teacher developed supports for at-risk students tim lewis, ph.d. barbara mitchell university of...
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Teacher Developed Supports for At-risk Students
Tim Lewis, Ph.D.
Barbara Mitchell
University of Missouri
pbis.org
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Starting Point
• We can’t “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
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Big Ideas
• Using data at each step of the process
• Intervention selected based on presenting behavior pattern
• Modify environment (classroom) to promote practice opportunities & meet “function”
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Essential Features
Understand interaction between behavior and the teaching environment
Behavior is functionally related to the teaching environment
• Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors
• Create environments to support the use of pro-social behaviors (practice, practice, practice)– Around individual student need / self-management– Classroom – School-wide
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Basic Steps in FBA-BIP Process
1. Conduct functional behavioral assessment
2. Create plan based on functional assessment outcome
1. Develop infra-structure to support behavior change (system change)
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Positive Behavior Support Plan Teach replacement behavior(s) that result in
same/similar outcome
Environment should not allow problem behavior to result in previous outcomes
Ideally replacement behavior should be more efficient than problem behavior
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How do schools get there?
Build parallel systemic processes • Provide school/district teams with a process
to address the presenting challenge
• Develop a parallel process for districts/states to support school implementation and continue to expand with integrity
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Are School Teams Ready?
• 80% or better on SET• Action plan to maintain Universals• Use data in team meetings• Create a decision rule to identify students in need• Assessment to identify what supports students
need• Strategy to implement classroom-based supports• Equal emphasis on systems, data and practice
supports
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Classroom Systems of Support within SW-PBS:
Universals & Targeted
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Classroom Challenges
• Students spend majority of their school day in the classroom
• Majority of “discipline problems” originate in the classroom and often result in removal from instruction
• Remaining engaged in instruction essential to student academic and social success
• “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices
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Universals: Classroom
• Behavior management– Teaching routines– Positive student-adult interactions
• Instructional management– Curriculum & Instructional design
• Environmental management• Student Self-Management
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Universals: Classroom
1. Classroom expectations/rules defined and taught
2. Classroom routines defined and taught
3. “4:1” positive feedback
4. Active supervision
5. Students actively engaged
6. Multiple opportunities to respond
7. Minors addressed quickly and quietly/privately
8. School wide procedures for majors are followed
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Connecting Classrooms to SW-PBS Efforts
• Tie academic and social behavior prevention efforts
• Maximize time student spends in instruction & learning (i.e., keeping in class vs. sending them out)
• Build expertise within the school via the PBS team
• Focused professional development– Brief in-service, multiple practice opportunities, structured feedback
• Move to collaborative problem solving– Peer coaching, model/demonstrations
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Structural Analysis Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.
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0
10
20
30
40
50
60
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80
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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up
Mea
n Pe
rcen
t of
Teac
her
Beh
avio
r
High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent
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Applied Work in Progress
A Systematic Process to Implement Individual Plans
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Background and Context
• PBS in Columbia Public Schools– 18 elementary buildings– 3 middle schools– 3 junior highs– 3 high school programs– 17,000 students
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Gentry Middle School
• Three core teams per grade level– Five general education teachers– One special education
• Elective team
• Literacy support center
• Self-contained/Special education
• Administrative team
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PBS at Gentry Year 1-6
• Universal Features– PBS team– Building wide expectations (RRKS) & Matrix– Lesson plans and teaching schedule– Track discipline data– System for acknowledging (RRKS Ribbon)– Continuum of response– Document minors (RRKS TOC)
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Building a System to Implement Individual Plans
SAT-STAT-RRKS
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RRKS Team
STAT Team
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
* Meets Monthly
Core Team Facilitator,
SAT Partner, &Core Team Teachers
* Meets Weekly
SAT TeamCounselors,
Administrators,
School Psych, &
Behavior Specialist
* Meets Weekly
Method for Communicating Practice
SAT Process•Teacher Assistance and Support•Targeted/Small Group Interventions•Individual Student Plans
Core Team/Classrooms•Implement AIS•Monitor Progress•Evaluate Outcomes
School-Wide Systems•Matrix•Lesson Plans•School-Wide Data•Acknowledgement•Communication
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Provide Ongoing Support
• Periodic, intensive, with follow-up• Classroom/team universals
• AIS process
• Follow-up AIS
• Feedback and systems maintenance
• Weekly, skills-based, with modeling and feedback
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Designing a Process for Implementing Individual Plans
Gentry AIS and FBA Matrix
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Intervention Strategy Process
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Intervention Strategy Process
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Intervention Strategy Process
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Problem Behavior Function Replacement
Behavior Intervention Outcome for Replacement
Behavior Off-task, Non-disruptive
Peer Attention On-task, work completion
RRKS lesson – “on-task” Pre-correct @ start of class Self-monitor: on-task Periodic praise by teacher
for on-task Quick de-brief at end of
class on self-monitoring
Earn time with peers for meeting self-management goals
Off-task, Disruptive Peer Attention On-task, respectful responses, work completion
RRKS lesson – “on-task” RRKS lesson – “conflict
management/respect” Pre-correct @ start of class Self-monitor: on-task &
RRKS Periodic praise by teacher
for on-task Quick de-brief at end of
class on self-monitoring
Earn time with peers for meeting self-management goals
Off-task, Non-disruptive, work completion
Escape (avoids teacher and peers during instruction)
On-task, work completion
RRKS lesson – “on-task” Pre-correct @ start of class Self-monitor: on-task +
work completion Quick de-brief at end of
class on self-monitoring
Earn a ‘skip a homework’ pass Earn other preferred activity for meeting self-management and work completion goals
Off-task, Non-disruptive, work completion
Attention (responds to teacher directions, engages peers)
On-task, work completion
RRKS lesson – “on-task” Pre-correct @ start of class Self-monitor: on-task +
work completion Periodic praise by teacher
for on-task +work completion
Quick de-brief at end of class on self-monitoring
Earn “a work with peer” activity Earn other preferred activity for meeting self-management and work completion goals
Gentry FBA Matrix
Lewis, 2008
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Outcomes and Results
Student Data
ODR-RRKS TOC-Attendance-Grades
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Intervention Strategies Implemented
• Targeted Classroom Intervention– Increase precorrects & feedback
• Small Group Intervention– Check-in/Check-out
• Individualized Intervention– CICO with modified course schedule
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Monitor Progress
KK
0
1020
30
40
5060
70
8090
100
3/3/2008 3/4/2008 3/5/2008 3/6/2008 3/7/2008
Pe
rce
nta
ge
of
Po
ints
Week 9 3/3/08 3/4/08 3/5/08 3/6/08 3/7/08 Weekly Average
Student 1 94% 94% 95% 97% No School 95%
Student 1
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Evaluate Outcomes
• Questions to Consider…– Is intervention being implemented with
integrity?– Does intervention match the function of student
behavior?– Does the student need more intensive,
individualized support?
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Lessons Learned
Use data
Select intervention
Modify environment
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Build Buy-In
• Start small• Training on function based intervention• Same things we do for students…
– Teach expected behavior– Provide support– Reinforce reasonable approximation– Acknowledge success
• Outcome data
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Big Ideas
• Using data at each step of the process
• Intervention selected based on presenting behavior pattern
• Modify environment (classroom) to promote practice opportunities & meet “function”
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Teacher Developed Supports for At-risk Students
Tim Lewis, Ph.D.
Barbara Mitchell
University of Missouri
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RRKS Team
STAT Team
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
* Meets Monthly
Core Team Facilitator,
SAT Partner, &Core Team Teachers
* Meets Weekly
SAT TeamCounselors,
Administrators,
School Psych, &
Behavior Specialist
* Meets Weekly
Method for Communicating Practice
SAT Process•Teacher Assistance and Support•Targeted/Small Group Interventions•Individual Student Plans
Core Team/Classrooms•Implement AIS•Monitor Progress•Evaluate Outcomes
School-Wide Systems•Matrix•Lesson Plans•School-Wide Data•Acknowledgement•Communication