Using Academic AND Social-Emotional Data

in Determining Interventions

PBIS Rural Schools NetworkAka: PBIS in the

Outback

Kathy HelgesonRogue Educational Consulting

Next PBIS Support 300 Miles March 3, 2014

Effective Use of Buddy Classrooms &/or

a Reconnect Classroom

RtI and PBIS research demonstrates a need for "intermediary" steps

Mantra: Solve the problem at the lowest level

possible.

“Rules” for a Buddy Classroom

• Predetermined• Prepared: – Every classroom needs to

have a desk that is ready and waiting for a "visitor" and

– all students need to know the expectations prior to use, so there will be

– little or no communication when a student arrives.

What can a student do in a Buddy Classroom?What is the purpose?

What can a student do in a Buddy Classroom?

This must be spelled out very clearly.• Can they do work? • Can they read a book? • Can they interact with kids in the class? • How will he/she know when it is time to come

back to class? • What happens when rules are broken in the

Buddy Classroom?

The most important question…Is it changing behavior?

• Whenever the student is removed from instruction/learning environment It MUST BE RECORDED.– (and I am very inclineded to say, communicated

with parents?) • -It needs to be tracked to determine whether

it is changing behavior.

Reconnect ClassroomWhat is the purpose?

Form follows function…

Reconnect Room or Dumping Ground?

This can be a powerful resource, but it is probably the most misused consequence in real

schools.

•

• Parameters need to be explicitly defined.

• If it can be used at any time, for anything, if the teacher deems it is needed, it will become a dumping ground.

• The person running the room needs to have information when the student arrives, or they will hear only the student version – and clear expectations.

“Rules” for a Reconnect Room

A student CANNOT be sent unless the behavior is A. MAJORB. CHRONIC MINORTWO OR THREE other attempts have been

made to change the behavior AND Behavior has been dealt with at a lower level including AT LEAST a purposeful conversation with the student AND contacting parents.

Is the behavior office managed?

Classroom ManagedPreparednessCalling OutClassroom DisruptionRefusal to follow reasonable request (insubordination)Put DownsRefusing to WorkInappropriate Tone or AttitudeElectronic DevicesInappropriate CommentsFood or DrinkDress Code

Office ManagedWeaponsFighting/AggressionPhysical ContactAggressive LanguageHarassmentTruancy/SkippingSmoking/Alcohol/DrugsVandalismCheatingNot w/ Class During an EmergencyLeaving School GroundsChronic Minor Behavior

Use Classroom Consequen

ces

Complete Minor

Tracker

Does student have 3

minors for same/similar behavior in a

2-3 weeks period, and parent has

been contacted

about behavior?

Possible referral to SST, Check In, Check Out, FBA

or other intervention options.

Write Major ODR to Office

Admin Determines Consequen

ces

Admin Provides Feedback to Staff

Admin Follows Through

with Consequen

ces

What are the rules?• Can they do work? • Can they read a book? • Can they interact with kids in the class? • Will the student have a conversation with the adult in the

room? – Writing the "Problem Solving Form" - I seldom see this play a

significant role in changing student behavior.) – Is it to be a punishment?– Is it to be evidence?

• How will they know when it is time to come back to class? • What happens when rules are broken in the Reconnect

classroom?

Communication and Data• How will the adult in the room get the information

necessary to effectively deal with the situation?• Whenever the student is removed from

instruction/learning environment THE TEACHER MUST RECORD it, (and I am very included to say, communicate it with parents?)

• -It needs to be tracked to determine whether it is changing behavior.

A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance

Very Small Small Medium Large

Gentle verbal reprimand*

Record and let the student know

Move seating Reconnect Room

20 Seconds after class

Record with the student – in detail

Sit “just inside” the door.

Office Referral

Conversation Contact Parents Buddy Classroom

Detention – In School

Detention – Out of School

A Continuum of ConsequencesBigger Consequence Does Not Equal Greater Compliance

*Gentle verbal reprimand - applied appropriately; close to the student (less than 3 feet), quiet voice, use the student's name, do not use a question, refer to the rule or expectation.

Very Small Small Medium Large

Gentle verbal reprimand*

Record and let the student know

Move seating Reconnect Room

20 Seconds after class

Record with the student – in detail

Sit “just inside” the door.

Office Referral

Conversation Contact Parents Buddy Classroom

Detention – In School

Detention – Out of School

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When consequences are too large . . .

• We hesitate to use them• We implement them

based on OUR mood

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Effective Consequences Are Consistent

If consequences are not consistent students may respond with:

– A sense of satisfaction for “gaming the system”

– A feeling of unfairness: “Why me and not him?”

– Not knowing the line between acceptable and unacceptable behavior

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How to Deliver Consistent Consequences

Consistent * Calm * Quick * Immediate (when possible)

• Consequences that fit the nature of the problem but that are as mild as possible.

• Use minor consequences you feel comfortable giving EVERY time students exhibit the misbehavior

• Err on the side of too mild

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