Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008

Our Task Our task, as educators, is to build environments to encourage students to learn as well as to behave. Remaining engaged in instruction is essential for student academic and behavioral success.

Before Focusing on Interventions for Students in the Yellow and Red Zones: Consider the fidelity of your universal interventions Consider the rules and procedures for non-classroom areas Consider the rules and procedures for classroom areas

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems: Four Systems

School-wide Systems ∙ Common purpose & approach to discipline ∙ Clear set of positive expectations & behaviors ∙ Procedures for teaching expected behavior ∙ Continuum of procedures for encouraging expected behavior ∙ Continuum of procedures for discouraging inappropriate behavior ∙ Procedures for on-going monitoring & evaluation

Nonclassroom Setting Systems Teaching expectations & routines Active supervision – Scan – Move – Interact Precorrections & reminders Positive reinforcement

Classroom Setting Systems Behavior management –Positive expectations taught and encouraged –Teaching classroom routines –Ratio of 5 positive to 1 corrective adult- student interaction –Active supervision –Precorrections –Redirections for minor, infrequent behavior errors Instructional management –Curriculum & Instructional design Environmental management

Classroom Setting Systems High rates of active engagement High number of opportunities to respond High rates of correct responding High rates of teacher reinforcing appropriate academic response as well as teacher reinforcing expected behavior

What happens when teachers simply increase their rate of praise? High rates of praise is an evidenced based practice Teacher increased her frequency of praise to the class How did this affect the behavior of the “problem student?” Using a classroom intervention negated the need for a specific student intervention

Individual Student Systems Staff with behavioral competence Function-based behavior support planning Comprehensive person-centered planning & wraparound processes Targeted social skills instruction – Self-management Individualized instructional & curricular accommodations

Strategies for Working with Yellow Zone Students Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008

Basic Ideas Students have learned problem behavior to get what they want Teachers must teach the students a way to get their needs met.

Consider the Function of the Behavior Problem BehaviorFunction of the Behavior Off-task, Non-disruptivePeer Attention Off-task, DisruptivePeer Attention Off-task, Non-disruptive, Work Completion Escape (avoids teacher and peers during instruction) Off-task, Non-disruptive, Work Completion Attention (responds to teacher directions, engages peers)

Replacement Behavior The replacement behavior for all the previous problem behaviors is: On-task, work completion

Design the Intervention to Meet the Needs of the Student Consider the function of the behavior: Peer Attention—Earn time with peers for meeting self-management goals Escape—Earn a “skip a homework” pass or earn other preferred activity for meeting self-management and work completion goals Attention with poor work completion—Earn a “work with a peer” activity or earn other preferred activity for meeting self- management and work completion goals

Designing Interventions Function: Peer Attention (without Disruption) Problem Behavior Off-task, Non-disruptive Function Peer Attention Replacement Behavior On-task, Work completion Intervention Lesson “on task” start of class Self-monitor: on-task Periodic praise by teacher Quick de-brief at end of class Outcome for Replacement Behavior Earn time with peers # 1 # 5 # 4 # 3 # 2

Designing Interventions Function: Peer Attention (with Disruption) Problem Behavior Off-task, Disruptive Function Peer Attention Replacement Behavior On-task, Respectful responses, Work completion Intervention Lesson “on task” Lesson “respect” start of class Self-monitor: on-task Periodic praise by teacher Quick de-brief at end of class Outcome for Replacement Behavior Earn time with peers # 1 # 5 # 4 # 3 # 2

Designing Interventions Function: Escape (avoids teacher and peers) Problem Behavior Off-task, Non-disruptive Work completion Function Escape to avoid teacher and peers during instruction Replacement Behavior On-task, Work completion Intervention Lesson “on task” start of class Self-monitor: on-task and work completion Quick de-brief at end of class Outcome for Replacement Behavior Earn a “skip a homework” pass Earn other preferred activity # 1 # 5 # 4 # 3 # 2

Designing Interventions Function: Attention (responds to teacher directions and engages peers) Problem Behavior Off-task, Non-disruptive, Work Completion Function Attention (responds to teacher directions, engages peers Replacement Behavior On-task, Work completion Intervention Lesson “on task” start of class Self-monitor: on-task and work completion Periodic praise by teacher Quick de-brief at end of class Outcome for Replacement Behavior Earn a “work with peer” activity Earn other preferred activity # 1 # 5 # 4 # 3 # 2

Check-In, Check-Out Students are identified and are monitored by a specific individual Students check in during the morning, review the plan for the day, and are encouraged to do well on their point sheet Student returns to check out at the end of the day and reviews their point sheet with the adult Point sheets are monitored and progress is charted

Teacher Mentoring Teachers are assigned frequent fliers to monitor Mentor and student meet weekly Time can be structured –Lunch –Homeroom –End of day

Special Activities Certain activities are designated for the yellow zone students They may have the opportunity to earn a specific reward or choose from a menu –Faculty – student basketball game –Game room –Lunch table with friends

Breakfast Club / Lunch Club Identified students meet with a staff member to eat breakfast (or lunch), socialize, and discuss behavior Often the students have point sheets Focus is on the opportunity to socialize and form a strong relationship with a supportive adult

Personalized Behavioral Report Card Students have behavioral point sheets designed to reflect their specific needs (social skills, hallway behaviors, homework behaviors, compliance, etc.) Point sheets are completed by staff and sent home for parents to review Weekly progress is noted

Gentlemen’s Club / Ladies’ Club Students are identified and are matched with a staff member willing to work with a group The students meet and discuss problems and solutions Relationship building is key to success

Homework Club Students who have difficulty completing homework have the opportunity to finish homework in school with a supportive staff member Specific times are identified and the students are expected to attend

Data Needs to be Your Friend Without data, you are just another person with an opinion…..

Strategic Interventions Develop your strategies based on your data Plan what data you need to collect in order to evaluate the effectiveness of your intervention

Imagination, Commitment, and Relationships are the Keys to Success