Creating a successful and safe learning environment Supplemental resources and workbook

1. Creating a successful and safe learning environmentSupplemental resourcesand workbook NC Teacher Corps Summer Institute 2013

2. Part 6: Responding to Problem Behavior

3. Activity: Ensuring Effective Consequences • Think about your recent student teaching experience, or any classroom observations you’ve completed. • What systems to respond to problem behavior were already in place in those classrooms? • Consider which practices may have been effective in changingproblem behavior.

4. Responding to Problem Behavior: Characteristics of Logical Consequences Respectful • The teacher’s words and tone of voice communicate respect for the student. • The focus is on the behavior rather than on the student’s character. • EX. A child pushes another student and the teacher says, “Stop pushing,” rather than, “Stop being a bully.” Relevant • The consequence is directly related to the problem behavior or actions. • EX. A group of children are working together and spend the time talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day. Realistic • The consequence must be something the students can reasonably do and that the teacher can monitor and manage. • EX. A child writes on a desk, he would be asked to clean that desk.

5. Reworking Consequences: What’s the Difference?

6. Reworking Consequences: Adult Language When giving consequences, language should be respectful and focused on the behavior, not the student. The three main types are: • Reinforcing Language: Identifies and affirms specific behaviors that apply to all students (“I see lots of people remembering to push in their chairs before we line up.”) • Reminding Language: Offers support and information about what to do (“Show me…” or “Think about…” or “What will we need…”) • Redirecting Language : Clear, non-negotiable statement with instructions (“Use quiet voices,” or, “Hands down until the speaker is done talking.”)

7. Reworking Consequences: Contrasting Language

8. Reworking Consequences: Effective Consequences Review • Teach a new behavior and offer the opportunity to practice. • Are used immediately or closely following problem behavior. • Offer a range of options to teachers for classroom consequences.

9. Top Three Most Effective Consequences • Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are: • Positive Practice • Restitution/Time Owed • Reflection

10. Best Redirection Ever “What are you doing?” “What are you supposed to be doing?” “Show me you can do that.”

11. Food for Thought The discipline strategies used most often are the least effective. • Punishment • Exclusion • Counseling (Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992) Why do you think these are the least effective consequences?

12. Tiered Interventions:Tier One Example: Kingswood Elementary, Cary, NC

13. Tiered Intervention:Tier One Example: Lake Myra Elementary, Wendell, NC Teach SWIM Matrix SWIM Practice Morning Meeting Character Education Assemblies Classroom Positive Reward System School-Wide Positive Reward System Positive Office Referral Check Physical Space Review the Daily Schedule Beginning and Ending Routines Reviewed transitional issues Attention Signals Developing and teaching expectations and encouraging expected behavior Pre-corrects Parent Contact Buddy Room Re-Teach SWIM 100% of the Students Receive Universal Strategies 4 to 1 Positive to redirect ratio Non-Contingent attention Earn Back in classroom system What have you done to build relationship? Student/Teacher conference Talked to previous teacher Systematic Study of SWIS data

14. Tiered Interventions: Tier One Example: Vance Elementary, Raleigh, NC

15. Tiered Interventions:Tier One Example: Burns Middle School, Fallston, NC • Non-verbal warning • Proximity control • Verbal warning • Pat on the back • Planned ignoring of behavior • Individual/whole group reteaching • Refer student to SOAR matrix • Phone call to parents • Email parents • Documentation in planner • Preferential seating • Individual student conference • Setting learning goals • Reinforce other students showing desired behavior • Cuing • Think sheet • Restitution • Time out in classroom • Write an apology note • Working lunch • Silent lunch • Consult with EC/ESL teacher • Teacher assigned ASD • Clear routines and procedures • Have extra materials available

16. Tiered Interventions: Tier One Example: Dillard Drive Middle, Raleigh, NC

17. Tiered Interventions: Tier One Example: Garner High School, Garner, NC

18. Activity: Tier One Interventions • Using the expertise at your table, create a list of effective tier one/early stage interventions you could use in the classroom. • There is chart paper available. • Choose one person to be the spokesperson.

19. Tiered Interventions:Tier Two Example: Lake Myra Elementary, Wendell, NC • Discuss with PLC • Refer to PBS team Refer to Guidance • Behavior Contract • Social Skills Classes • Refer for Mentor • Refer to Administration • Check in buddy • Goal Setting System • Define Acceptable alternative • Seek Possible Professional development for staff member 20% of Students Receive Secondary Strategies

20. Tiered Interventions: Tier Two Example: Burns Middle, Fallston, NC • Consult with counselor • Time out • Consult with grade level administrator • Counselor check in • DBR-Daily Behavior Report • Loss of privileges • Parent/Student/Teacher conference • Team/Grade level PLC support • Antiseptic bouncing on team • Written assignment/reflection • Administrator assigned ASD • Consult with social worker • Home visit • Team conference • Escorted transitions

21. Activity: Tier Two Interventions • With your table mates, create a list of effective tier two/middle stage interventions that can be used in the secondary classroom. • Chart paper is available. • Choose one person to speak for your group.

22. Tiered Interventions:Tier Three Example: Lake Myra Elementary School, Wendell, NC Refer to SST Modified Behavior Contract FBA/BIP De-escalation of Conflict Strategies Refer to administration for Central Office Assistance 5% of the Students Receive Tertiary Strategies

23. Tiered Interventions: Tier Three Example: Burns Middle, Fallston, NC Office Managed and Team Driven: • Functional Behavior Assessment • Behavior Intervention Plan • In-School Suspension • Out-of-School Suspension • Refer to SSMT • Refer to DJJ/SRO/DSS/MH

24. Activity: Tier Three Interventions • In your group, create a list of tier three/late stage interventions that are appropriate for your students and effective in changing behaviors. • Chart paper is available. • Choose one person to speak.

25. Tiered Interventions:Where do Progressive Consequences Fit? • It is challenging to be consistent with every child and every behavior in a classroom. • Students often do not feel that these systems are fair or that they are being treated with respect. • Progressive consequence systems cause anxiety in students receiving consequences and cause the students to worry about their friends. • Students and families are publicly humiliated or embarrassed.

26. Tiered Interventions:Moving Away From Progressive Consequence Systems • Clearly defined classroom expectations that are taught directly. • Reinforcement system that is contingent upon desired behavior and is not a cost system. • Tiered system of interventions or consequences for problem behavior. • Method of collecting data on problem behavior that is respectful, private and confidential.

27. Activity: Collecting Data • With your colleagues, brainstorm methods to collect classroom behavior data. • All methods should be confidential and maintain the dignity of the student.

28. Activity: Classroom Management Plan • Using the materials and resources with this training, as well as your student teaching and observation experiences, complete the Classroom Management Plan for your classroom. • Consider the successful strategies that you’ve seen, as well as the strategies that you’ve seen fail. • Discuss any bright ideas with your tablemates.

29. Activity:Categorizing Stress • Write down all the stressors that impact you during the school day. • Prioritize the top three. • Discuss with the person next to you which category each one falls into. Which stressors are ongoing? • A positive or negative event • A physical threat to safety • An unexpected rapid change • A cognitive perception of an event

30. Activity: Controlling Responses • Complete the Button Pushing Inventory. • Once identified, brainstorm student comments and your responses that would de-escalate a conflict. • You can do this on your own or with a partner, if you feel comfortable sharing.

31. Activity: Controlling Responses Button-Pushing Inventory

32. Activity: Managing Conflict • Choose one example and identify strategies that could be utilized to avoid conflict. • List strategies and specify how each strategy could either prevent or minimize the conflict. • How can you apply this paradigm to challenging students in your class?

33. Activity: Managing Conflict Example 1

34. Activity: Managing Conflict Example 2

35. Activity: Manifestation Determination • With your tablemates, discuss how the disabilities listed below might contribute to problem behavior. • Learning Disability: Written Expression • Traumatic Brain Injury • Attention Deficit Hyperactive Disorder • Visual Impairment • Orthopedic Impairment

36. Activity: CPI Line Reflection