Behavioral Response to Intervention: Creating a Continuum

Behavioral Response to Intervention: Creating a Continuum of Problem-

Solving and Support

Presented by Randy Sprick, Ph.D.

Alaska Staff Development Network Webinar Series

October 18, October 25, November 1, and November 8, 2011

The goal of Positive Behavior Support is to create a safe, civil, and productive school.

Reduce barriers to learning. Increase motivation to achieve.

Four levels need to be addressed as part of a continuous improvement cycle for both academics and Positive Behavior Support:

Districtwide Schoolwide

Classroom Individualized interventions for the most

challenging problems

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.

The difficulty is getting staff trained and consistently implementing these practices. Why is this so difficult?

Discipline problems drive staff crazy! Many schools depend too much on punitive consequences. Some staff may not realize how malleable student behavior is and how

much power they have to shape behavior.

Schoolwide

Classroom

Individual

District

© Safe & Civil Schools 1

Potential outcomes: • Reductions of expulsions, arrests, suspensions (OSS & ISS), referrals to special

education for behavior/disciplinary reasons, office referral, truancy, tardiness and classroom disruptions

• Improved safety

• More invitational school climate

• Improved average daily attendance of students and staff

• Empowered staff-- Reduced staff turnover

• Improved “school connectedness,” resulting in increased motivation, resulting in improved academic outcomes

• Increased academic achievement

The Goal of RTI (Both academic and behavioral) No student falls through the cracks

Remember that behavior support is a continuous improvement process, not a product or a task with a completion point. Every school can always be a better place for some of the students.


Whenever student behavior is not responsible and motivated, do something differently—REVISE.

When revising schoolwide policies and procedures, staff must work together to implement a plan that manipulates the five variables.

1. Structure/organize all school settings for success. For example: Physical arrangements Scheduling issues Organizational patterns Routines and procedures Expectations for students Expectations for staff

2. Teach students how to behave responsibly in those settings. For example: Lessons on common area expectations, routines, and policies Lessons on classroom expectations—unique to each classroom Lessons on essential behaviors such as respect, bullying prevention, school pride, and possibly even keeping things neat Coaching provides a great model of teaching, and re-teaching as needed. Coaching also provides a great model of inspirational leadership.

3. Observe student behavior (supervise!). Without monitoring, even responsible adults will push the limits. In the common areas, this involves organizing supervision to ensure that:

A sufficient number of adults are present.

Friendly, respectful behavior is modeled.

The adults are coordinating with and supporting each other.

Students receive consistent information on what is acceptable and not acceptable.

Use data to spot long-term trends and set priorities for improvement.


4. Interact positively with students. This involves three different skills. A. Interact in a welcoming manner with every student.

Say hello, use students’ names. Show an interest in students—listen, converse.

B. Provide age-appropriate, nonembarrassing positive feedback. C. Strive to interact more frequently with every student when s/he is

engaged in positive behavior than when s/he is engaged in negative behavior. 3:1 ratio of attention to positive versus negative behavior

5. Correct irresponsible behavior fluently. Mild, Calm, Consistent, Pre-discussed, Brief, Respectful

Sample Menu of Classroom Corrections Sample Menu of Common-Area Corrections

Give a gentle verbal reprimand Use a proximity correction Keep a record of the behavior Use planned ignoring Reduce points (if using a point system) Implement a response cost lottery Assign time owed from recess or after

class Assign time owed after school Assign a timeout at the student’s desk Assign a timeout at another location in

the classroom Assign an inter-class time out Issue a demerit (3 demerits = after-

school detention) Have student fill out a Behavior

Improvement Form Require restitution by the student Referral

Use a proximity correction Give a gentle verbal reprimand—some

types include: Quick: Use a one-liner Instructional Humorous Appeal to relationship

Keep a record of the behavior Written notification to teacher Assign a timeout—“Stay right there for

30 seconds.” Assign a timeout in a specified location Timeout with supervisor: “Stay with me

for one minute.” Have student fill out a Behavior

Improvement Form Require restitution by the student (e.g.,

apology, go back and walk Issue a demerit in cafeteria or playground

(3 demerits equals one to three days of: Recess 101 with a highly skilled assistant Restricted area or assigned table Assigned to work with counselor Work detail

Referral


Review

Prioritize

Revise Adopt

Implement

Schoolwide Discipline—Creating a Campus Structure A site-based leadership team, including active support from the principal Involvement of ALL staff (and students, families, and community as appropriate) Data-driven decision making to drive an ongoing “Improvement Cycle” Review meaningful data, such as:

Surveys of staff, students, and parents

Observations of common areas

Patterns of disciplinary referral Type of offense Location Month or week Day of the week Time of the day Referring staff

Injury reports

Focus groups


Summer—Complete final preparations to launch the New Year. Sample Lesson Schedule for the First Five Days of School (Teachers of freshmen allocate at least ten minutes per lesson; other grade levels use professional judgment.)

1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period Monday

Section 1 START on Time! Basic Hallway/ Restroom Expectations

Section 2 START on Time! Tardy Policy/Sweep Procedures

Section 3 Cafeteria Procedures: Teachers of 9th graders—Tour

Section 4 START on Time! Locker Logic

Section 5 START on Time! Civility in the Halls and All School Settings

Section 6 Dismissal, Bus Loading, Expectations to and from School, Arrival

Tuesday

Section 7 START on Time! Safety in Halls, Restrooms, and Courtyards

Section 8 Safety Lesson 1: Threats Will Be Taken Seriously (in Foundations) ◊◊◊

Section 9 Fire Drill, Earthquake, Safety, and Lockdown (or “Women and Children First”) ***

Section 10 START on Time! Civil Interactions with Staff, and School Pride

Section 11 Safety Lesson 2: Right to Be Safe/Responsibility to Contribute to Safety (in Foundations) ◊◊◊

Section 12 Campus Environment (or “Loiterers Will Be Prosecuted”) ***

Wed.

Section 13 Safety Lesson 3: What Is Harassment? (in Foundations) ◊◊◊

Section 14 Dress Code: Video Broadcast During Last Ten Minutes of Cass

Section 15 Safety Lesson 4: Everyone Belongs in This School/This School Belongs to Everyone (in Foundations) ◊◊◊

Section 16 Grading, Cheating, and Plagiarism (or “Advice from a Sixth-Year Senior”)***

Section 17 Clubs and Service Opportunities at This School

Section 18 Safety Lesson 5: Personal Power and Control, Part 1 (in Foundations) ◊◊◊

Thur.

Section 19 Graduation Requirements—How to Monitor Your Progress

Section 20 Safety Lesson 6: Personal Power and Control, Part 2 (in Foundations) ◊◊◊

Section 21 Athletic Opportunities and Eligibility Requirements

Section 22 Maturity (or “Why ‘Yo Mama’ Is NOT an Appropriate Response”) ***

Section 23 Safety Lesson 7: Teasing and Destructive Humor Can Be an Abuse of Power (in Foundations) ◊◊◊

Section 24 Personal Conduct/Social Expectations (or “Hey, Don’t Say or Touch That!”)

Friday

Section 25 Safety Lesson 8: When You Are on the Receiving End of an Abuse of Power (in Foundations) ◊◊◊

Section 26 Locker Maintenance and Academic Organization

Section 27 Safety Lesson 9: Everyone Shares Responsibility to Stop Threats, Bullying, Harassment, and Other Abuses (in Foundations) ◊◊◊

Section 28 Dress Code Redux (or “We’ve Seen It All Before”) ***

Section 29 Student Success Is the Goal: Academic Help Is Available

Section 30 Safety Lesson 10: Help is Available If You Need It (in Foundations) ◊◊◊


M o d u l e 2 , P r e s e n t a t i o n 3 A p p e n d i x 1

Guilford County Schools Responsible Discipline Process Lesson Plan Template

Objective:

Students willdemonstrate anunderstanding of thegoal of the lesson.

Share Goal:

Highlight

Review the specificskills that are to be usedin reaching the goal.

A.

B.

C.

Teacher Input:

Introduce/explain/teach

• T-charts (looks like/sounds like;appropriate/inappropriate)

• Brainstorming/giveexamples

• Discussion

• Teacher demonstrations

• Pictures/videos

• Audio recordings

• Selected Readings (shortstories, poems, currentevents, etc.)

• Define/discuss key words

• Guest Speakers

Student Input:

Students will “practice”(work with) desiredbehavior related to thegoal.

• Discussion/giveexamples/brainstorming

• Role plays/skits/charades

• Making a video/takingpictures

• Developing anadvertisement

• Illustrations/cartoons/posters

• Collages/cut-outpictures to illustrate

• Develop and teach alesson

• Write and performsongs/raps

• Develop and playgames

• Puppet show

• Writing activity

• Classification activities(develop and presentscenarios to fit eachletter)

Reflection:

Teacher and studentsreflect on/review/summarize.

• Classification activities

• Writing/Sharingactivities, 3-2-1,start/stop, crumple andtoss

• Self-assessment activities—Do I do these now?

• Share what studentsdeveloped with anotherclass

• Display finished project

• Verbal feedback/praise/reinforcementfrom teacher

• Discussion

Sample Lesson Template #2(Developed by Guilford County Schools, Guilford County, NC)


Module 2, Presentation 5 Appendix 1

Supervisory Skills Checklist • Page 1

Setting: _________________________________________________________________

Protect______ I am always on time for my supervision responsibility.

______ I never allow other adults to usurp my time either when I am on my way tomy assignment or while I am supervising.

______ I only leave the area I am supervising to deal with an emergency after I havetold another adult. If I am the only adult on duty, I consider directing a responsiblestudent to get help instead of leaving myself.

______ I am purposeful about looking around at all students in the area, not just looking at one area or in one direction.

______ When interacting with a student (e.g., correcting misbehavior), I am careful toposition the student so that I can continue to effectively supervise—that is, so thatthe student’s back is to the group and I am facing the group.

______ As much as possible, I continuously move throughout the area I supervise. Imove intentionally and monitor my movement so that students cannot detect a pattern.

______ I move through all sections of my assigned area, regardless of the surface in thatarea (i.e., mud, bark mulch, gravel, etc.).

Expect______ I know the rules, procedures, and basic civilities students are expected to use

when entering the setting, while in the setting, and when leaving the setting.

______ I am prepared to enforce all of the behavioral expectations for students in the setting.

______ I intentionally seek out students who have difficulty in the setting within thefirst 5 minutes. I positively connect with each of these students by smiling, making apositive comment, and/or briefly talking about something that interests the student.

______ I move close to students who are beginning to have difficulties and I staylonger in “problem” areas so that students are aware that I am monitoring.

______ I step in at the onset of any potential problem.

______ I do not avoid correcting low-level misbehavior, knowing that frequent lowlevel misbehavior negatively affects the overall climate of the setting and increasesthe probability of more severe misbehavior.


Module 2, Presentation 5 Appendix 1

Connect______ I always intentionally meet students in a welcoming and positive manner as

they enter the setting—that is, I am positive, I smile, and I call students by name.

______ I make a point of being more positive than corrective when interacting withstudents overall, and particularly with students who have difficulty in the area.

______ I give students specific, descriptive praise that is age appropriate and they can tellthat I am sincere.

______ I strive for a 3-1 ratio of positive to negative interactions with every student Isupervise.

Correct______ I make a point of correcting student misbehavior consistently (i.e., from

student-to-student and from day-to-day).

______ I try to always respond to student misbehavior in as unemotional a manner aspossible.

______ I always use a professional tone with students and I always use a supportive stance(i.e., off to one side, not directly in front) when I talk to individual students.

______ I correct misbehavior in a way that avoids publicly humiliating the student.

______ I use an instructional approach when I correct misbehavior-i.e., stating therule for the student, or having the student tell me the rule, or having the studentdemonstrate the correct behavior.

______ I am aware of, and use, a variety of productive corrections for differentinstances of student misbehavior.

______ I try to prevent student non-compliance by providing clear and effective directions.

______ I respond thoughtfully when a student fails to follow a direction.

STRENGTHS (effective practices I want to applaud):

GOALS (supervision techniques I want to improve):

Supervisory Skills Checklist • Page 2


Universal Prevention at the Classroom Level

The Goal: No student falls through the cracks

Systems-level change throughout classrooms depends on getting all teachers doing what the best teachers already do:

• High expectations

• Excellent instruction

• Proactive behavior support (patience and endurance)

• An attitude of continuous improvement Assisting all teachers in implementing evidence-based behavior support requires:

Training on a specific approach (e.g., CHAMPS/DSC)

Clear expectations from administrators on the outcomes of good classroom management (i.e., what are teachers accountable for?)

• Academic engagement

• Respectful interactions

• Match between teacher’s classroom expectations and student behavior Non-evaluative personnel who can provide coaching and support to teachers to achieve those outcomes

From: CHAMPS: A Proactive and Positive Approach to Classroom Management Discipline in the Secondary Classroom (DSC): A Positive Approach to Behavior Coaching Classroom Management: Strategies and Tools for Admin. and Coaches


20 | BEHAVIORAL RESPONSE TO INTERVENTION (B-RTI)

Copyright © 2009 Pacifi c Northwest Publishing

Reproducible Form 2.1 (p. 1 of 2)

S B S C

Item Component or ProcessIn Place?

Actions

1A leadership team, including active involvement of the building principal, represents the entire staff .

2Th e team meets on a regular basis and uses its time effi ciently—starting and ending on time, keeping minutes, assigning tasks, etc.

3

Th e team involves the staff in a continuous cycle of improvement that includes: a) collecting data, b) setting priorities, c) revising existing practices, d) adopting new policies or procedures, and e) ensuring implementation by staff .

4Review meaningful data to identify strengths of current behavior support practices and areas needing improvement.

4a. Annually, the team guides the staff in collecting and analyzing staff , student, and parent perceptions of existing policies and practices as well as overall school climate.

4b. Annually, the team (with help from staff and students) conducts observations of all common areas.

4c. Th e administrator provides quarterly summaries of disciplinary referrals so the team can analyze trends based on location, type of off ense, time, date, and so on.

5Th is data is used to identify new priorities for improvements and assess the effi cacy of current and past priorities.

SAMPLE

schedule team for year.

Need to orient new staff members.

Prepare parent survey.Copy last year’s staffsurvey results for team.

Distribute next sum-mary by 11/10.

Get input from staff—cafeteria or morning arrival as next priority.


Chapter 2: Universal Prevention | 21



S B S C

Item Component or ProcessIn Place?

Actions

6

For any given priority, revision proposals are developed for new policies and procedures. Any revision proposals are presented for feedback to the entire staff .

6a. Guidelines for Success (or equivalent) have been developed and are used as the basis for rules, procedures, and lessons.

6b. Common areas have been assessed with regard to safety, civility, and effi cacy and improved as needed. In secondary schools, particular attention is paid to hallway/passing time issues.

6c. Procedures for coordination among administration, counseling, and teaching staff regarding severe misbehavior have been assessed and improved as needed.

6d. An analysis has been conducted to determine gaps in the school’s eff orts to create school connectedness and to meet all students’ basic needs.

7Any revision proposal will be implemented only after being adopted by the staff .

8

Th e team will monitor implementation of new policies and practices, refi ning implementation until a subsequent review of data indicates that specifi c priority has been largely resolved.

9A classroom management model has been adopted, training and coaching provided, and reasonable accountability created.

Adapted from Foundations: Evidence-Based Behavioral Strategies for Individual Students (Sprick, Garrison, & Howard, 2002)

Need to review how well new playground rules are working.

Are we doing enough to welcome/and orient students moving in mid-year?

Need more suggestions for dealing with non- compliance.

SAMPLE




Variables Questions to guide discussion Y N Comments

Structure/Organize

the classroom for success.

1. Is the room arranged so you can get from any part of the room to any other part of the room relatively effi ciently?

2. Can you and your students access materials and the pencil sharpener without disturbing others?

3. Does the schedule create consistency, variety, and opportunities for movement?

4. Do you have eff ective beginning and ending routines?5. Have you defi ned clear expectations for instructional

activities?6. Have you defi ned clear expectations for transitions

between activities?

Y

Y

Y

YY

Y

N

N

N

NN

N

Teach students how to behave

responsibly in the classroom.

1. Have you created lessons on expectations and explicitly taught them for classroom activities and transitions?

2. Have you created lessons and explicitly taught expectations for classroom routines and policies?

3. Have you provided teaching and re-teaching as needed? (� ink about a basketball coach re-teaching particular plays or patterns.)

Y

Y

Y

N

N

N

Observe student behavior

(supervise!)

1. Do you circulate and scan as a means of observing/monitoring student behavior?

2. Do you model friendly, respectful behavior while monitoring the classroom?

3. Do you periodically collect data to make judgments about what is going well and what needs to be improved in your management plan?

Y

Y

Y

N

N

N

Interact positively with students.

1. Do you interact with every student in a welcoming manner (e.g., saying hello, using the student’s name, talking to the student at every opportunity)?

2. Do you provide age-appropriate, non-embarrassing feedback?

3. Do you strive to interact more frequently with every student when he is engaged in positive behavior than when he is engaged in negative behavior?

Y

Y

Y

N

N

N

Correct irresponsible

behavior fl uently—that is, in a manner that does not interrupt the fl ow of instruction.

1. Do you correct consistently?2. Do you correct calmly?3. Do you correct immediately?4. Do you correct briefl y?5. Do you correct respectfully?6. Do you have a menu of in-class consequences that can

be applied to a variety of infractions?7. Do you have a plan for how to respond to diff erent

types of misbehavior fl uently?

YYYYYY

Y

NNNNNN

N

Reproducible Form 2.4

C M STOIC C

Ending routine needs work—some students aren’t waiting until they are dismissed.

Reteach start and end routines. Increase positive reinforcement of students who follow rules.

Add supervised lunch to menu?

Try to visit each group at least twice during independent work.

SAMPLE




1. Procedures for Assigning Classwork and Homework

2. Procedures for Managing Independent Work Periods

3. Procedures for Collecting Completed Work

4. Procedures for Keeping Records and Providing Feedback to Students

5. Procedures and Policies for Late or Missing Assignments


C M P

All assignments will be written on the board each day. In addition, assignments will be written on an 8.5” x 11” sheet of paper and placed in the Absent: What You Missed basket. When a student returns after an absence, the student can pick up each day’s assignments and any handouts or papers from this basket. In addition, all long-term assignments will be written on the daily assignment list on the board (e.g., science projects due in two days.)

A. Any time a student is developing a pattern of not completing work, I will meet with the student privately to determine if the work is beyond the student’s ability. If so, I will modify assignments or adapt instruction to help the student be successful.

B. I will not schedule seatwork periods that last longer than 30 minutes without creating some change in activity that allows students to move about somewhat.

C. Duringthefirsttwoweeksofschool,Iwilldirectlyteachstudentshowtobehave during independent work periods.

D. I will provide guided practice (doing 10% to 25% of the assignment together as a classwide teacher-directed activity) before expecting students to complete any new type of task independently.

E. Whenstudentshavequestions,theycanflipupaquestionmarkflagthatIwillplaceon each desk.

Duringthefirstmonthofschool,Iwillcollectallhomeworkandclasswork.Students will put their completed assignments on their desks, and I will go around andcollectthem.Afterthefirstmonth,Iwillhavestudentsputclassworkintoabasket and check off on a wall chart that they have handed it in. I will continue to physically collect homework from students at least until after winter break.

I will enter all grades into my computer grade program. I will send a weekly printout of current grades, missing assignments, and record of absenteeism/tardiness home with students. A parent (guardian) will be asked to sign and return.

I will also keep a class chart of Percentage of Homework Handed in On Time as a way to provide feedback and to motivate students to get their homework in on time.

Any assignment that is turned in late will receive an immediate 10% penalty (a 100-point lab will have 10 points deducted from the score earned).

No assignment will be accepted beyond one week late.

Parents will be informed on my Weekly Grade Report of any missing assignments.

SAMPLE




Teacher: ______________________________________

Classroom Goals (Write your classroom goals in the form of what students will be able to successfully do at the end of the year or semester.)

Guidelines for Success (Write your list of the attitudes and traits that you feel will ensure your students’ success.)

Classroom Rules (Outline the important student behaviors that will ensure your class runs effi ciently.)

Activities (Outline the activities that students will be engaging in during a typical week.)

Grades(Grading scale: Outline the percentage cutoff s for A’s, B’s, and so on.)

(Relative value: Outline the relative weight of homework, quizzes, tests, papers, behavior/eff ort on the fi nal grade.)


S T

SAMPLE

Ms. Alvarez, 9th grade Remedial Reading

By the end of the year, you will be able to:

• Read long multisyllabic words and learn to use new vocabulary words

• Understand what you read

• Write complete sentences and well-organized paragraphs

• Read aloud smoothly, with expression

Success in this class takes:PreparationResponsibilityIntegrityDedicationEffort

1. Arrive on time, with paper, pencil, and books.

2. Followdirectionsthefirsttime.

3. Stay on task during all work times.

4. Class ends when I dismiss you.

Teacher-directed instruction (large group)

Station activities:

Partnerpractice(fluency,vocabulary,projects)

Mastery checks with teacher

Computer practice

Independent practice (writing activities, worksheets, etc.)

900 total points possible for the semester. A = 800–900 points, B = 700–800 points, C = 600–700 points, D = 500–600 points, F = below 500 points.

50% class participation (you can earn 10 points per day for a total of 450 points), 30% written work (27 assignments worth 10 points each), 20% performance on mastery checks (18 short checks worth 10 points each)




Classroom Procedures

1. Entering the classroom(Outline exactly what students should do from the time they enter the room until the bell rings for class to begin.)

2. Tardy to class(Identify your defi nitions of on time and tardy and identify the consequences for being tardy.)

3. Paper/pencil(Identify what students should have to write with. In addition, specify what a student should do if he or she does not have this tool and what, if anything, you implement as a consequence.)

4. How to fi nd out what the daily assignments are(Identify how you will assign work and how students will know what they are to do each day. Also defi ne how they should keep track of what they need to do for homework and long-range assignments.)

5. Turning in assignments(Identify where and how students turn in classwork and homework. Specify if students are to check off completed work they have turned in.)

6. Returning assignments to students(Detail your policies on how you will return completed work to your students.)

7. Finding out grade status(Review your grading system and explain whether you will give students a weekly grade report or if you expect them to track their grades themselves. Also identify when and how a student can approach you to discuss their current status in the class.)


S T

SAMPLE

Be in your seat when the bell rings. Have all your materials ready. Start work on the activity on the board or at your desk until I signal for your attention.

If you enter the classroom after the bell rings, you are tardy and will lose one participation point for the day. All tardies are reported to theattendanceoffice.

If you forget your pencil or paper, you may borrow some from the basket at my desk. Return pencils at the end of class, and replace paper you use when you bring your own.

All students will have a folder on the counter by the window. I will put a weekly assignment sheet in your folder every Monday. The sheet will list all tasks you will work on during the week.

Forthefirsttwoweeksofclass,Iwillcollectclassandhomeworkassignments. After that, you will place completed work in the tray by the door.

I will return graded assignments to your folder.

A grade report will be placed in your folder each week. It will show your current grade in the class, any missing assignments, and a progress report showing your current reading level.




8. Student responsibilities after an absence(Outline what students will need to do when returning after an absence: (1) How to fi nd out what you missed. (2) How long you have to make up your assignments. (3) What to do if you miss a test.)

9. Late, missing, or incomplete assignments(Outline the maximum number of late assignments you will accept, along with penalties and time limits for late work.)

10. Communication procedures with parents/families(Identify if you will have any regular communication with families that you initiate. Provide information on when, where, and how family members can get in touch with you.)

11. Ending class(Specify how you will end class, any responsibilities your students may have, and how you will dismiss students.)

12. Consequences for classroom rule violations(List the range of corrective consequences that you may assign if rules are violated.)

13. Consequences for Code of Conduct violations(Inform students that you must follow through with disciplinary referrals for violations of schoolwide rules, including dress code, unexcused absences, threats, and so forth. Make sure to get this information from your principal or assistant principal.)

This template is derived from Discipline in the Secondary Classroom: Proactive Classroom Management in Grades 9–12, 2nd ed. (Sprick, 2006).


S T

SAMPLE

Your weekly assignment sheet will list independent practice and vocabulary assignments for the days you missed. You will have as many days as you were absent to make up your assignments. I will reschedule any mastery checks you miss.

Late assignments will lose one point for each day they are late, but must be turned in within five days of the due date. I will accept no more than six late assignments. I will place any incomplete assignments in your folder, and you will have three days to complete them with no penalty.

You can earn three bonus points each week you return your weekly grade printout signed by a parent or guardian.

One minute before class ends, I will ask you all to return to your seats for final announcements. After the bell rings, I will dismiss the class by rows.

Depending on the frequency and severity of the misbehavior, you may receive one or more of the following consequences:

Loss of a participation point, change in seating assignment, time owed after class, detention, parental contact, office referral

If you feel a consequence is unfair, you may make an appointment to discuss the situation with me.

If you break a rule that is covered by the Code of Conduct in your student handbook (possession of illegal substances, fighting, etc.), I will refer the situation to the office for the administrator to handle.


»C H A M P S

© 2009 Pacific Northwest Publishing | Reproducible Form

Can students get out of their seats during the activity?If yes, acceptable reasons include: pencil sharpener restroom drink hand in/pick up materials other:Do they need permission from you?

cHaMps classrooM activitY WorKsHeet

n o . 4 . 2

Activity _________________________________________________________________

Help

Activity

Movement

Participation

Success!

Can students engage in conversations with each other during this activity? Voice Level: If yes, about what? With whom?How many students can be involved in a single conversation?How long can the conversation last?

How do students get questions answered? How do students get your attention?

If students have to wait for help, what should they do while they wait?

What is the expected end product of this activity? (Note: This may vary from day to day.)

What behaviors show that students are participating fully and responsibly?

What behaviors show that a student is not participating?

Conversation


»C H A M P S


Can students get out of their seats during the activity?If yes, acceptable reasons include: pencil sharpener restroom drink hand in/pick up materials other:Do they need permission from you?

cHaMps classrooM activitY WorKsHeet

n o . 4 . 2

Activity _________________________________________________________________

Help

Activity

Movement

Participation

Success!

Can students engage in conversations with each other during this activity? Voice Level: If yes, about what? With whom?How many students can be involved in a single conversation?How long can the conversation last?


If students have to wait for help, what should they do while they wait?

What is the expected end product of this activity? (Note: This may vary from day to day.)

What behaviors show that students are participating fully and responsibly?

What behaviors show that a student is not participating?

Conversation


»C H A M P S


Success!

Participation

Movement

Activity

Help

Conversation

If the transition itself does not involve getting out of seats, can students get out of their seat for any reason during the transition? If yes, what are acceptable reasons?

If the transition itself involves out-of-seat movement, can a student go elsewhere (e.g., to sharpen a pencil)?

cHaMps transition WorKsHeet

n o . 4 . 4

Transition _________________________________________________________________

Can students engage in conversations with each other during this transition? Voice Level: If yes, clarify how (so that they keep their attention on completing the transition).


Explain the transition. What will be different afterwards? (e.g., change in location, use of different materials, etc.). Include time criteria (how long it should take).

What behaviors show that students are participating in the transition fully and responsibly?

What behaviors show that a student is not participating appropriately in the transition?


The Goal: No student falls through the cracks

Individual Behavior Support Create a culture of data-driven eeaarr llyy -- ss ttaaggee interventions planned and conducted by all teachers (Tier 1).

A. Planned Discussion

B. Academic Assistance

C. Goal Setting

D. Data Collection and Debriefing

E. Increasing Positive Interactions

F. STOIC Intervention and Analysis

From Interventions: Evidence-Based Behavioral Strategies for Individual Students (2nd ed.)

Create a system of red flags that signal the system (administrators, school counselors, school psychologists, and so on) that a student may need a Tier 2 or 3 individual support plan:

Failing grades in two or more classes Chronic absenteeism One or more grade levels behind chronological peers Three ODRs in a semester Six or more detentions in a semester Screening for internalizing problems (anxiety/depression) Student/parent request


Train support personnel in Tier 2 group-based interventions such as:

Connections (Check & Connect)

Meaningful Work

Mentoring

Train all support personnel in efficient problem-solving and intervention design processes.

25-Minute Planning Process Intervention Decision Guide (IDG): Teacher Interview Intervention Decision Guide (IDG): Multidisciplinary Team

From Behavioral Response to Intervention: Creating a Continuum of Problem-Solving and Support

Train all support personnel in designing and helping teachers to implement (WITH FIDELITY!) highly structured individualized interventions (Tier 2 & 3).

G. Managing Physically Dangerous Behavior and Threats of Targeted Violence

H. Managing Severely Disruptive Behavior

I. Managing the Cycle of Emotional Escalation

J. Cueing and Precorrecting

K. Self-Monitoring and Self-Evaluation

L. Self-Talk and Attribution Training

M. Teaching Replacement Behaviors

N. Functional Communication

O. Structured Reinforcement Systems

P. Defining Limits and Establishing Consequences

Q. Relaxation and Stress Management

R. Internalizing Problems (Depression & Anxiety) and Mental Health

From Interventions: Evidence-Based Behavioral Strategies for Individual Students (2nd ed.)

For information on staff development planning on schoolwide, classroom, or individual student, go to: www.safeandcivilschools.com or call 800-323-8819.


RED FLAGS that initiate systems of Current or Proposed: support for individual students:

Failing grades in two or more classes More than three disciplinary referrals

in a semester More than six after-school detention

assignments within a semester Chronic absenteeism Student request for assistance Teacher request for assistance

SYSTEM RESOURCES available to assist staff in designing support plans for individual students:

Grade-level (departmental) colleagues Intervention Planning Team Counselor Lead teacher Behavior specialist District-level behavior support specialist School psychologist County mental health department Child protective services


Intervention Decision Guide: Teacher Interview

Student Name Age Grade Beginning Date

Interventionist Name Teacher(s) Name

Stage 1: Background Reason for the referral and description of the problem:

Code Red: Is this an emergency situation?

The behavior is a threat to physical safety.

Intervention G: Managing Physically Dangerous Behavior

The behavior is so disruptive the teacher cannot teach.

Intervention H: Managing Severely Disruptive Behavior

Are there situations that seem to set off the problem behavior(s)?

Where do the problems tend to occur?

When do the problems tend to occur?

Times of day: Days of week:

How often do the problems occur? How long does the behavior last?

Is the student psychologically and neurologically capable of controlling his or her behavior? Is there evidence to support this opinion?

Is the student aware of the problem behavior?

What seems to be maintaining or reinforcing the student’s misbehavior? ❏ Ability ❏ Awareness ❏ Attention from adults ❏ Attention from peers ❏ Power/Control ❏ Escape/Avoidance ❏ Competing reinforcers ❏ Other


Strengths of the student (List at least three)

Teacher’s goal or desired outcome

What would the teacher like to have happen?

What can’t the teacher live with any longer?

Methods for evaluating intervention effectiveness

Notes on parental involvement

Contact date(s):

Notes on the contact(s):

What would the parents or guardians like to have happen?

Other interventions tried and their result (in particular, Interventions A–F)

For each:

Are copies of the information relating to the intervention available?

How successful was the intervention tried?

Other information of which the teacher is aware

Input from other adults who know the student (teachers, assistants, specialists, counselor):

Review of the student’s records:


Possible Interventions to Consider:

Presenting Behavior

if true Intervention

Date of Implementation

Effectiveness (+/–)

Several or many students in the class misbehave. Preintervention: Classroom Management

TIE

R 1

The student may not know what is expected. Intervention A: Planned Discussion

The student may have an underlying academic problem.

Intervention B: Academic Assistance

The student has difficulty with motivation and may not understand how to reach a goal.

Intervention C: Goal Setting

The student’s behavior seems to be chronic and resistant to simple intervention.

Intervention D: Data Collection & Debriefing

The student gets a lot of attention from adults or peers for misbehavior or failure.

Intervention E: Increasing Positive Interactions

The reason the behavior occurs chronically needs to be analyzed and incorporated into the intervention plan.

Intervention F: STOIC Analysis & Intervention

TIE

R 2

The student’s escalating behavior is physically dangerous, or poses a threat to physical safety.

Intervention G: Managing Physically Dangerous Behavior

The behavior is so severe that the teacher cannot continue to teach.

Intervention H: Managing Severely Disruptive Behavior

The student is impulsive and has difficulty maintaining emotional control.

Intervention I: Managing the Cycle of Emotional Escalation

The student seems to be unaware of when he/she engages in inappropriate behavior.

Intervention J: Cueing & Precorrecting

The student has some motivation to change or learn new behaviors.

Intervention K: Self-Monitoring & Self-Evaluation

The student makes negative comments about him- or herself and others.

Intervention L: Positive Self-Talk & Attribution Training

The student does not know how to meet expectations. Intervention M: Teaching Replacement Behavior

The student cannot or will not communicate verbally. Intervention N: Functional Communication

The misbehavior is a firmly established part of the student’s behavior.

Intervention O: Structured Reinforcement Systems

It is difficult to be consistent with the student because it is not always clear when the student has crossed the line between appropriate and inappropriate behavior. Consequences for misbehavior seem necessary but do not seem to work.

Intervention P: Defining Limits &

Establishing Consequences

Teacher feels anxious, worried, discouraged, or angry about one or more students.

Intervention Q: Relaxation & Stress Management

The student seems anxious, lethargic, or depressed. Intervention R: Internalizing Problems & Mental Health


Stage 3: Intervention Design Selected intervention(s):

Summary of who does what:

Summary of final plan:

Stage 4: Implementation Initial follow-up notes:

First follow-up meeting

Date:

Purpose:

Summary:

Second follow-up meeting

Date:

Purpose:

Summary:


Chapter 8: The 25-Minute Planning Process | 183



-M P P W

______________________________________ ___________ ____________ ___________________Student Age Grade Date

___________________________ ________________________________________________________________Interventionist Teacher(s)

Step 1: Background (5 minutes) Stop ___________

• Describe the presenting problem. Identify when, where, how often, how long, etc. the problem occurs.

• Identify student strengths.

• Identify strategies already tried.

Step 2: Problem/Goal/Data (4 minutes) Stop ___________

• Narrow the scope of the problem and identify a goal.

• Identify what form of data will be used to track progress toward the goal.

Step 3: Corrective Consequences (2 minutes) Stop ___________

Determine whether irresponsible or inappropriate behavior will be corrected or ignored, or whether a consequence will be implemented. Refer to the menu of possible correct consequences as needed.

Step 4: Responsible and Irresponsible Behavior (4 minutes) Stop ___________

Provide examples of responsible behavior and/or student strengths to encourage. Provide examples of irresponsible behavior to discourage.

Responsible Behavior Irresponsible Behavior

Starting Time ____________

Charlie Metzger 10 4

Ms. Trent Mr. Winfrey

Charlie has diffi-culty working independently. She wanders aimlessly and bothers other students.

Social skills-she has lots of friends

keeping her from recess to finish independent work.

Wandering around, off-task. Goal: Learn to manage work time and space. Self-monitoring system

Ignored

Any quiet movement within her Leaving “office” work space withoutoffice space permissionRaising her hand and asking permis- Any loud noises, such as pounding her sion to leave office space (sharpen desk.pencil, turn in work, and so on)

SAMPLE




Step 5: Proactive Strategies (4 minutes) Stop ___________

Brainstorm strategies to encourage responsible behavior. (Brainstorm, don’t evaluate.) Refer to possible proactive strategies menu as needed.

Step 6: Proactive Plan (3 minutes) Stop ___________

Select a manageable set of proactive strategies to implement.

Step 7: Final Details (4 minutes) Stop ___________

a. Evaluation: Identify at least two ways to determine if the plan is working.

b. Support: Identify things other adults can do to assist the student and teacher. (Be specifi c—who, what, where, and when.)

c. Plan Summary: Identify each person’s responsibilities and when actions will be taken. Identify who will discuss the plan with the student and when. Schedule follow-up.

Who Responsibilities Date(s)

Discussion With the Student

Who_______________________________________________ Date_____________ Time_____________

Follow-Up Meeting

Who_______________________________________________ Date_____________ Time_____________


- Use a point system that allows Charlie to earn points for special privileges.- Use a check-and-correct card that her parents have to sign every day.- Have Charlie set goals for her own behavior every day.- Try self-monitoring system in which Charlie observes and evaluates her own behavior

hourly.- Have the school counselor work with her and teach her responsible behavior.- Use a question-card strategy.

Self-monitoring office workQuestion-card strategyPositive interaactions—mother will read to Charlie before bedtime

1. Mr. Winfrey will track positive interactions with Charlie. 2. Charlie will complete self-monitoring form.

Office staff and teachers can acknowledge Charlie in noncontingent ways. Mrs. Metzger will read to Charlie at home before bedtime.

Mr. Ingram Give Mr. Winfrey self- monitoring bookletMs. Trent Teach Mr. Winfrey’s class Tuesday, 9 am to ignore off-task behaviorMr. Winfrey Set up office space and self- Monday, lunchtime monitoring sheet for Charlie Bulletin board project Next Monday, after school Set up positive interaction monitoring system

Mr. Trent and Mr. Winfrey 11/21 lunch time

Mrs. Metzger, Mr. Winfrey, Ms. Trent 12/9 3 p.m.

SAMPLE


Some of Randy Sprick’s Publications & Training Programs Sprick, R.S., Knight, J., Reinke, W., McKale, 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., 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., & Daniels, K. (2007). Taming the tardies: Every Minute Counts. Middle ground: The magazine for Middle level education, 11(2), 21–23.

Sprick, R.S., Swartz, L., & Glang, A. (2007). In the driver’s seat: A roadmap to managing student behavior on the bus (CD-ROM and DVD program). Eugene, OR: Pacific Northwest Publishing and Oregon Center for Applied Sciences.

Sprick, R.S. (2006). Discipline in the secondary classroom: A positive approach to behavior management (2nd ed). Eugene, OR: Pacific Northwest Publishing.

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. (2003). START on time!: Safe transitions and reduced tardiness in secondary schools. Eugene, OR: Pacific Northwest Publishing.

Sprick, R.S., Garrison, M., & Howard, L. (2002). Foundations: Establishing positive discipline and school-wide behavior support (2nd ed). Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S. & Garrison, M. (2000). ParaPro: Supporting the instructional process. Eugene, OR: Pacific Northwest Publishing.

Sprick, R.S., Howard, L., Wise, B.J., Marcum, K., & Haykin, M. (1998). Administrator's desk reference of behavior management (Vols. 1–3). Eugene, OR: Pacific Northwest Publishing.

Sprick, R.S., & Howard, L. (1995). Teacher's encyclopedia of behavior management: 100 problems/500 plans. Eugene, OR: Pacific Northwest Publishing.


Documents

Behavioral Response to Intervention: Creating a Continuum