North Central College Junior/Senior Scholars
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Transcript of North Central College Junior/Senior Scholars
NORTH CENTRAL COLLEGE JUNIOR/SENIOR SCHOLARS
Presentation on Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS)
WHAT IS RTI?
A general education initiative that incorporates best practices in education informed by data to impact student achievement and growth.
Federal Mandate now included in NCLB and IDEA.
A continuum of support for all students.
THE 3 TIERED MODEL
WHAT’S THIS ALL ABOUT?
Evidence-Based Practices!
Data used to “move students through the tiers.”
Universal tier: Curriculum/Instructional Practices.
Secondary tier: Small Group Interventions.
Tier 3 : Individualized support.
Students continue to receive the support from the “lower” tiers while increasing interventions/support to meet their needs.
If the student continues not to respond to the increased support, a referral for Special Education is considered.
HOW CAN WE PUT THIS INTO PLACE THIS SUMMER?
Use your pre-assessment data (Assessments on academic skills should be done during Drop- In week, and at the very latest the first day of camp).
Build your curriculum around where your students are at, but….
Use Benchmark data from ISAT/PSAE scores! Utilize your high school interns to support
with small group instruction/individualized support for your students with more intensive needs.
A LOOK AT THE BEHAVIORAL SIDE…
PBIS!!!!
UNDERSTANDING THE CONNECTION: ACADEMIC AND
BEHAVIORRtI and PBIS are linked because each requires
the:
Establishment of effective teaching strategies and core curriculum with general education
population.
Universal screening of ALL students.
Use of research-based interventions in general education.
Measurement of student responses to interventions.
Use of student data to change intensity or design new interventions.
FOUR ELEMENTS OF PBIS
Systems ~ Practices ~ Data ~ Outcomes
PBIS PRINCIPLES
Increase consistent use of positive teaching and reinforcement strategies among all school staff at school-wide,
classroom and individual student levels.
Reduce use of reactive discipline measures in schools (i.e., office discipline referrals, detentions, suspensions, expulsions) for all students.
Increase data-based decision-making about behavior and academic instruction and reinforcement across all school settings.
Implement effective comprehensive supports/services/interventions for students with the most intensive behavioral/emotional needs through wraparound plans that address home, school, and community settings.
AT NCC JR/SR SCHOLARS
Token Economy System
Cooperative Learning
Consistent Procedures
Consistent Routines
FLEXIBILITY!
POSITIVITY!
PBIS GOAL 1: SUPPORTING STAFF BEHAVIOR
Support with creating safe and effective Learning
Environments
Creating Support Systems
SAFE AND EFFECTIVE LEARNING ENVIRONMENTS
Picture a place where you feel safe. (Visualization with sensory integration)
How can you apply what you visualized to your classroom?
CREATING SUPPORT SYSTEMS
Support from many places….
1. Each Other2. Coaches3. Camp Directors/Administrators4. Parents5. Your students (remember…let their voices be
heard!)6. Outside resources (what have you learned from the
sessions/institutes?)
PBIS GOAL 2: SUPPORTING SOCIAL COMPETENCE
Social Skills Development
Social/Emotional Needs
SOCIAL SKILLS DEVELOPMENT
Do not assume the “They should know better” mentality.
Teach students how to behave in various situations…You are America’s Next Top Model!
Teach conflict resolution: I PICC and PBIS (different acronym…)
Aligned with the Social Emotional Learning (SEL) Goals!
SOCIAL/EMOTIONAL NEEDS
Students and families do not exist in a vacuum.
Analyze stress factors….what are your own? Are you letting them show?
Parent engagement is KEY!
Empathic approach, non-judgmental.
In situations with students, we tend to
become more focused on the behavior than
on the child.
SOCIAL/EMOTIONAL: EXPRESSING NEED
Children express need in 3 ways:
1. Attitude2. Feelings3. Behavior
Knowing that humans express their need through their behaviors (whether positively or negatively) can help us understand just how important our interactions with one
another are.
Reflect upon each day. Examine your own stress level.
SOCIAL/EMOTIONAL
Listen to what the child is “saying” through their behavior and respond by being:
Supportive Encouraging Passionate
Empowering Love-based
Listen to what your behavior is “saying” and respond.
CREATING CHANGE
1. Positive repetition in the environment.
2. Positive repetition in relationships.
3. Emotional impact:
Set limits with your students. Think from the child’s perspective.
Give your students attention without them having to earn it.
PBIS GOAL 3: SUPPORTING STUDENT BEHAVIOR
Teaching Expected Behaviors
Reinforcing Student’s Demonstration of expected behaviors
Correcting Problem Behaviors
Celebrating Success
TEACHING EXPECTATIONS
Step One: Guideline in Selecting Expectations
Explicitly state rules & expectations aligned with school-wide expectations.
i.e., BE COLLEGE BOUND!!!!
Select positively stated functional rules. i.e., Use hands/feet appropriately!
Establish behavioral expectations immediately.
Rehearse & review the behavioral expectations.
TEACHING EXPECTATIONS
Step One: Guideline in Selecting Expectations
Practice frequently broken behavioral expectations.
Individualize expectations.
Schedule time for teaching classroom behavioral expectations.
TEACHING EXPECTATIONS
Step Two: Systematically teach the expectations
Students require a great deal of instruction and practice in classroom
rules and procedures.
Effective management needs to be more about instruction than about discipline.
TEACHING EXPECTED BEHAVIORS (EXPECTATIONS)
Three steps to follow up teaching classroom expectations:
1. Remind/Pre-correct
2. Supervise
3. Provide positive feedback
REINFORCING POSITIVE STUDENT BEHAVIOR
Token Economy System (see teacher handbook).
Individualize reinforcement (verbal rewards, tangible rewards, provide attention – peer or adult).
Utilize your high school intern!
PRE-CORRECTING PROBLEM BEHAVIOR
Key Points:
“Pre-” means before; “-Correct” means after.
“Pre-Correction” means anticipating problem behavior and
intervening beforehand. Problem behavior is prevented. Expected behavior replaces problem
behavior.
PRE-CORRECTING: ANTICIPATING PROBLEMS
Step One: Identify the context (trigger) and the
predictable problem behavior. Are the behaviors occurring at set times?BreakfastLunchTransitionsLine Up For Bathroom
PRE-CORRECTING: ANTICIPATING PROBLEMS
Step Two:
Specifying Expected Behaviors:
Eliminate or significantly reduce problem.
Establish an expected behavior to replace the problem.
PRE-CORRECTING: ANTICIPATING PROBLEMS
Describe the expected behavior in observable terms (raise hand) or
Select behaviors that are incompatible with potential problem behavior (go to desk-start assignment) or
Select an expected behavior to replace the problem behavior (remember to use inside voices)
PRE-CORRECTING: ANTICIPATING PROBLEMS
Step Three:
Modify the context beforehand.
Minimize the changes (simplest change for biggest impact).
Systematically plan changes.
PRE-CORRECTING: ANTICIPATING PROBLEMS
Step Four: Strong new reinforcement provided.
Step Five: Provide reminders in class directions. Use gestures to prompt expected behavior. Provide choices for repeated infractions.
PRE-CORRECTING: ANTICIPATING PROBLEMS
Step Six: Monitoring the Plan
Design simple system to gather data.
Analyze data andmodify plan as necessary.
PRE-CORRECTING INTO CORRECTING
If we can predict it, . . .we can
prevent it.
CORRECTING PROBLEM BEHAVIOR
Remove attention from student displaying inappropriate behavior.
AND
Focus on student(s) nearby exhibiting the expected behavior.
CORRECTING PROBLEM BEHAVIOR
Secure student’s attention. Inform him/her of expected behavior. Redirect the student to expected
behavior (gesture/verbal prompt). Provide immediate opportunities for
practice. Acknowledge the changed behavior
when it occurs.
CORRECTING PROBLEM BEHAVIOR
If expected behavior still does not occur…
Deliver a brief warning by providing for the student to choose between:
Displaying the expected behavior. OR Experiencing a penalty or loss of privilege.
CORRECTING PROBLEM BEHAVIOR
Deliver the penalty or loss of privilege in a matter-of-fact manner.
Do not argue with the student about the details of the penalty.
(NO POWER STRUGGLES!)
WALK AWAY…WALK AWAY…WALK AWAY!!!!!
CELEBRATING SUCCESS!
Praise, Praise, Praise!
Positive phone call or note home.
Providing student with an award.
Good job!
PBIS GOAL 4: SUPPORT DECISION-MAKING
One Word………..
………………………………………………..
DATA
DATA
What are the various sources of data to use?
How to interpret data?
What do you do with it once you get it?
DATA: SOURCES?
ACADEMIC Classroom based
assessments. Curriculum Based
Measures (CBM).
Standardized test scores.
Informal assessments.
BEHAVIORAL Discipline referrals. Observational
information. Anecdotal records. Student/Parent
surveys.
DATA: INTERPRETATION
Take into consideration the multiple data sources.
Look at themes, patterns, outliers.
Reflection: at which tier is the data showing a need for change?
DATA: WHAT TO DO WITH IT
Determine if changes need to be made at the Universal level (i.e., classroom
management and direct instruction). Determine students who may require
additional support at the Secondary level (i.e., small groups, in-class tutoring).
Determine students who may need individualized support (i.e., one-on-one instruction, use of high school intern).
DATA: DESIGNING INTERVENTIONS/STRATEGIES
Academic
Increase instruction in skill deficit areas.
Re-teach skills for reinforcement of understanding.
Engagement = Achievement!
Incorporate mini-lessons/extra practice on specific skills needing to be addressed further along with a new topic being taught.
Small group instruction for students
presenting with similar concerns.
Social/Emotional/Behavioral
Engage parental support. Token Economy. Classroom-wide incentives
and behavior plans. Use of “cool tools” to teach
expected behaviors.
Classroom Meetings to address student concerns/needs.
Explain to the student what the expected
behavior is and teach them how to show it!
TRYING TO PREVENT THIS FROM HAPPENINGTRYING TO PREVENT THIS FROM HAPPENING
LINKS FOR ACADEMIC/SOCIAL/EMOTIONAL/BEHAVIORAL
CLASSROOM STRATEGIES
www.pbisillinois.org (cool tool lesson plans!) www.behavioradvisor.com (AMAZING!) http://www.freeprintablebehaviorcharts.com
(free printable materials! Send home to parents!)
www.interventioncentral.org (academic) http://ies.ed.gov/ncee/wwc/ (What Works
Clearinghouse) http://www.bestevidence.org/ (academic)
FINAL THOUGHTS
“If you can predict it, you can prevent it.”
Listen to what students are saying through their behavior....and respond!
We are all in this together!!!!!
Remember to stay Flexible and Positive!