QUICK TIPS WITHIN YAFA’S RTI /MTSS FRAMEWORK

Behavior Management

Website for Resources

http://effectivesystems.wikispaces.com/welcome

Mrozek, 2010

Strong Mental State

Stay intellectually stimulatedBe current with subject and teaching

methodsPut things into perspectiveKnow yourself (strengths and weaknesses)Use other teachers as a resourcePractice relaxation/meditationEscape through hobbies, interests, and

passions

Intensive InterventionsSpecialized

IndividualizedSystems for Students

with High-Risk Behavior

Targeted Interventions

Specialized GroupSystems for Students

with At-Risk Behavior

Universal InterventionsSchool-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5% School-Wide

Positive BehaviorSupport

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

Small Group Interventions (CICO, etc)

In

terv

entio

nAssessm

en

tAdapted from T. Scott, 2004

Group Interventions with Individualized components

Function-based intervention

Attendance, ODR, GPA, etc.

CICO data, data from other targeted groups

Functional Behavior Assessment

Practices

Continuum of supportsDocumentation for targeted and intensive

interventions What intervention consists of Materials needed Data-based decision rules Plan for progress monitoring

Interventions for academic and social behavior linked

Mrozek, 2010

Establish Clear Classroom Expectations

Methods of InstructionMethods of Assessment/GradingCode of ConductParental InvolvementSocial SupportPolicies and Procedures

Kelly, 2010

Top 10 Tips for Classroom Management

1. It’s Easier to Get Easier2. Fairness in Key3. Deal with Disruptions with as Little Interruption as

Possible4. Avoid Confrontations in Front of Students5. Stop Disruptions with a Little Humor6. Keep High Expectations in Your Class7. Over-plan8. Be Consistent9. Make Rules Understandable10. Start Fresh Everyday

BEHAVIOR IS FUNCTIONALLY RELATED

TO THE TEACHING ENVIRONMENT

The key

Universal Strategies: School-Wide

Essential FeaturesStatement of purposeClearly define expected behaviors (Rules)Procedures for teaching & practicing expected behaviorsProcedures for encouraging expected behaviorsProcedures for discouraging problem behaviorsProcedures for record-keeping and decision making

(swis.org)Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respectful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Best Middle School

Targeted Interventions: Building Blocks

Teach/build pro-social replacement behaviorsBuild maintenance and generalization strategies to

promote useAttend to possible function of the problem behavior

Important Themes

Small group = all students get the same intervention (e.g., pull out social skills)

Targeted = altering classroom or other environment to support a small number of students but will likely benefit all students (e.g., classroom environment changes)

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

Small Group / Targeted Interventions

Social Skill TrainingSelf-ManagementMentors/Check-inPeer tutoring / Peer NetworkAcademic support Individual plans (FBA)

Group Procedures

Who & how many in the group? 5-8

When & how long meet? At least weekly over the school year

Who teaches? Combination

Basic behavior management Routines Expectations Attention signal Incentives

Social skill outcomes, expectations, etc. must be connected to the school-wide PBIS system

Social Skills ClubCurriculum & Delivery of Instruction

Collected and prepared materials from a variety of sources.

One hour per week after school for the academic school year

Attention to pre-requisite skills for participating in lessons.

Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework

Social Skills Clubgeneralization

Posters of each lesson given to classroom teachers to display in class and use as visual prompt.

“Club” participants present weekly social skill lesson to from club to their class.

Staff instructed on how to prompt and reinforce

Check-in Check-out Cycle

Weekly Meeting

9 Week Graph Sent

Program Update

EXIT

Behavior Plan

Morning Check-

In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Check-in

Focus is on academic & social compliance AM / PM

Teach strategies to enter work /objectives to accomplish Agendas

All staff must prompt/reinforce student use

Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day

CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total pointsComments:

HAWK ReportDate ________ Student

_______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and objects

to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Recess 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

CICO Home Report

Name: _____________________________Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:

Why does CICO work?

• Improved structure– Prompts are provided throughout the day for correct behavior.– System for linking student with at least one positive adult.– Student chooses to participate.

• Student is “set up for success”– First contact each morning is positive.– “Blow-out” days are pre-empted.– First contact each class period (or activity period) is positive, and sets

up successful behavioral momentum.

• Increase in contingent feedback– Feedback occurs more often.– Feedback is tied to student behavior.– Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work?

• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a supervisor)

• Elevated reward for appropriate behavior– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day

• Linking behavior support and academic support– For academic-based, escape-maintained problem behavior incorporate

academic support

• Linking school and home support– Provide format for positive student/parent contact

• Program is organized to morph into a self-management system

– Increased options for making choices– Increased ability to self-monitor performance/progress

Logistics for Setting up a CICO program

• Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?

– More than 5 students need extra support– CICO is designed to work with 10-12% of kids in a school– CICO typically “works” with 67% of students.– CICO does NOT replace need for individualized supports.

• Team available • Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)

Logistics for Setting up a CICO program

• School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior

• Process for identifying a student who may be appropriate for CICO

• Student is not responding to SWPBS expectations– Request for Assistance

• Student finds adult attention rewarding• Student is NOT in crisis.

Logistics for Setting up a CICO program

• Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and

returning the card.

• Home report process• Can be same as progress card• Can be a unique reporting form

Logistics for Setting up a CICO program

• Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned

• Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral to BISCC structure for individualized

interventions.

28

Moving into Intensive Levels of Support

Every behavior serves a purpose Your job is to find that purpose and replace

the problem behavior with a more appropriate one.

Your Initial Perception may not be as accurate as you

think….

Remember: Shi(f)t happens….

Modify as needed!!