PBIS Tier 1 Training

1. PBIS Tier 1 Training Day 3: Responding to Behavior

2. Team Roles

3. DISCUSSION Write in your workbook and prepare to share out. Update What is one question your team needs answered by the end of the day today? PAGE 17

4. Objectives Create a plan for how your team will build purpose, train, and support your staff and stakeholders in: • responding to behavior effectively • tracking major and minor behavior • establishing behavior definitions Create a plan for accessing data that will allow you to drill down through the “who, what, where, when, and why.”

5. Today Responding to behavior • Reinforcement system • Correcting behavioral error Data • Minors and majors • Data collection • Precision statements

6. Response to Behavior

7. REFLECTION What do you use more? • Prevention • Punishment • Reinforcement Are you getting the outcomes you desire? Not a workbook exercise.

8. Common Language Consequence: Results, actions, or events that directly follow a behavior. • Punishment (sometimes known as corrective strategies): Suppresses a problem behavior. • Reinforcement (sometimes known as maintaining consequence or function): increases the likelihood the behavior (pro-social or problem) is maintained or increased.

9. Punishment Punishment (sometimes known as corrective strategies): Suppresses a problem behavior. • Losing something that is desired (ex. Privileges) • Adding an aversive (ex. Reprimands) Does not necessarily guide toward desired behavior. Punishment tells one what not to do, it does not tell one what to do. What response do you see when kids are punished?

10. Reinforcement Reinforcement (aka. maintaining consequence or function) increases the likelihood the behavior (pro-social or problem) is maintained or increased. Specific positive feedback Tangible reinforcers (tickets, tokens, coupons, etc.) Activity reinforcers Social reinforcers People, places, tasks, activities, and sensory

11. Discussion Reinforcement a) Which list was easier to come up with? b) Which list has practices that are more systemic? c) Does everyone have access to the reinforcements? PAGE 18

12. School-Wide Reinforcement System Adult non-contingent and contingent attention Effective, specific positive feedback Use of a tangible reinforcement system Continuum of reinforcers • Frequent • Intermittent • Long Term

13. Tangible Reinforcement Ticket, coupon, and/or card • Can be reinforcing on their own • Can be exchanged for something (social, activity, and/or tangible)

14. Tangible Reinforcement Enhances the use of specific positive feedback. Serves as a visual reminder to staff to provide feedback. Can create a more positive culture in school where we are “all in this together.” Can help to connect to more kids.

15. Continuum of Reinforcers Include social attention, activities, privileges, and tangible items Must appeal to all student needs in your school

16. Continuum of Reinforcers Frequent: Used when student is learning a new skill. Reinforcement is used when the student displays the skill (known as flooding) then faded back when students are able to demonstrate the skill. Everyone should have access to this. Intermittent: Used to maintain a skill that has been learned. Reinforcement is used intermittently when student displays the skill. Everyone should have access to this. Long Term: Based on a goal that is achievable within 3-6 months. All are a part and all take part. Look back at the previous activity. Label reinforcers as either frequent, intermittent, or long term. PAGE 18 Source: Jenson, William R., H. Kenton. Reavis, and Ginger Rhode. The tough kid tool box. Longmont, CO: Sopris West, 1995.

17. Continuum of Reinforcers

18. Reinforcement Matrix

19. Monitoring the Use of Reinforcement Tangibles Self-Monitoring Observations

20. Cautions Too difficult or cumbersome for staff to use All or nothing criteria (“Why try?”) Boring and predictable Loss of specific positive feedback Feedback is not purposeful or sincere No takeaways

21. Action Plan Part 6 Reinforcement System PAGE 36

22. Stand Up - Hand Up - Pair Up “Punishing students doesn’t teach them the right way to act.” GeorgeSugai, 2005 “When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use-teaching and mentoring approaches.” Forest Gathercoal, 2004 “When everyone handles infractions with instructional correction procedures, students learn that what happens when they mis- behave is procedure and not personal.” Algozzine, Wang & Violette, 2011 “You cannot punish a student into learning Math." Dave Kunelius, 2017

23. Reflect & Write Behavioral Error PAGE 19

24. Strategies to Prevent Behavioral Error Maximize structure Post, teach, review, monitor and reinforce expectations/rules/routines Function-based thinking Active Supervision • Scan, move, interact Pre-Corrects

25. Continuum of Strategies to Respond to Behavioral Error Proximity Non-Verbal Cue Ignore/Attend/Praise Re-Direct Re-Teach Provide Choice Student Conference *Keep in mind ABC’s and function No Break in Lesson Break in Lesson

26. Considerations When Correcting Behavioral Error Consistency (predictable) Least restrictive intrusive strategy Specific, yet brief Quiet, respectful interaction with the student Mindful of bias and vulnerable decision points • Slow down decision making • Use alternative responses in place of removal from the classroom (for behavior that is not violent or dangerous)

27. Creating Environments to Support Positive Behavior Keep in Mind: Most students will respond to a fully-implemented universal system of supports Assume students need support in demonstrating the skill Skill deficit and performance deficit require more teaching and practice to resolve PBIS is about changing adult behavior and the environment rather than the students Effective response to behavioral error includes: Adjusting environments to reduce problem behavior, teaching pro-social behaviors, providing feedback and reinforcing pro-social behaviors

28. 85-90% of students should respond to the proactive and response strategies. If not, reconsider what is being done universally. Considerations Documentation Environment Positive Behavior Support Key Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action. Feedback Relationships Teaching

29. Action Plan Part 7 Response to Behavioral Error PAGE 37

30. Minor vs. Major • Handled by administrator • May include physical fights, property damage, drugs, weapons, tobacco, etc. • Handled by staff • May include blurting, horseplay, off-task behavior, incomplete work, tardy to class • Minor • Major

31. Staff Supported Behaviors Disruption Horseplay Defiance Pushing/shoving Lying/cheating Public display of affection Writing on school property Disrespect Administrative Supported Behaviors Defiance/disrespect/non-compliance Abusive/inappropriate language Fighting/physical aggression Disruption Theft/forgery Property damage/vandalism Use or possession of drugs/alcohol T- Chart

32. What Does it Mean? Drugs Weapons Defiance Disrespect Improving specificity of subjective behaviors could reduce the effect of implicit bias on discipline decisions. Source: (Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N., & Horner, R. H. (2016).

33. What Does it Mean? Off-Task: Physically present away from the assigned task. Engages in activities not associated with the assigned task. Eyes oriented away from the assigned task. Develop common definitions with all stakeholders! At some point we need to do defiance or disrespect

34. Action Plan Part 8 Establishing Behavior Definitions PAGE 38

35. Data Collection (Forms) Forms need to include the five W’s Who (student and referring staff) What (behavioral error and type) When (date and time) Where (location behavioral error occurred) Why (the function of the behavior) Minor Tracking Form OFFICE REFERRAL FORM Function: ____________

36. Function of Behavior What is reinforcing or maintaining the behavior? ObtainAvoid Attention (peer, adult) Tangibles/Activities Sensory

37. Documentation Ideas No Yes • Has not been taught to fluency (4-6 weeks) • Redirection only • Requires minimum break in lesson delivery • Results in minimum disruption to learning • Student needs to be re-taught the routine • Student needs more practice with a routine • Has been taught to fluency • Disrupts learning of self or others more than minimal degree • Disciplinary action has been delivered • Always document when a student misses instructional time Remember to consider developmental levels of students!

38. Response vs. Data OFFICE REFERRAL FORM

39. Action Plan Part 9 Data-Based Continuous Improvement (Majors and Minors) PAGE 20 Major/Minor Behavior Tracking PAGE 39 Action Plan, part 9 Data-Based Continuous Improvement

40. Potential Data Sources Informal data sources Minors (ongoing) Majors Attendance Grades Angel List Teacher request for assistance Survey Health room visits Pupil Service request for assistance Dropout Early Warning System / Early Warning System Disciplinary actions (time out of class, detentions, missed recesses, ISS, OOSS, etc.)

41. DISCUSSION Data-Based Continuous Improvement PAGE 21

42. “Big 5” Core Reports • Can you access this data? Frequency of referrals per day/per month: • What is the problem and frequency • Where is it happening • Who is engaged in the behavior (individual student/grade level/groups of students, disaggregate by disability and race/ethnicity) • When is the problem most likely to occur (time of day/day of week) • Why is the problem sustaining

43. Primary vs. Precision • Primary Statements • Too many referrals • September has more suspensions than last year • Gang behavior is increasing • The cafeteria is out of control • Student are really disrespectful • Precision Statements • There are more referrals for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. • Precision Statements • There are more referrals for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Source: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

44. Primary to Precise • Gang-like behavior is increasing • Texting during school is becoming more negative • Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group. • A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others. Source: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

45. Solution Development

46. Action Plan Part 10 Data Collection PAGE 40

47. Stages of Implementation Source: http://nirn.fpg.unc.edu/learn-implementation/implementation-stages

48. Plan Review Pulling it Together PAGE 22

49. Tier 3/Intensive 1-5% • Individual students • Assessment-based • High intensity Tier 2/Selected 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal 80-90% • All students • Preventive, proactive

50. Objectives Create a plan for how your team will build purpose, train, and support your staff and stakeholders in: • responding to behavior effectively • tracking major and minor behavior • establishing behavior definitions Create a plan for accessing data that will allow you to drill down through the “who, what, where, when, and why.”