1. MTSS Implementers Day Continuum of Behavioral Supports

2. Matt Phillips Coordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD Speech-Language Pathologist Heartwood Sparrow Indiana Private Practice MSU - CSD

3. Brian Lloyd School Psychologist / MTSS Implementer – Ingham ISD Hello Everyone! My name is Brian Lloyd, and I began working for Ingham ISD in February of 2013 as a School Psychologist/MTSS Implementer. Prior to working for Ingham ISD, I was a school psychologist and MTSS Coach for East Lansing Public Schools since the start of the 2008 school year.

4. Learning Targets Identify the continuum of supports for behavior across an MTSS model Identify the behavioral process data and outcome data, and understand the application of data-driven decisions Identify tools and evidence-based strategies for multi- tiered support of behavior, with a focus on a continuum of interventions. Understand how Functional Behavioral Assessments and Behavior Intervention Programs fit into an MTSS system.

5. Continuum of Positive Behavior Supports

7. Process Data - Behavior Benchmarks of Quality (BoQ) Completed annually by school leadership teams Tier 1 SWPBIS implementation fidelity check 53 benchmarks across 10 critical elements of implementation. Identifies areas of strength and need; informs problem analysis and action planning. 70% Implementation Goal Self-Assessment Survey (SAS) Completed annually by building staff Fidelity check of PBIS implementation across (a) school wide, (b) non- classroom, (c) classroom, and (d) individual students Seven key elements of the Implementation Subsystems Informs of areas of strength and need, including communication between leadership team and staff 70% Implementation Goal pbisapps.org

8. Schoolwide Overview- Behavior

9. District Process Data - Behavior

10. Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

12. Classroom Structures Teacher- Student Relationships Instructional Management Responding to Appropriate Behavior Responding to Inappropriate Behavior Critical Features of Effective Classroom Management (Reinke, Herman, & Sprick, 2011)

13. The goal of classroom management is to develop a classroom of students who are: respectful, responsible, motivated, and highly engaged in meaningful tasks.

14. Classroom Management Plan Developing a Classroom Management Plan will set the stage for dealing productively with a range of behaviors, both positive and negative.

15. Historical Perspective BEHAVIOR MANAGEMENT HAS TYPICALLY CONSISTED OF TRYING TO “MAKE” STUDENTS BEHAVE This attitude leads to an overdependence on REACTIVE PROCEDURES.

16. An Increase in Emotional Intensity

17. Dependence on Role-Bound Authority

18. A Dependence on Punishment

19. Wishing and Hoping

20. The CHAMPs Acronym CConversation HHelp AActivity MMovement PParticipation S Supplies

21. Defining CHAMPS: Defining CHAMPS: A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management. A process of continuous improvement An acronym A common language among staff members

24. Develop and Display Classroom Rules Develop and Display Classroom Rules Your classroom rules should communicate your most important expectations and address most common misbehaviors.

25. Management Plan Management Plan An effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: Rituals Routines Rules Consequences Motivational techniques

26. Management Plan The greater the level of structure needed in your classroom, the more DETAILED and PROLONGED you are going to have to be when teaching your expectations.

27. Level of Classroom Structure The level of structure should not be based on teacher preference or familiarity! The level of structure should be based on student need! When in doubt, start with a higher level of structure.

28. Student Needs Teacher Needs

29. “Survey says…” 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH 31-60 MEDIUM: Students need MEDIUM or HIGH structure 61-120 HIGH: Students need HIGH structure

31. Schoolwide Overview- Behavior

32. Outcome Data - Behavior

41. “Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

42. Strengthen Classroom Management Classroom Structures Teacher- Student Relationships Instructional Management Responding to Appropriate Behavior Responding to Inappropriate Behavior (Reinke, Herman, & Sprick, 2011)

43. Strengthen Classroom Management S = Structure for Success T = Teach Expectations O = Observe Behavior I = Interact Positively C = Correct Fluently

44. Strengthen Classroom Management CHAMPS Coaching

45. Strengthen Classroom Management Time on Task

46. Opportunities to Respond o Verbal Responses o Written Responses o Action Responses All Students Respond. When possible use response procedures that engage all students. (Archer, 2011) Strengthen Classroom Management

47. Ratio of Interactions o Positive Interaction: acknowledging a positive behavior o Negative Interaction: addressing a negative behavior; fluent correction 4:1 15:1 Strengthen Classroom Management

49. Precision Requests

50. Strengthen Classroom Management

55. ACTIVITY

56. Hypothesize!

57. Early Stage Interventions These are the interventions that ALL teachers should be trained to implement effectively and with fidelity.

58. Early Stage Interventions

59. ACTIVITY

60. If a child doesn’t know how to read…….we teach. If a child doesn’t know how to swim…...we teach. If a child doesn’t know how to multiply…..we teach. If a child doesn’t know how to behave… we punish? John Herner; Counterpoint, Vol 19 (2) NASDSE c

62. Function Based Behavior Intervention Plans (BIP): 1.Make the problem behavior irrelevant Decrease the need to engage in the behavior 2. Make the problem behavior inefficient Provide a replacement behavior that serves the same function as the inappropriate behavior 3. Make the problem behavior ineffective Do not allow the child to obtain what is wanted through inappropriate behavior 4. Make the plan positive Write a plan that you would want written for you. If your plan is dependent on negative consequence, there is a much greater chance that the plan will NOT be successful.

63. A-B-C Defined AntecedentBehaviorConsequence When ___ happens… the student does (what) _________ … because (why) _________

64. Competing Pathways

65. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm- up” task before doing quiz. + Precorrect behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

66. BIPs Are Action Plans When writing BIPs, assign people responsible for doing each strategy/action. Develop a plan to monitor the effectiveness of the plan. Always ask “How will we know if this is working? This will require a baseline an the use of measurable data. Create a plan that is possible. This may require allocating resources to remediate the problem. Expect some time for behavior change to occur. Schedule a follow up date to review the plan, but also check and adjust. These plans are more likely than not to involve some trial-and-error.

67. TEAM TIME Break into small teams of 2-3 Think of a student with whom you are experiencing behavioral challenges and we go through a process to match a behavioral intervention to the student’s need. Let’s take about 3 minutes with your team to make best guesses for each step.

68. Selecting An Intervention You can have the best intervention in the world, but if it is not matched to the student’s need (or cannot be implemented), the intervention is worthless. Randy Spring Intervention Book (Matt With Reference) http://www.interventioncentral.org/behavioral- intervention-modification http://www.interventioncentral.org/behavioral- intervention-modification Effective School Interventions 2 nd Edition– Natalie Rathvon - Good resource for behavior and academics http://www.interventioncentral.org/behavioral- intervention-modification http://www.interventioncentral.org/behavioral- intervention-modification http://www.casel.org/guide/ratings/elementary http://www.pbisworld.com/ (Awesome!) http://www.pbisworld.com/ http://www.behaviordoctor.org/files/books/2014bo oks/2014PIESV.pdf http://www.behaviordoctor.org/files/books/2014bo oks/2014PIESV.pdf

69. Selecting An Intervention The list on the previous slide is only a tasting of what’s available. What resources do YOU use to select effective research-based behavioral strategies?

70. Bullying We would be remiss if we did not address bullying at during this session. Bullying is an extremely serious problem that is difficult to address in the timeframe that we are given. The best single resource I have found to assist with both defining bullying for parents, students, and teachers is this web site: http://www.stopbullying.gov/ Another very good bullying resource is the Olweus intervention program. Information about Olweus can be found here: http://www.violencepreventionworks.org/public/ind ex.page http://www.violencepreventionworks.org/public/ind ex.page

71. Discussion Thanks for coming! Please let us know what you would like more information on and we will do our best to address them or find someone that can.