Look Who’s Behavin”
description
Transcript of Look Who’s Behavin”
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Look Who’s Behavin”
October 9, 2009Dr. Alexa Posny
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Warm-Up You are driving along in your car on wild, stormy
night. You pass by a bus stop, and you see three people waiting for the bus.
1. An old lady who looks as if she is about to die.2. An old friend who once saved your life.3. The perfect man (or) woman you have been
dreaming about. Which one would you choose to offer a ride to,
knowing that there could only be one passenger in your car?
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Warm-Up Give the car keys to the old
friend Let him take the old lady to the
hospital You stay behind and wait for
the bus with man/woman of your dreams
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“There are really only three types of people:
Those who make things happen;Those who watch things happen; andThose who ask, ‘What happened?’”
Ann Landers
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Rules…
You will not marry during the course of your contract.
You are not to keep company with men. You may not loiter downtown in ice cream stores. You may not dress in bright colors. You may under no circumstances dye your hair. You must wear at least two petticoats.
for Teachers
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Expectations (Not Rules) for Students
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“Children are eager and capable
learners…”
What We Know…
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Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Research(Hart & Risley, 1995)
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Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Working class child
1251 12 7
Research(Hart & Risley, 1995)
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Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Working class child
1251 12 7
Child living in poverty
616 5 11
Research(Hart & Risley, 1995)
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“Early intervening services…are services for children in kindergarten through grade 12 (with a particular emphasis on children
in kindergarten through grade 3) who have not been identified as needing
special education and related services, but who need additional academic and
behavioral support to succeed in a general education environment.”
How…
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“Early learning begets later learning and early success
breeds later success…The later in life we attempt to repair early
deficits, the costlier remediation becomes…”
James Heckman, Nobel Prize-Winner, Economics, 2000
Why…
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What We Know…
“There is a greater tragedy than being labeled as a slow
learner--and that is being treated as
one.”
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“A longitudinal study of 407 students found that 74% of the
children whose difficulty in reading was first identified at
nine years of age or older continued to read in the lowest quintile throughout their middle
and high school years.”
What We Know…
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The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up
The longer a student goes without assistance, the longer the remediation time and the more intense the services must be
What We Know…
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Response to Intervention (RTI) is a way of screening children, early in their
schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school
failure. The technique allows schools, on a schoolwide basis, to provide any student more intensive support–and monitor their progress—than typically available in every
classroom.
How…
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Students must know what is expected of them
Behavior is learned Schools must provide safe,
learning conducive and predictable environments
We must teach students what positive behaviors look like
What We Know…
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How… By intentionally designing and redesigning resources
to match student needs Ensuring that every leader is responsible for
planning, implementing and evaluating Using academic and behavioral data to inform
instructional/behavioral decisions Including educators, families and community
members as part of effective problem-solving and instructional decision making
Creating an empowering culture that maintains collective responsibility for every child’s success
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All students achieving to high standards by being provided sufficient time and support
All low performing students being provided focused instruction
All teachers teaching students to high standards by being given the right conditions and assistance
All teachers intervening in the learning process when there is an indication of a failure to learn
All teachers focusing early intervention resources on the early years of schooling
Leadership Compass, Fall 2006, National Association of Elementary School Principals
What we wanted in KS…
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An integrated intervention support system A focus on both academics and behavior The provision of interventions as early or
whenever needed Multiple or tiered levels of support and
intervention A continuum of increasingly intense research-
based interventions Ongoing monitoring of the effectiveness of
the interventions provided
What we put in place in KS…
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In Kansas, this includes RTI and EIS and much more--this is referred to as:
MTSS
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Real Test
What does MTSS stand for? Middle Tennessee Scuba &
Swim Military Training Service
Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show
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Real Test
What does MTSS stand for? Middle Tennessee Scuba &
Swim Military Training Service
Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show
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MTSS
What is MTSS? A three-tiered approach with tier 3 as
special education RTI in disguise A way to delay identifying students
as in need of special education Special education initiative A systemic approach to helping all
students learn
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MTSS
What is MTSS? A three-tiered approach with tier 3 as
special education RTI in disguise A way to delay identifying students
as in need of special education Special education initiative A systemic approach to helping all
students learn
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The big “BIG” idea of MTSS
1.1. Deciding what is importantDeciding what is important for students to know
2.2. Teaching what is importantTeaching what is important for students to know
3.3. Keeping trackKeeping track of how students are doing4.4. Making changesMaking changes according to the results
collected Dave Tilly, Heartland AEA; 2005
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1. Focused on every child’s achievement and behavior
2. Individual child problem solving3. Evidence-based practices for every child4. High quality, differentiated 5. Screening6. Progress monitoring7. Data-based decision-making8. Timely, informative, systemic
What MTSS is…
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Adapted from Dan Reschly, 2002
What MTSS is not…
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So what conditions must exist for MTSS to be successful?
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MTSS Framework Leadership
Identified Teams Buy-In/Consensus Communication Professional Development Empowering Culture
Professional Development Initial Training Support for Implementation Monitoring for Fidelity Providing ongoing Support
Empowering Culture Involving all Staff Involving Parents Informing All
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Assessment Screening Diagnostic Progress Monitoring Outcomes
Curriculum Core Supplemental Intensive
Instruction Core Supplemental Intensive
MTSS Framework
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All (Core) Core Curriculum Core Instruction Screening Assessment
Some (Supplemental) Protocol Based Curriculum Protocol Based Instruction Diagnostic Assessment Progress Monitoring
Assessment Problem Solving Teams
Few (Intensive) Problem Solving Teams Intensive, Customized Supports
MTSS Framework
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Kansas: Multi-Tier System of Supports
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• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design
Kansas Multi-Tier System of Support (MTSS)Kansas Multi-Tier System of Support (MTSS)
• Student centered planning
• Customized function-based interventions• Frequent progress monitoring to guide intervention design
AcademicsAcademicsBehaviorBehavior
KSDE - July 2007 Draft
• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making
• All students, All settings
• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making
• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design
• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide
intervention design
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Supports for ALL (Core)
Academics• All students• Evidence-based core
curriculum & instruction
• Assessment system and data-based decision making
Behavior• All students, All settings• Positive behavioral
expectations explicitly taught and reinforced
• Consistent approach to discipline
• Assessment system and data-based decision making
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Academics Supplemental
targeted skill interventions
Small groups Frequent progress
monitoring to guide intervention design
Behavior Supplemental
targeted skill interventions
Small groups Frequent progress
monitoring to guide intervention design
Supports for SOME (Supplemental)
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Academics More intense
supplemental targeted skill interventions
Customized interventions
Frequent progress monitoring to guide intervention design
Behavior Student centered
planning Customized function-
based interventions Frequent progress
monitoring to guide intervention design
Supports for FEW (Intensive)
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MTSS and SW-PBIS At the heart of both MTSS and SW-PBIS
is systemic change aimed at positively impacting both social and academic competencies for all students.
MTSS draws upon evidence and research-based practices, incorporating the SW-PBIS framework into the broader integrated MTSS approach.
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Advantages of MTSS
Provides instructional and behavioral assistance in a timely fashion (e.g., NOT a wait-to-fail model)
Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum or problem behavior is not due to lack of expectations
Informs teachers and improves behavior and/or instruction because data are collected and closely linked to interventions
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MTSS
What confounds MTSS? Providing timely instructional
assistance Lacking fidelity of implementation
(progress monitoring, limited research)
Limiting the number of tiers Informing teachers and improving
instruction because assessment data are collected and closely linked to interventions
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MTSS
What confounds MTSS? Providing timely instructional
assistance Lacking fidelity of implementation
(progress monitoring, limited research)
Limiting the number of tiers Informing teachers and improving
instruction because assessment data are collected and closely linked to interventions
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An overarching framework that guides improvement processes and planning
An integrated systemic approach that includes early identification and rapid response to the needs of all students
The establishment of positive, proactive environments as the norm
The creation of strong, resourceful, empowered districts , schools, and staff
What Will Success Look Like?
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So, Toto, how has MTSS worked in Kansas?
Data from MTSS efforts in Kansas to date…
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How Has MTSS Worked?
Junction City, KS: 10th largest Kansas district Military connected students = 44% Free/reduced lunch students = 38.9% ELL = 3% SPED = 13.3% Ethnic demographics White
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How Has MTSS Worked?
Hillsboro Elementary and Middle, KS: Median size Kansas district 28% free/reduced lunch students 13% SPED Median income below state average
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How Has MTSS Worked?
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Hillsboro, KS: In 2003, Hillsboro found 28 students to
be eligible for special education services In 2008, Hillsboro found 1 student to be
eligible for special education services
How Has MTSS Worked?
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Number of Schools Implementing SWPBS Annually
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Proportional Relationship of Referrals to Students
1.7
0.9
1.3
1.7
0.6
0.20
0.5
1
1.5
2
Hocker Grove WestridgeSchools
Rat
io o
f Ref
erra
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Tot
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Enro
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2006-072007-082008-09
All Students
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Anecdotal Reports from Schools
(Prior to Full SWIS Implementation)
60% reduction in Office Discipline Referrals (ODRs) at Lincoln Elementary, Parsons (2007-08 to 2008-09)
33% decrease in ODRs at Highland Park, Topeka
2,000 fewer ODRs at Salina Central High School during the first implementation year
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Anecdotal & Empirical Reports from Schools
Hocker Grove in Shawnee Mission report: Decreases in the intensity of problem behaviors Decreases in Out of School Suspensions and In School
Suspensions Decreases in Office Discipline Referrals
Westridge Middle School in Shawnee Mission report: Decreases intensity of problem behaviors Decreases in Out of School Suspensions and In School
Suspensions Greater balance in ethnicity proportions for students receiving
ODRs
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Prior to PBS PBS Year 1 PBS Year 2
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PBS Year 1 PBS Year 2
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Swimming Against the Trends
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KS Education Shines! The American Legislative Exchange
Council’s 2007 report card listed KS 7th in the nation for its academic achievement
KS students rank in the top 10% for reading and mathematics on the ACT
89.7% of students graduate 87.5% of teachers are highly qualified On the 2007 NAEP, KS:
4th /8th graders ranked 2nd in the nation on math 4th /8th graders ranked 6th on reading
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% % TesteTeste
dd
CompCompAve.Ave.
MathMath ReadinReadingg
SciencSciencee
KansasKansas 76%76% 21.921.9 21.621.6 22.422.4 21.721.7ColoradoColorado 100%100% 20.420.4 20.120.1 20.820.8 20.420.4MissouriMissouri 74%74% 21.621.6 21.021.0 22.122.1 21.521.5NebraskNebrask
aa77%77% 22.122.1 21.821.8 22.422.4 21.921.9
OklahomOklahomaa
71%71% 20.720.7 19.819.8 21.321.3 20.520.5
TexasTexas 30%30% 20.520.5 20.820.8 20.620.6 20.420.4
News from ACTNews from ACT
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21.6 21.7 21.8 21.9 22
20.9 20.921.1 21.2 21.1
20
20.5
21
21.5
22
22.5
23
2004 2005 2006 2007 2008
KansasNational
Five Year Trend: Composite
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Kansas: Reading
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Gap35%
Gap25%
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Kansas: Math
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Gap38%
Gap22%
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Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness
Center for American Progress
Certain states with a large percentage of low-income and minority students score far better than others on achievement tests. Those seeking to improve their own students' academic results should look to high-achieving states with large percentages of traditionally low-scoring demographic groups, such as Florida, Kansas, Texas, and Virginia, to figure out how to succeed with low-income and minority students. Because they are serving those students relatively well, they earned As in this category.
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In KS, We Promise All Students…
You will acquire the same essential knowledge and skills as the other students
Your learning will be carefully monitored, and you will be given multiple opportunities to demonstrate your learning
You will promptly receive extra time and support if you experience difficulty in learning
Your teachers will clarify the standards they will use in assessing the quality of your work
You will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on your achievement
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In Order to Ensure That a Thousand Years From Now…
We have helped: --every 20th child who drops out--every 10th child who has multiple risk factors--every 8th child who is mentally or physically
challenged--every 7th child who is Hispanic--every 6th child who is black--every 5th child who is poor--every child
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Bonus Question
What convention group has the most number of attendees falling into the water at the San Antonio River Walk?
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Bonus Question
What convention group has the most number of attendees falling into the water at the San Antonio River Walk?
Librarians
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Moving Upstream:A Story of Prevention and Intervention
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In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
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Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
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In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
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She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.
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Self-CorrectingFeedback Loop
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Managing Complex Change= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
+ + + +Skills Incentives Resources Action Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
Adapted from Knoster, T.
Anxiety
Resistance
False Starts
Frustration
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What does it mean to us?
“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we . . .
teach? . . . punish?”
John Herner, Counterpoint (1998, p.2)
Instead of
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Responsibility
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated and a child humanized or dehumanized.”
~Dr. Haim Ginott