1. Brockton PBIS: Tier 2 Coaches Meeting November 2014 Adam Feinberg adam.feinberg@umb.edu

2. Agenda Items: Housekeeping Items BAT & TFI Glows & Grows: Roll Out 2014? Check-in Tier 2 Social Skills

3. Housekeeping Items New contact information: adam.feinberg@umb.edu 617.285.0082 Coaching Schedule Coaching Contact List Tier 2 PBIS @ UMB Wiki Needs Assessment? (Topics?)

4. SWIS Access Any SWIS Questions?SWIS

5. Coaching Schedule Tier 1 Coaches Meeting Dates 9:30 to 11am Tier 2 Coaches Meeting Dates 9:30 to 11am October 1 st – Baker ElementaryNovember 5 th December 3 rd January 7 th February 4 th March 4 th April 1 st May 6 th June 3 rd

6. Data: Fidelity Benchmarks of Quality (BoQ) Pros We’ve been using it Comprehensive Research-Based Cons Long Really only for Coaches Tiered Fidelity Inventory (TFI) Pros Will be the new standard in the future Briefer Has multiple tiers in on measure Research-based Cons Change Difficult to compare to BoQ (Macintosh apples to honey crisp apples)

7. PBIS Assessment School Codes Arnone Comm School 100029 Barrett Russell 145475 Edgar B Davis 161164 Downey 620593 Goddard Alternative School 100773 Hancock 196504 Huntington Elementary School 117146 John F Kennedy 182980 Louis F Angelo Elementary School 196450 Manthala George Jr School 810500 Mary E. Baker School 828896 Oscar F Raymond 104677

8. Glows & Grows: CICO Re-Roll out

9. Organizing how we identify Tier 2 Stuedents

10. What is the “ Middle Part ” of the Triangle? ~15% of students Multiple referrals At-risk for developing more severe/chronic patterns of problem behaviors

11. Referrals per Student

12. What it looks like… At Risk: –Disruptive –Talks out –Unprepared –Talks back to teacher –Uses inappropriate language –Tardy –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat –Aggressive –Not dangerous or violent –May have low academic achievement Serious/Chronic: –Danger to self and/or others –Destructive General: – In line with expectations

13. In general… Poor peer relations Low academic achievement Difficulty adjusting to school environment Chaotic home environment Low self-esteem Are these the student profiles that are being identified for CICO?

14. Catch them before they fall: Intervention before age 9 is more likely to succeed Severity, stability, and risk Substance abuse School dropout

15. Approaches to Intervention Behavior Education Program (BEP) Verbal De-escalation Training Social Skills Training Conflict Resolution Training Anger Management Training

16. CICO: Who Qualifies More than a minimum number of referrals Across several different settings Not dangerous to self/others Adult attention is reinforcing

17. Example Behaviors –Disruptive –Talks out –Unprepared –Talks back to teacher –Uses inappropriate language –Tardy –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat – Difficulty following directions – Frequent peer conflict – Low-grade aggression (pushing, tripping, etc…)

18. Do Not Include: Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of referrals Students with referrals from only one setting, teacher, or time Students who find adult attention aversive

19. Data-Based Decision The BEP is indicated when… –High percentage of students with multiple referrals (>15%) –Problem behaviors are not dangerous or violent –Problem behaviors are found in multiple locations throughout school, from multiple staff

20. Referrals by Problem Behavior

21. Referrals by Location

22. Referrals per Student

23. Verbal De-Escalation Training (VDT) For Teachers, staff Learn comments, gestures, behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior Prevent disagreements from turning into crisis situations (or office referrals)

24. VDT: Who can benefit New teachers Teachers with high referral rates Teachers who report frequent conflicts with students ESE teachers Teachers of at-risk/aggressive students Counselors, School Psychologists, Support Staff

25. Example Behaviors Non-compliance, defiance Disrespectful comments to staff Intimidation/threats to staff Aggression towards staff Tantrums Student-Teacher power struggles Confronts teacher after a request is made

26. Data-Based Decision VDT is indicated when: –High number of referrals for Disruption, Defiance/Disrespect, Abusive Language, Aggression towards staff –Need for more intensive problem-solving skills among staff –Situations with high student-teacher conflict –Frequent tantrums

27. Referrals by Problem Behavior

28. Referrals by Teacher

29. Conflict Resolution Training (CRT) For teachers, to use in small groups Teach skills for effective conflict resolution –Negotiation –Cooperation –Listening –Turn taking –Perspective taking –Positive Attitude

30. CRT: Who can Benefit Students with –Poor peer relations –Poor teacher relations –High referrals for Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment*

31. Example Behaviors Arguing Cursing out other people Physical Aggression Refusing to share Refusing to take turns Easily influenced by peer pressure Making threats in response to conflict*

32. Data-Based Decision CRT is indicated when: –High number of referrals for Fighting/Physical Aggression –Detailed analysis of Disruption, Abusive Language, or Harassment referrals show conflict-centered incidents

33. Referrals by Problem Behavior

34. Anger Management Training For teachers, support staff, to use in small groups To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.

35. Anger Management Process Recognize when you ’ re angry Identify situations/events that cause anger Recognize negative consequences from intense expressions of anger Learn appropriate ways to express anger Teach social skills as needed

36. Anger Management Strategies Self-talk Cognitive mediation/restructuring Relaxation training Behavior rehearsal Exposure to opportunities to control and manage negative feelings in a range of social settings

37. AMT: Who Can Benefit Students who –Are easily angered –Are physically aggressive –Are verbally abusive –React to disappointments with anger –Are demanding/morally indignant –Withdraw/sulk when ‘ things don ’ t go their way ’

38. Example Behaviors Cursing out/ranting at other people Physical aggression Damaging or destroying property Bringing weapons to school Fast-onset tantruming Responding to provocation without stopping to think about consequences Making frequent cynical/critical/hostile remarks Pouting when told “ no ”

39. Data-Based Decision Anger management training may be indicated when: –High rates of referrals for Fighting/Physical Aggression, Disruption, Abusive Language, Harassment, Defiance, Vandalism, Weapons –Student interviews indicate repeated instances where students reacted in anger without thinking

40. Referrals by Problem Behavior

41. Social Skills Training For teachers, to use in small groups Social skills are: –Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

42. Types of Social Skills Cooperation Assertion Responsibility Empathy Self-control Social problem solving Positive play Group entry Dealing with strong negative feelings Conversational skills Conflict resolution Listening Accepting feedback Making requests Responding to teasing Apologizing Disagreeing Resisting peer pressure Negotiating Dealing with an accusation

43. Safe & Sound Programs Collaborative for Academic, Social, and Emotional Learning.(2005). Chicago, IL: Author. Safe and Sound: An Educational Leaders Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.

44. Sound Social Skill Programs Five essential SEL skill areas: –Self-awareness –Social awareness –Self-management –Relationship skills –Responsible decision making

45. Sound Social Skill Programs Necessary components: –Skill modeling –Role play by students Components for better outcomes: –Discuss relevancy of skill –Provide for generalization across settings \ –Provide for maintenance over time

46. Sound Social Skill Programs Evidence of effectiveness Professional development component Continuing performance-based assessment measures for students Guidelines and tools for implementation Coordination with school, family, and community Academic integration strategies

47. SST: Who Can Benefit Students AND teachers Students with –Poor peer relations –Poor student/teacher interactions –High referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language –Socially isolated students

48. Example Behaviors –Disruptive –Talks out –Talks back to teacher –Uses inappropriate language –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat – Difficulty following directions –Aggression –Disrespectful comments to staff –Intimidation/threats to staff –Aggression towards staff –Tantrums –Student-Teacher power struggles – Frequent peer conflict

49. Data-Based Decision Social Skills Training is indicated when: –High number of referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language –Referrals occur in multiple settings, from multiple staff –Detailed analysis of referrals indicates a need for more intensive problem- solving skills among students

50. Referrals by Problem Behavior

51. Social Skills Planning First, a few questions… Does this make sense? (Questions?) I know that BPS uses Second Step. However, how is it used? Does it have a lesson series focusing on these different areas? Would a social skills series focusing on each one of these issues be helpful for your schools / students? Is this something we should move forward on?

52. Social Skills Planning What skills should be taught? Who would teach it? Who would we identify to use it? Where would it be taught? When / How often would it be taught?