Promoting Educational Success by Addressing Behavioral and Social

Promoting Educational Success by Addressing Behavioral and Social Needs

Questions, Event Evaluation & Contact Information for Assistance Q&A If you have a question for the presenters, please type it in the Q&A Tab during the Webinar. Evaluation An event evaluation will appear at the end of the presentation. Please input your answers directly into the window. All answers are completely anonymous and are not visible to other participants. For assistance during the Webinar, please contact NDTAC at ndtac@air. org. 2

Introductory Remarks Simon Gonsoulin Director, NDTAC

About NDTAC 4 § Neglected-Delinquent TA Center (NDTAC) § Contract between U. S. Department of Education (ED) and the American Institutes for Research (AIR) § John Mc. Laughlin Federal Program Manager, Title I, Part D, Neglected, Delinquent or At-Risk Program § NDTAC’s Mission: § Develop a uniform evaluation model § Provide technical assistance § Serve as a facilitator between different organizations, agencies, and interest groups

Agenda and Presenters NDTAC Practice Guide § Nicholas Read, NDTAC Technical Assistance Team, AIR Foundations of Positive Behavioral Interventions and Supports § C. Michael Nelson, Ed. D. , Emeritus Professor, Department of Special Education, University of Kentucky Practicing PBIS in Facilities § Michelle Cassavaugh, PBIS Team Leader and School Psychologist, Arizona Department of Corrections Question and Answer Session 5

Origins of NDTAC’s Practice Guide 6

CJJR Monograph: Principles and Practices 7 2 1

NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports 8

Education Across Multiple Settings 1. Community-Based Traditional and Alternative Schools 2. Day Treatment Centers 3. Group Homes 4. Residential Treatment Centers 5. Detention and Correctional Facilities 9

Practices and Strategies 10

Address Behavioral and Social Needs To Promote Educational Success Strategies: 1. Manage student behavior with positive rather than punitive approaches. 2. Engage the family to gain greater insight into youth’s behavioral needs. 3. Create a structured learning environment. 4. Align behavior management approaches across settings and domains. 11

Foundations of Positive Behavioral Interventions and Supports Dr. C. Michael Nelson, Emeritus Professor, Department of Special Education, University of Kentucky

Designing Program-Wide Systems Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5 -10% 80 -90% Universal Interventions • All students • Preventive, proactive 1 -5% 5 -10% Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 80 -90% Universal Interventions • All settings, all students • Preventive, proactive

Tier 1 (Universal) Supports • Facilitate a climate for learning – Reduces rates of minor misbehavior (disruptions, noncompliance, off-task): “White Noise” – Increases opportunities to deliver instruction: “Teachable Moments”

What Tier 1 Supports Won’t Do • Improve academic performance – To gain academic proficiency, students (especially struggling learners) need effective instruction. • Eliminate all problem behavior – Some students will still need more intensive support/intervention. – But effective Tier 1 supports will make it easier to identify and reach these students with more intensive support (Tiers 2 and 3).

Effective Tier 1 Practices Teach expectations—what we want students to do Acknowledge and reward good behavior—catch them being good Provide active supervision Use precorrection—teach routines for problem areas: – transition – roll call – lights out – dismissal • Use peer modeling— “I like the way Tichelle is paying attention” • Provide error correction/reteaching—misbehavior is an error! • Use data to make decisions • •

Teaching Behaviors Behavior: Peer Relations § § § § No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . . Academic Skill: Addition § § § § 2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . . 17

Responding to Errors • Academic – What is 4 X 5? – Andy: “ 25” Your response? • Behavioral – Expectation: Raise hand before speaking – Andy blurts out Your response?

Teaching Behaviors Behavior: Peer Relations § Respect others or § Hands and feet to self Academic Skill: Addition § 2+2 = 4 19

Changing Adult Attitudes and Behaviors: The Most Difficult Part • “I shouldn’t have to do anything” • “Kids know what they are supposed to do, so why should I have to compliment them, give them rewards, or offer incentives of any sort? ”

Science of behavior has taught us that youth…. • Are NOT born with “bad behaviors” • Do NOT learn when presented with aversive consequences • Do learn better ways of behaving by being taught directly & receiving positive feedback (REINFORCEMENT)

Tier 2 and 3 Interventions Tier 2 (10 -15%) Tier 3 (2 -5%) • Efficient, evidence • Individualized, based ongoing supports • Available for youth for • Available for youth whom Tier 1 (universal) who still do not succeed supports are not with Tier 2 supports effective • Function-based • Use data to identify behavior intervention (e. g. , <1 BR in a month) plans, wraparound • CI/CO, peer tutoring planning

Misrules • All youth in secure care at Tier 3; Tier 1 supports won’t work – Universal strategies will help them too • Youth who require advanced tier interventions will not benefit from Tier 1 supports – Maintain consistency across all staff and all settings

What Doesn’t Work • Catching them being bad – Punishment, especially when used alone, is ineffective: Wrestling a pig – A continuum of responses to misbehavior is part of the PBIS framework • Ignoring – May be useful on occasion, but better to correct and re-teach • Levels systems – – Complicated—difficult to learn and to implement Kids get “stuck” in a level Staff get tired of adding, subtracting points Disagreements on point earnings, losses set the occasion for conflict

Strategies: Lessons Learned • • • Start small and go slow/attain successes on which to build Maintain administrative support Link to ongoing Statewide initiatives Incorporate a data collection and decision model Fit into existing overall treatment plan Sustaining much more difficult than initial implementation

www. pbis. org Juvenile Justice

Practicing PBIS in Facilities Michelle Cassavaugh, PBIS Team Leader and School Psychologist, Arizona Department of Corrections

Agency Goals • Increase team-based, data-based decisionmaking for behavior and academic instruction and reinforcement across all facility settings. • Increase consistent implementation of research-based behavioral and academic instructional strategies among all agency staff across housing unit, education, community, and individual youth. • Reduce use of and need for reactive discipline measures in facility (e. g. , separation referrals, zero tolerance, unit restrictions) for all youth. • Increase academic achievement levels and social/emotional skills of all youth. • Implement with fidelity and monitor effective intervention plans for youth with the most comprehensive behavioral and emotional needs that support their success across housing unit, school, and community. • Increase capacity of all settings to successfully prevent academic and/or social failures of all students. • Increase staff morale and provide a positive host environment for all employees. • Secure and maintain staff, youth, and administrative buy-in for PBIS.

SW-PBIS Big Ideas • Commitment to serve ALL students • Set students & staff up to be successful • Proactive is better than reactive • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies § Time in hall, time in separation… § Use of Data to guide decisionmaking

ADJC Pride is showing Respect Observing mindfulness Using honesty and being Driven towards greatness

PROUD Coupon Thank you For: Showing Respect Observing Mindfulness Using Honesty Being Driven Incentive Earned: ______________ Pawsitive Youth’s Name/K#: _______________ Proud Staff’s Name: ________________ ADJC Proud Pride is showing Respect, Observing mindfulness, Using honesty and being Driven towards greatness Date: ______ PROUD Coupon Thank you For: Showing Respect Observing Mindfulness Using Honesty Being Driven Incentive Earned: ______________ Date: ______ Pawsitive Youth’s Name/K#: _______________ Proud Staff’s Name: ________________ ADJC Proud Pride is showing Respect, Observing mindfulness, Using honesty and being Driven towards greatness

Mane Catch Ticket Showing Respect Observing Mindfulness Using Honesty Being Driven Youth’s Name ___________K# _______ Unit: ____________ Date: _______ Proud Presenter: _____________

Classroom: Be Driven ADJC Agencywide PBIS Resource Guide Pride is showing Respect, Observing Mindfulness, Using honesty and being Driven towards greatness Specific Skill: Be Driven Skill Steps/Learning Targets – This means I will: Be Prepared to learn each day. Participate to the best of my ability. Give my best effort everyday to achieve success. Work cooperatively with others. Follow dress code. Area: Classroom TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach TELL What is the skill: Get plenty of sleep, eat your breakfast, and stay physically fit. Come to class with a positive attitude, ignore/expel negative: feelings, peers, or behaviors. Keep your area neat, clean and free of distractions. Attentive listening. Volunteer to answer/ask questions, go to the board, read, or lead a discussion. Work hard and continually. Stay on task. Ask questions for understanding, clarification, or deeper learning. Participate in groups and help others learn or let them teach you. Volunteer to pass out/pick up/put away materials, clean the board(s), or clean the room. Look sharp. Keep shoes strapped, pants pulled up and shirts tucked inside of pants. Rationale Always strive to be the best that you can. Each day strive to be better than yesterday. Discuss Skill Steps 1. Why is it important to get enough sleep and eat three meals a day? 2. How might a positive attitude affect your ability to learn? 3. What is involved in listening? 4. What are some advantages to volunteering to participate? 5. What other skills do you learn and/or what behaviors do you nullify when you stay on task? 6. Why is it important to ask questions and when should you ask questions? 7. What happens when you work together with other students? 8. Why help pick up, pass out materials, or clean the room? 9. Why is good hygiene and appearance important?

SHOW Staff Model: both examples and non-examples Example Almost There STAFF ONLY * You raise your hand You blurt out the answer volunteer to explain/demonstrate Scenarios Read or act out the scenario below and have students identify whether the behaviors are examples, almost there, or nonexamples. You put your head down because you didn’t sleep well last night. Is this an Example, Almost There, or a Non-Example? You finish the problem before the teacher and are working on the next one. Example, Almost There, or Non-Example? You talk to your neighbor about last night’s basketball game. Example, Almost There , or Non-Example? The teacher calls your name to read the next passage and you ask, “What page? ” Example, Almost There, or Non-Example? You ask the teacher to give a different explanation or ask for further information. Example, Almost There, or Non-Example? You are folding paper because someone called you a name earlier, but you are listening. Example, Almost There, or Non-Example? You are taking notes during a group discussion but you do not add anything to the discussion. Example, Almost There, or Non-Example? Non-Example STAFF ONLY You are doodling on a paper and daydreaming

ADJC Pride is showing Respect, Observing Mindfulness, Using honesty and being Driven towards greatness PROUD Conduct Respect - Be Kind and Courteous - Use Property with Care - Maintain Personal Space - Follow Rules/Instructions Observe Mindfulness -Be Open to Learn New Things -Enter/Exit Quietly -Observe Confidentiality Be Honest - Accept Responsibility - Remain in Your Designated Area - Only Have Approved Items Be Driven - Participate To The Best Of Your Ability - Follow Dress Code -Work Cooperatively With Others Classroom Be Caught being PROUD of Classroom expectations

Class A, B and C Behavior Definitions and Management Steps Class A Behaviors Side Talking during Instruction (Respect, Driven) Not completing assignments/refusing to read out -loud (Driven) Sleeping (Driven, Mindfulness) Wandering/changing seats for social purposes (Mindfulness) Not following directions (Respect, Driven) Dress Code Violations (Mindfulness, Driven) Cheating/Academic Dishonesty (Honesty, Driven) Horseplay – verbal and physical (Respect, Driven, Mindfulness) Cussing/Foul Language directed at others (Respect) Contraband Notes (w/out gang or violence) (Mindfulness, Honesty) Gossip/Drama (Respect, Mindfulness) Steps to Address Class “A” Behaviors Proximity Redirection Hand-Off to Staff/Another Staff/Security in the hallway E-mails to housing unit or Manager, Staffing Comments, or Negative Feedback in the system Move Seating Arrangements Planned Ignoring Reduced points or “ 0” grade (applies to cheating/academic dishonesty only – academic grades should not be based upon behavior) LSI/Self-Referral to Separation Tally System to develop awareness of use of foul language Self reflection assignment addressing behavior **These behaviors do NOT require a security call

Class B Behaviors One week of consistent Class “A” or Class “C” Behaviors that cause a disruption to teaching (3 or more Minor Behaviors in a class period over the period of a week) (Respect) Active defiance (Mindfulness, Driven, Respect) Gang related tagging in pencil/pen w/out damage to property* (Respect, Honesty) Continual cussing – disrespectful behavior/name calling (Respect, Mindfulness) Being in unauthorized computer programs (Honesty, Driven) Out of area – wandering at class change (Honesty, Driven) Boundary Violations /Grooming Behaviors (Mindfulness, Honesty) Negative peer association/promoting gang activity (Respect, Driven) Steps to Address Class “B” Behaviors Referral to counselors for an educational behavior skills group E-mails to communicate with the unit or Manager, Staffing Comments, or Negative Feedback in the system Time out in the hall w/ staff or security Appropriate IR indicating Negative Peer Association* LSI Incident Report Documenting Behavior Hand-Off to Staff/Another Staff/Security in the hallway Self reflection assignment addressing behavior Missed opportunity for Mane Catch Card **These behaviors should not, but may require a security call

Class C Behaviors Threatening (verbal/physical aggression) (Respect) Any act of violence (Respect, Mindfulness, Driven) Damage to property (Respect) Danger to Self (Mindfulness) Escape Risk & Major Disruption (Code 200) (Mindfulness, Driven) Gang Signs – hand gestures & handshakes (Respect) Sexually Inappropriate behavior (Mindfulness) Theft (Respect, Honesty) Bullying (Respect, Driven) Contraband Notes w/ gang info or threats of violence (planning) (Respect, Mindfulness, Driven) Going to the wrong building at class change (Honesty, Driven) Steps to Address Class “C” Behaviors 1078 called for security assistance (if appropriate) 1024 called for security assistance (if appropriate) Incident Report Negative Feedback in the System Separation Referral Missed opportunity for Mane Catch Card **An IR and Security call ARE required for all Class “C”

ADJC’s Guide to Greatness