arizona response to intervention: behavior

1. Training Module (Please View This Training Module Using the �Notes� View of PowerPoint) Arizona Department of Education

2. AZ RTI for behavior is supported by the four pillars of Curriculum & Instruction, Data Based Decisions, Research Based Assessment System and Professional development. AZ RTI for behavior is supported by the four pillars of Curriculum & Instruction, Data Based Decisions, Research Based Assessment System and Professional development.

3. 2009 Youth Risk Behavior Survey: �12% of high school students never or rarely feel safe at school 9% of high school student have been threatened or injured with a weapon at school in the last year 16% of high school students have been in a fight on campus in the last year 35% of high school students have been offered, sold or given drugs at school in the last year 20% of high school students have attended school under the influence of alcohol or an illegal drug As this risk survey shows schools are in need of a better system to address behaviors and support academic achievement.As this risk survey shows schools are in need of a better system to address behaviors and support academic achievement.

4. AZ RTI for behavior follows the problem solving model. Schools must first collect data and analyze it to identify school behavior problems. After data analysis the school can begin to discover whether their problems are school wide, class specific, area specific or isolated student behaviors. Next plans are developed to solve the problem and finally evaluations are done to see if the plan was successful. This is a continuous model and each cycle identifies new areas to focus on. AZ RTI for behavior follows the problem solving model. Schools must first collect data and analyze it to identify school behavior problems. After data analysis the school can begin to discover whether their problems are school wide, class specific, area specific or isolated student behaviors. Next plans are developed to solve the problem and finally evaluations are done to see if the plan was successful. This is a continuous model and each cycle identifies new areas to focus on.

5. What is AZ RTI ? Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices, and interventions possible. AZ RTI for behavior provides an operational framework for achieving these outcomes. NOT a curriculum, intervention, or practice IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. NCLB/ESEA has focused most of the country on student academic outcomes. Many among us have forgotten that behavior and academic success go hand in hand. No matter how good your academic program if the school is out of control student outcomes will be poor. At a time when we have increasing police presence in our schools and many inner city schools are filled with metal detectors and video cameras, we need to address behavior in a positive manner. We can never have enough policeman, cameras or metal detectors to control students who have no respect for the school and no relationships with school staffs. NCLB/ESEA has focused most of the country on student academic outcomes. Many among us have forgotten that behavior and academic success go hand in hand. No matter how good your academic program if the school is out of control student outcomes will be poor. At a time when we have increasing police presence in our schools and many inner city schools are filled with metal detectors and video cameras, we need to address behavior in a positive manner. We can never have enough policeman, cameras or metal detectors to control students who have no respect for the school and no relationships with school staffs.

6. Schools That Use AZ RTI: Are Less reactive, aversive and dangerous Are More engaging, responsive, and productive. Address classroom management. Improve supports for students. Maximize academic engagement and achievement. AZ RTI for Behavior provides a method to begin to build positive behaviors and solid relationships with in our schools.AZ RTI for Behavior provides a method to begin to build positive behaviors and solid relationships with in our schools.

7. Why PBIS?Why not whip them into shape? Punishing problem behaviors (without a proactive support system) is associated with increases in aggression, vandalism, truancy, and dropping out. (Mayer 1995, Skiba and Peterson 1999 and March & Homer 2002.) In the past our beliefs about behavior management systems were punitive. We believed that students should know how to be �good� and that students who were �bad� needed to be punished. We believed that the threat of punishment was sufficient to cause students to be �good�. Many of us believed that we should not have to reward students for being good as they were only doing what they were supposed to do and that rewarding good behavior was just bribing them.In the past our beliefs about behavior management systems were punitive. We believed that students should know how to be �good� and that students who were �bad� needed to be punished. We believed that the threat of punishment was sufficient to cause students to be �good�. Many of us believed that we should not have to reward students for being good as they were only doing what they were supposed to do and that rewarding good behavior was just bribing them.

8. Why PBIS?Why not whip them into shape? Typically, schools wait for a problem to occur then punish for it. Reactive strategies rarely work. Research shows that: Punishment alone will not lead to durable change in behavior. (Braaten, 1994) Reactive strategies that rely primarily on punishment assume that individuals: know what is expected, know how to do it, and are properly motivated. Unfortunately, it often fails to teach the expected behavior. (Horner & Sugai 1999) For many years we made the �Student Code of Conduct� It was a book that stated what you shouldn�t do what we will do to you if you do it. It stated things like: Fighting: First offense without injuries: 2 day suspension from school Second offense without injuries: 5 day suspension from school plus parent conference. Third offense without injuries: Suspended for the remainder of the term. First offense with injuries: 5 day suspension from school and police called. Etc. etc.For many years we made the �Student Code of Conduct� It was a book that stated what you shouldn�t do what we will do to you if you do it. It stated things like: Fighting: First offense without injuries: 2 day suspension from school Second offense without injuries: 5 day suspension from school plus parent conference. Third offense without injuries: Suspended for the remainder of the term. First offense with injuries: 5 day suspension from school and police called. Etc. etc.

9. Why PBIS?Why not whip them into shape? Some forms of punishment may actually be rewarding, thus maintaining problem behaviors. (Gresham, 1991; March & Horner, 2002) For many needy students the attention they get while being disciplined is much better than being ignored and feeling unimportant.For many needy students the attention they get while being disciplined is much better than being ignored and feeling unimportant.

10. Components of Arizona�s RTI Plan of the Arizona Plan Three-tiered model Data Screening Data decision points for whole class and individual student interventions Team process for helping children who fall below the decision points or established benchmarks These components are consistent whether we are talking about academics or behavior. These components are consistent whether we are talking about academics or behavior.

11. RTI Components Continued Scientifically-based interventions with at-risk students Supports for the general education teacher System of checking the integrity (quality) of the intervention delivery Parents involved at each tier.

12. What comprises AZ RTI? PBIS is comprised of six basic elements: Setting and defining expectations & routines Teaching behavior & routines in all settings using multiple tiers of instruction. Actively monitoring behaviors Acknowledging appropriate behavior Reviewing data to make decisions Correcting behavioral errors These six elements will open the door to create a school that is focused on academic results and not student mis-behaviors. These six elements will open the door to create a school that is focused on academic results and not student mis-behaviors.

13. Setting Expectations Staff should define 3-5 positive student expectations for behavior in all of the school. These will be the foundation for all behaviors. Many schools have chosen �Safe, Respectful and Responsible,� but any group of positive, behavior-defining words are acceptable. These are the guide words that will be the focus of all student expectations. The key here is that the expectations are positive. A good activity is to have the staff get into groups and brainstorm five words they would like for students to guide them in everything they do. Bring the groups back together and put all of the words up. Give each person 3-5 sticky dots and have them put their dots on the words they choose. The top 3-5 words become the schools expectations.These are the guide words that will be the focus of all student expectations. The key here is that the expectations are positive. A good activity is to have the staff get into groups and brainstorm five words they would like for students to guide them in everything they do. Bring the groups back together and put all of the words up. Give each person 3-5 sticky dots and have them put their dots on the words they choose. The top 3-5 words become the schools expectations.

14. Setting Expectations Once the expectations are established, the group needs to prescribe what appropriate behavior looks like in light of these expectations. i.e. what are the observable behaviors in the halls, cafeteria, playground? Behaviors are expressed in positive terms. Imperative that all staff be knowledgeable of the expectations These expectations should cover all areas where there are expectations of behavior. These should be created by the staff groups that supervise the areas. All staff should review and know all expectations. Remember that the difference between traditional rules and these expectations is that the expectations are positive. Examples of negatively framed rules are: No running in the halls. No talking out. No swinging backwards. No arriving lat to class. Positive expectations would be. All students walk in the halls because it is safe. All students raise their hands to be noticed in class because it is respectful. All students clear their lunch trays and stack them because it is responsible.These expectations should cover all areas where there are expectations of behavior. These should be created by the staff groups that supervise the areas. All staff should review and know all expectations. Remember that the difference between traditional rules and these expectations is that the expectations are positive. Examples of negatively framed rules are: No running in the halls. No talking out. No swinging backwards. No arriving lat to class. Positive expectations would be. All students walk in the halls because it is safe. All students raise their hands to be noticed in class because it is respectful. All students clear their lunch trays and stack them because it is responsible.

15. Setting Expectations Lastly, the staff establishes the consequences for inappropriate behavior, including: what behaviors should be handled on the spot which ones require an office referral. The administration and staff should create and make universally known the school consequences. The consequences should also be framed around the expectations. Students should be able to answer why a behavior is inappropriate. I.E. it is not safe, not responsible, etc.. Be careful that the consequences don�t give the student what they want. Example: We suspend students who skip school. The staff should also know what is a minor offense that should be delt with at the lowest level and what should be sent to the office. What ever system is in place in the office a student should never be returned to the class they were sent out of and there should always be a person they must talk to before returning to any class.The administration and staff should create and make universally known the school consequences. The consequences should also be framed around the expectations. Students should be able to answer why a behavior is inappropriate. I.E. it is not safe, not responsible, etc.. Be careful that the consequences don�t give the student what they want. Example: We suspend students who skip school. The staff should also know what is a minor offense that should be delt with at the lowest level and what should be sent to the office. What ever system is in place in the office a student should never be returned to the class they were sent out of and there should always be a person they must talk to before returning to any class.

16. REMEMBER Students must be taught good behavior. We can never have enough enforcement to make them be good. Removing students, sending into the community (suspension/expulsion), creates a larger problem. Most juvenile crime is perpetrated by adolescents who are not in school. Students will not learn if they are not in school. Who provides for the educational needs of students removed from school?Most juvenile crime is perpetrated by adolescents who are not in school. Students will not learn if they are not in school. Who provides for the educational needs of students removed from school?

17. Staff Training ALL staff are trained in the entire school�s behavioral expectations. It is paramount that all school personnel know the expectations and support them. It is very destructive to a schools behavior climate to have mixed messages from staff on the expectations. Staff needs to buy into the positive support of behaviors and not the punishment.It is paramount that all school personnel know the expectations and support them. It is very destructive to a schools behavior climate to have mixed messages from staff on the expectations. Staff needs to buy into the positive support of behaviors and not the punishment.

18. Teaching Behaviors in All Settings Time needs to be set aside to teach all students, all behaviors, in all areas. The adults responsible for supervising an area should teach the rules for that area. For example: classroom teachers teach classroom expectations playground assistants teach playground expectations lunchroom monitors teach appropriate lunchroom behaviors. This occurs at the beginning of the year. All students are rotated through all of the stations. The school personnel who supervise those areas will be the ones discussing the behaviors. Again framed in the positive, we swing straight because it is safe, ask students �what are some things that are unsafe to do on the playground�. At the middle and high school level, �what are some things that are not respectful in the classroom�. �We talk to staff member respectfully, what would that look like?� Etc. Younger students or students and classes who have difficulty in an area, need practice in the appropriate behavior. Have them practice walking down the hall appropriately. Have them practice raising their hands to be excused for lunch. ETC�This occurs at the beginning of the year. All students are rotated through all of the stations. The school personnel who supervise those areas will be the ones discussing the behaviors. Again framed in the positive, we swing straight because it is safe, ask students �what are some things that are unsafe to do on the playground�. At the middle and high school level, �what are some things that are not respectful in the classroom�. �We talk to staff member respectfully, what would that look like?� Etc. Younger students or students and classes who have difficulty in an area, need practice in the appropriate behavior. Have them practice walking down the hall appropriately. Have them practice raising their hands to be excused for lunch. ETC�

19. Teaching Behaviors in All Settings Students may need to be reminded of the expectations throughout the year. New students need orientation to the expectations. Classroom discussions or student leadership groups may facilitate this ongoing education regarding the rules. Every new student needs to be taught these expectations. Set up a way to do this on their first day. School wide boosters may be needed at any time, but especially after breaks. Every new student needs to be taught these expectations. Set up a way to do this on their first day. School wide boosters may be needed at any time, but especially after breaks.

20. Actively Monitoring Behavior The effective monitoring of behavior using language consistent with the expectations is essential with a PBIS approach. Some elements of good behavior monitoring are: Adult moves about the supervised area having personal interaction with students Adult does not ignore inappropriate behavior. Adult uses the words the students have been taught, i.e., �John, remember we swing straight because it is safe.� Adult informally acknowledges appropriate behavior and establishes a positive relationship with students. This needs to be taught to everyone who supervises students. Playground, lunchroom, bus duty, hall duty, parking lot duty, etc.. The language will be new to them, give them opportunities to practice using it.This needs to be taught to everyone who supervises students. Playground, lunchroom, bus duty, hall duty, parking lot duty, etc.. The language will be new to them, give them opportunities to practice using it.

21. Why Reward Positive Behaviors? You get more of what you focus on. Reinforcement works. Do you think they taught Shamu how to do what they wanted by telling him he was a bad boy if he didn�t do what we wanted? Do you think lion and tiger shows use discipline to get the animals to do what they want? You can never have enough enforcement, students must agree to behave in an appropriate manner and they will do this if they know what is expected and receive positive feedback. If you focus on the negative and ignore the positive you will get more of what you focused on.Do you think they taught Shamu how to do what they wanted by telling him he was a bad boy if he didn�t do what we wanted? Do you think lion and tiger shows use discipline to get the animals to do what they want? You can never have enough enforcement, students must agree to behave in an appropriate manner and they will do this if they know what is expected and receive positive feedback. If you focus on the negative and ignore the positive you will get more of what you focused on.

22. Acknowledging Appropriate Behavior The staff establishes a school-wide and classroom process for positive recognition. This can be any thing that has value to the students and will reinforce positive behaviors. Both systems are important. At the school level this can be a token given when classes are �caught being good�. It is really good if the school puts up a graphic that all students can see and manipulate as each class works toward its goals and the school works toward a larger goal. Remember rewards do not have to include sugar or salt. Examples: extra time with the teacher, lunch with the principal, extra recess, extra computer time, getting to have a parent to lunch, getting to have lunch with one or two special friends in a special place, etc..Both systems are important. At the school level this can be a token given when classes are �caught being good�. It is really good if the school puts up a graphic that all students can see and manipulate as each class works toward its goals and the school works toward a larger goal. Remember rewards do not have to include sugar or salt. Examples: extra time with the teacher, lunch with the principal, extra recess, extra computer time, getting to have a parent to lunch, getting to have lunch with one or two special friends in a special place, etc..

23. Reviewing Data It is important to set up a means to track behavior data. In Arizona, the Safe Schools Data Base facilitates record keeping. http://www.ade.state.az.us/sa/health/AZSafe.asp Requires someone in the school be assigned to input behavior data on a daily basis. Another popular data base is SWISS. Both programs store, sort, graph and print school data. These programs can tell you: What kind of problems you have and in what numbers. Where are the problems occurring and with what frequency. What time of day. Where are most referrals are coming from. Who refers students, why and what numbers. What is the student make up of the referrals. MOST OF ALL : If you make changes do they work!!!Another popular data base is SWISS. Both programs store, sort, graph and print school data. These programs can tell you: What kind of problems you have and in what numbers. Where are the problems occurring and with what frequency. What time of day. Where are most referrals are coming from. Who refers students, why and what numbers. What is the student make up of the referrals. MOST OF ALL : If you make changes do they work!!!

24. Reviewing Data The behavior team (or total staff) should meet regularly to review this data. Adjust school procedures to help establish appropriate behaviors. When a problem area is found, this team should: formulate a theory about the cause form a plan to address the issue. New expectations will be established and taught to the staff and students School behavior data can also be used by the entire staff to change the focus or to make school wide changes.School behavior data can also be used by the entire staff to change the focus or to make school wide changes.

25. Activities at Tier 1 Universal social skills training School behavior expectations instruction Active supervision and monitoring Positive reinforcement systems Firm, Fair, Corrective Discipline Effective Classroom Management Improved Environmental Arrangements Family Involvement Tier 1: The data will show how many students are not behavior problems, this is the 80% goal. If less than 80% of the students are exhibiting the expected behaviors then the problem is in the Tier 1 universal instruction on the schools expectations. The school needs to determine why students are not showing the expected behaviors and to formulate a positive plan to address the problem.Tier 1: The data will show how many students are not behavior problems, this is the 80% goal. If less than 80% of the students are exhibiting the expected behaviors then the problem is in the Tier 1 universal instruction on the schools expectations. The school needs to determine why students are not showing the expected behaviors and to formulate a positive plan to address the problem.

26. Activities at Tier 2 Mentoring programs Alternatives to suspensions and expulsions Community and service learning Increased academic support Increased and targeted social skills teaching Increased monitoring and reinforcement systems Self management techniques Family involvement

27. Activities at Tier 3 Intensive academic support. Multi-agency collaboration (wrap-around)services Alternatives to suspensions and expulsions Community and service learning Intensive social skills teaching Individual behavior management plans Family involvement

28. Possible Tier 2 and Tier 3 Interventions Student Behavior contract. Student tracking sheet. Teacher rating scale. Student checks in or out with staff member. Behavior instruction/counseling. Group behavior training. Daily/weekly progress report to parents. These are just some of the infinite possibilities of interventions that can be used.These are just some of the infinite possibilities of interventions that can be used.

29. Interventions Functional Behavioral Assessment: What is the purpose of the behavior? Behavior Intervention Plan: How do we intervene? Modified daily schedule. Removal to an alternate setting. These are basically Tier 3 interventions. The Functional Behavior Assessment (FBA) is used to analyze the problem and come up with a plan to address it. It is used in the same format as the Problem Solving Model. Information is collected about the behavior: From staff and other students. From the student From the parents. A hypothesis about the causes is written. A plan is formulated and implemented. Data is keep on the student and the plan is evaluated for effectiveness. Behavior Intervention Plan (BIP) is the individual plan that is written for a student at Tier 3. For Special Education students a Manifestation Determination needs to be made. The district representative, the parent, and relevant members of the IEP Team review all pertinent material to determine if the students behavior was caused by, or had a direct and substantial relationship to, the child's disabilityThese are basically Tier 3 interventions. The Functional Behavior Assessment (FBA) is used to analyze the problem and come up with a plan to address it. It is used in the same format as the Problem Solving Model. Information is collected about the behavior: From staff and other students. From the student From the parents. A hypothesis about the causes is written. A plan is formulated and implemented. Data is keep on the student and the plan is evaluated for effectiveness. Behavior Intervention Plan (BIP) is the individual plan that is written for a student at Tier 3. For Special Education students a Manifestation Determination needs to be made. The district representative, the parent, and relevant members of the IEP Team review all pertinent material to determine if the students behavior was caused by, or had a direct and substantial relationship to, the child's disability

30. Appropriate student behavior needs to be taught and practiced.

31. More Information See the PBIS Technical Assistance Paper on the AZ RTI website.

32. Resources AZ PBIS: http://www.pbisaz.org/ OSEP Technical Assistance Center: http://www.pbis.org/school/what_is_swpbs.aspx Minnesota PBIS: http://www.pbisaz.org/ Kansas PBS: http://pbskansas.org/htdocs/external_links/default.html