things you should know… 3 For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate interventions for you to see a change in the behavior. (Atchison)

  9. Ten things you should know… 4 We can improve behavior by 80% just by pointing out what one person is doing correctly. (Shores, Gunter, Jack)

  10. Giving Positive Feedback • Focus on the student’s strengths • Avoid general praise (such as “great job”) • Be specific • Use positive feedback to reinforce expected behavior • For example: Jason, I noticed that you talked quietly to Joe today. Thanks!

  11. Ten things you should know… 5 We use positive behavior specific praise about 6.25% of the time (Haydon, et al.)

  12. Ten things you should know… 6 When we want compliance in our students we should whisper in their right ear (Live Science)

  13. Ten things you should know… 7 All behavior has a function and falls into two categories: To Gain access to or To Escape from (Alberto & Troutman)

  14. To Escape #9 Functions of Behavior: To Gain #8 Attention Peers Adults Access to preferred items Access to environmental controls Sensory Input Work/Tasks/Chores People Adults Peers Pain Emotional Physical Sensory Overload

  15. Ten things you should know… 10 Your reaction determines whether a behavior will occur again. We have to change our behavior (Alberto & Troutman)

  16. We Support NCSD inSchool-Wide Positive Behavior Support School-wide Positive Behavior Support: is a set of strategies and systems to increase the capacity of schools to (a)reduce school disruption, and (b) Support students and staff in implementing PBIS and behavioral support strategies

  17. “Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.” Rutter & Maughan, 2002

  18. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  19. Implementing SW-PBS:Build a Culture of Competence • Develop building level support • Define behavioral expectations • Teach behavioral expectations • Monitor and reward appropriate behavior • Provide corrective consequences for behavioral errors • Information-based problem solving

  20. Response to Intervention • Used by all Natrona County Schools • A Tiered Systems with Levels of Intervention • Includes Universal Screening and Diagnostic Assessments • Includes Prescriptive Interventions • Regular Progress Monitoring to measure Learning Outcomes • Focuses on Academics and Behavior

  21. Academic Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  22. 17 Classroom Management Strategies Relationship Strategies Procedural Strategies 1. 5 to 1 ratio of positive to 7. Organizing a productive classroom negative interactions (Magic ratio) 8. Pre-correction 9. Teach, model, and reinforce social- 2. Smiling and being nice emotional skills 10. Transitions are managed well 3. Positive greetings at the door to 11. Independent seatwork is managed pre-correct and establish a positive and used when needed climate 12. Teacher proximity and mobility 13. Class-wide motivation system 4. Communicating competently with 14. Goal setting, problem solving and students performance feedback 15. Visual schedule of classroom 5. Wise feedback activities 16. Effective cueing systems to release 6. Intermittent non-contingent and regain attention reinforcement 17. Providing numerous opportunities to (individuals or whole group) respond

  23. Tier 1 Classroom Interventions • Matrix • Teach, model, practice, reinforce expectations/procedures • Whole class social skill lessons • Brain breaks • Movement/Music • Preferential seating • Proximity control • Different modalities of delivering instruction • Visual schedule • Transition cues (chimes, music, timer, physical activity) • Environmental supports (earphones, types of seating, lighting) • Data Collection-Office/Refocus referrals, anecdotal records can be used to determine Tier 2 referral. • If data determines interventions are unsuccessful, classroom interventions are modified or a referral to building at-risk team is made. • Interventionist support: Assist in whole class social skill lessons and supporting classroom management systems

  24. Tier 2 Individualized Interventions in the Classroom • Small group social skills/counseling • Increase supervision and monitoring of expected behavior • Check and Connect/Check in-Check out • Differentiation of classroom behavior system • Provide a designated spot for self-regulation (coach and practice coping skills) • Physical activities to redirect behavior (fidgets, figure 8, heavy work, frequent/scheduled breaks) • Differentiated seating • Basic reinforcement plans (sticker charts, punch cards) • Home/school notebooks • At-risk coordinator notified of classroom interventions • Data Collection-Point system, frequency counts, office/refocus referrals, suspension referrals, counseling referrals can be used to determine a Tier 3 referral. • If data determines interventions are unsuccessful, classroom interventions are modified or a referral to building at-risk team is made and team determines if a referral to Tier 3 is needed. • Interventionist support: Consultation on behavior plans/strategies, small group/individualized social skills and provide sensory tools/training.

  25. Tier 3 • NCSD Behavior Interventionists provide Tier 3 support for Behavior • Students will be progress monitored every week with a normed assessment • At-Risk team will monitor data every 8 weeks to determine next steps for the students • The Student’s Parents attend the Intervention Check Meeting • The School Psychologist attends the Intervention Check Meeting • The Student is identified as At-Risk

  26. When an Interventionist is Involved… • Teacher/Team/Interventionist Collaboration • Data overview (look at what has been done or what is currently in place) • Observation(s) is scheduled • Interventionist will determine if current behavior plan can be modified or more intensive supports are needed • At-Risk team meets to discuss next steps:

  27. Next Steps • Data collection for functional behavioral assessment (FBA) • Crisis management/intervention plan • Measurement of fidelity on implementation of interventions • Create behavior plan based off the function of the behavior with plan to teach appropriate replacement behavior

  28. Tier 4 • If a Student does not Respond to Intervention in Tier 2 and 3, then a student can be referred for a special education assessment • A fidelity Check for Tier 3 would be provided • Data would be Reviewed from previous Tiers • Assessments are completed by the School Psychologist to determine Special Education Eligibility • If the Student does not qualify, the team can recommend the student return to Tier 3 or be considered for a 504 plan

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