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A Continuum of Behavior Support:
Filling in the Gaps
Presented by:
Randy Sprick, Ph.D.
IAASE Sixteenth Annual Fall Conference
Tinley Park, IL
September 26, 2014
For more information contact Safe & Civil Schools
800-323-8819 or info@safeandcivilschools
Multi-Tiered Systems of Support—Behavior (MTSS-B)
MTSS-B should create a continuum of comprehensive behavior support that emphasizes prevention and that ensures that the intensity of intervention matches the intensity of need. Comprehensive behavior support addresses:
Safety, Climate, Discipline, Motivation, Attendance, Engagement One vision of a continuum of behavior support:
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Some common gaps in that continuum:
1. Some staff may still overly rely on emotional and/or punitive techniques.
2. Some staff may assume that the behavior you see is all that you can expect.
3. Staff may not be unified in enforcing and reinforcing schoolwide policies and procedures.
4. Quite a few may view MTSS-‐B as just a different set of hoops required to get students placed in alternative settings.
5. Many staff members may believe that “this too shall pass.” Gap 1: Some staff may still overly rely on emotional and/or punitive techniques. Keep reminding staff that there are no magic corrective consequences. “You can never punish anyone into being motivated or engaged, or into wanting to be in school.” Empower all staff with knowledge and strategies:
To improve behavior and motivation, staff can manipulate five variables.
1. Structure/organize all school settings for success.
2. Teach students how to behave responsibly in those settings. 3. Observe student behavior. (Supervise!)
4. Interact positively with students. 5. Correct irresponsible behavior calmly, consistently, and immediately in the setting in
which the infraction occurred.
STOIC: Someone respected and admired for patience and endurance in the face of adversity.
Encourage staff to stretch and add new strategies to their repertoire every year.
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Gap 2: Some staff may assume that the behavior you see is all that you can expect. If staff members think, “That is just the way this kid (this group) is!” it would seem silly and a great deal of pointless effort to implement interventions.
The problem: • Low expectations
• “These kids should just shape up!” • “These parents should just do their job!”
Treat people as if they were what they ought to be, and you help them become what they are capable of being.” Goethe Create a culture of problem solving, not problem admiring.
A continuous improvement cycle:
“The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year.” John Foster Dulles
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Gap 3: Staff may not be unified in regard to enforcing and reinforcing schoolwide policies and procedures. If would just , we would not have these problems!” Consistency: A school would be better off with no dress code at all than a dress
code that is enforced by only seven out of ten staff members. One role for the PBIS Leadership team is to create staff unity
Sample Survey Data Staff /Student/Discr.
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Gap 4: Some staff may view MTSS-B as just a different set of hoops required to get students placed in alternative settings. There is great variability among staff regarding:
• Knowledge of behavioral strategies with individual students
• Use of data as a tool to drive behavior change • Willingness to collaborate with other staff on implementation • Willingness to actually implement interventions
Some strategies to consider:
1. Train staff in a protocol of early-stage interventions that become part of the common language of the district.
A. Planned Discussion
B. Academic Assistance C. Goal Setting
D. Data Collection and Debriefing E. Increasing Positive Interactions
F. STOIC Intervention and Analysis (function based)
From Interventions: Evidence-Based Behavioral Strategies for Individual Students
2. Ensure that “Data Collection and Debriefing” is in the middle of that protocol.
3. Monitor fidelity of implementation and provide supports to ensure actual implementation.
4. Building- and district-level administrators must be the advocates for Points 1, 2, and 3
above.
If a student does not respond to well-implemented early-stage interventions, subsequent problem solving and intervention design should be collaborative—matching intensity of intervention to intensity of need.
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Gap 5: Many staff may believe that “this too shall pass.” A few things are different about both behavior support and MTSS: convergence of academic accountability, emphasis on keeping students in school, and a research base from multiple fields of study. Emphasis on keeping students in school:
Graduation rates 1900 _____% 1946 _____% 2012 _____% School to Prison Pipeline reports Breaking Schools' Rules report on Texas schools
Research from Multiple Disciplines:
1. Positive Behavior Intervention and Support
• PBIS Technical Assistance Center (OSEP)
• Safe & Civil Schools (National Registry of Evidence-Based Programs and Practices [NREPP])
2. Mental health (e.g., Adelman, Hawkins and Catalano) 3. Social-emotional learning standards (e.g., CASEL, state standards) 4. Public health (e.g., Centers for Disease Control, school connectedness)
Conclusion:
• Empower staff with evidence-based strategies.
• Establish a nonnegotiable attitude of continuous improvement.
• Establish a culture of: “We are all problem solvers.”
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References and Resources
Books Sprick, R. S. (2013). Discipline in the secondary classroom: A positive approach to behavior
management (3rd ed.). San Francisco: Jossey-Bass.
Sprick, R. S. (2012). Teacher’s encyclopedia of behavior management: 100+ problems/500+ plans (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
Wise, B. J., Marcum, K., Haykin, M., Sprick, R. S., & Sprick, M. (2011). Meaningful work: Changing student behavior with school jobs. Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2009). Stepping in: A substitute’s guide to managing classroom behavior. Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2009). Structuring success for substitutes. Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S., Booher, M., & Garrison, M. (2009). Behavioral response to intervention (B-RTI): Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S., & Garrison, M. (2008). Interventions: Evidence-based behavior strategies for individual students (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S., & Garrison, M. (2000). ParaPro: Supporting the instructional process. Eugene, OR: Pacific Northwest Publishing.
Materials in the Safe & Civil Schools Library are now listed on SAMHSA’s National Registry of Evidence-based Programs and Practices. To view details on the Safe & Civil Schools Positive Behavior Interventions and Supports Model, visit:
www.nrepp.samhsa.gov/ViewIntervention.aspx?id=242
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Multimedia Sprick, R. S., Booher, M., Isaacs, S., & Rich, P. (in press). Foundations: Establishing positive discipline
policies (3rd ed., DVD program). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2010). CHAMPS DVD inservice series (2nd ed., DVD program). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2008). Discipline in the secondary classroom DVD inservice series (DVD program). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2008). Interventions audio: Evidence-based behavior strategies for individual students (2nd ed., audio CD program). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S. (2008). When every second counts: Mini-inservices for handling common classroom behavior problems (CD and DVD program). Eugene, OR: Pacific Northwest Publishing.
Sprick, R. S., Swartz, L., & Schroeder, S. (2006). In the driver’s seat: A roadmap to managing student behavior on the bus (CD and DVD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences.
Sprick, R. S., Swartz, L., & Glang, A. (2005). On the playground: A guide to playground management (CD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences.
Sprick, R. S. (2003). START on time! Safe transitions and reduced tardiness in secondary schools (CD program). Eugene, OR: Pacific Northwest Publishing.
Articles Radley, K. C., Jenson, W. R., & Sprick, R. (2013, Fall). Evidence-based strategies to promote
generalization of social skills in the real world. Autism Spectrum Quarterly, 11–15.
Sprick, R., Jenson, W. R., Hinesly, M., & Radley, K. C. (2013, Winter). Evidence-based strategies to manage student behavior. Autism Spectrum Quarterly, 8–10.
Sprick, R. (2012). Creating sustainability. InCASE Newsletter, 53(4), 94.
Sprick, R. (2012). Intervention planning—make it effective & efficient. InCASE Newsletter, 54(1), 12.
The Council of Administrators of Special Education (CASE) has endorsed three Safe & Civil Schools resources:
• Foundations
• CHAMPS
• Interventions
For more information, visit: www.casecec.org
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Sprick, R., Hinesly, M., & Urbina, S. (2012, Fall). Behavior management and students with ASD: The same, but more (part 2). Autism Spectrum Quarterly, 8–10.
Sprick, R., Hinesly, M., & Urbina, S. (2012, Summer). Behavior management and students with ASD: The same, but more. Autism Spectrum Quarterly, 8–10.
Sprick, R. (2010). Shaping student behavior. SEEN Magazine, 12(2), 90–91.
Sprick, R., & Daniels, K. (2010). Managing student behavior. Principal Leadership, September, 18–21.
Sprick, R. (2009). Doing discipline differently. Principal Leadership, 9(5), 19–22.
Sprick, R. (2009). Positive behavior support: A powerful vehicle for preparing 21st century citizens. SEEN Magazine, 11(3), 94.
Sprick, R. (2009). Schoolwide discipline: Can you make it work? SEEN Magazine, 11(2), 102.
Sprick, R., & Daniels, K. (2007). Taming the tardies—Every minute counts. Middle Ground, 11(2), 21–23.
Sprick, R. S. & Booher, M. (2006). Behavior support and response to intervention: a systematic approach to meeting the social/emotional needs of students. Communique, 35(4), 34–36.
Sprick, R.S. (2004). Civil schools are safe schools: But are they attainable? Instructional Leader, 17(6), 3–5.
Events Visit www.safeandcivilschools.com for information about the annual Safe & Civil Schools National Conference along with details on presentations across the country that are open to the public.
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Report on Graduation Rates in the U.S.
The U.S. Department of Education reported that in 2012 the high school graduation rate in the United States was roughly 80%. A report, commissioned by the Black Alliance for Educational Options, found that the overall graduation rate nationally in 2003 was 71%. Graduation rates by race/ethnicity in 2003 were:
Hispanic 54% White 78% African American 56% Asian 79%
Native American 57% To access the historical information, visit:
http://www.safeandcivilschools.com/research/graduation_rates.php
Report on School Connectedness
“Increasing evidence shows that when adolescents feel cared for by people at their school and feel like a part of the school, they are less likely to use substances, engage in violence, or initiate sexual activity at an early age.” This article demonstrates an association between connectedness and effective classroom management, effective disciplinary practices, small school size, and involvement in extracurricular activities.
McNeely, C. A., Nonnemaker, J. A., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health, Journal of School Health, 72(4), 138–146.
Research has shown that students who feel connected to school do better academically and also are less likely to be involved in risky health behaviors: drug use, cigarette smoking, early sex, violence, and suicidal thoughts and attempts. This report summarizes what is known about school connectedness.
Blum, R. (2005). School connectedness: Improving students’ lives. Baltimore, MD: Johns Hopkins Bloomberg School of Public Health. Available at: http://www.jhsph.edu/mci/resources/Best_Practices
Randy Sprick’s Safe & Civil Schools Visit www.safeandcivilschools.com for information on Safe & Civil Schools products and services to help improve school connectedness, reduce suspensions/expulsions, and improve behavior, discipline, and school climate. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Your Name: __________________________________________ Your state code (e.g., OR) _______ Your e-mail (optional): ________________________________________________ Please print neatly! If you provide your e-mail, Safe & Civil Schools will NEVER sell or give out your address. We will occasionally send you updates on workshops, tips, and new products.
