Behavior Management

1. Behavior Management Quick Tips Within YAFA’s RtI/MTSS Framework

2. Website for Resources http://effectivesystems.wikispaces.com/welcome

3. Strong Mental State Stay intellectually stimulated Be current with subject and teaching methods Put things into perspective Know yourself (strengths and weaknesses) Use other teachers as a resource Practice relaxation/meditation Escape through hobbies, interests, and passions Mrozek, 2010

4. School-Wide Positive Behavior Support Intensive Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Interventions School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

5. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, etc) Attendance, ODR, GPA, etc. Group Interventions with Individualized components CICO data, data from other targeted groups Function-based intervention Functional Behavior Assessment Adapted from T. Scott, 2004

6. Practices • Continuum of supports • Documentation for targeted and intensive interventions • What intervention consists of • Materials needed • Data-based decision rules • Plan for progress monitoring • Interventions for academic and social behavior linked

7. Establish Clear Classroom Expectations Methods of Instruction Methods of Assessment/Grading Code of Conduct Parental Involvement Social Support Policies and Procedures Mrozek, 2010

8. Top 10 Tips for Classroom Management It’s Easier to Get Easier Fairness in Key Deal with Disruptions with as Little Interruption as Possible Avoid Confrontations in Front of Students Stop Disruptions with a Little Humor Keep High Expectations in Your Class Over-plan Be Consistent Make Rules Understandable Start Fresh Everyday Kelly, 2010

9. The key BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

10. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making (swis.org) • Family Awareness and Involvement

11. Best Middle School

12. Targeted Interventions: Building Blocks Teach/build pro-social replacement behaviors Build maintenance and generalization strategies to promote use Attend to possible function of the problem behavior

13. Important Themes • Small group = all students get the same intervention (e.g., pull out social skills) • Targeted = altering classroom or other environment to support a small number of students but will likely benefit all students (e.g., classroom environment changes) Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

14. Small Group / Targeted Interventions • Social Skill Training • Self-Management • Mentors/Check-in • Peer tutoring / Peer Network • Academic support • Individual plans (FBA)

15. Group Procedures • Who & how many in the group? • 5-8 • When & how long meet? • At least weekly over the school year • Who teaches? • Combination • Basic behavior management • Routines • Expectations • Attention signal • Incentives Social skill outcomes, expectations, etc. must be connected to the school-wide PBIS system

16. Social Skills ClubCurriculum & Delivery of Instruction • Collected and prepared materials from a variety of sources. • One hour per week after school for the academic school year • Attention to pre-requisite skills for participating in lessons. • Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework

17. Social Skills Clubgeneralization • Posters of each lesson given to classroom teachers to display in class and use as visual prompt. • “Club” participants present weekly social skill lesson to from club to their class. • Staff instructed on how to prompt and reinforce

18. Behavior Plan Weekly Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out Check-in Check-out Cycle Class Check out TeacherChecks Class Check in

19. Check-in • Focus is on academic & social compliance • AM / PM • Teach strategies to enter work /objectives to accomplish • Agendas • All staff must prompt/reinforce student use Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day

20. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

21. HAWK Report Date ________ Student _______________Teacher___________________

22. Daily Progress Report

23. CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments:

24. Why does CICO work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

25. Why does CICO Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

26. Logistics for Setting up a CICO program • Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” with 67% of students. • CICO does NOT replace need for individualized supports. • Team available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)

27. Logistics for Setting up a CICO program • School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

28. Logistics for Setting up a CICO program • Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • Home report process • Can be same as progress card • Can be a unique reporting form

29. Logistics for Setting up a CICO program • Trading menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned • Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral to BISCC structure for individualized interventions. 28

30. Moving into Intensive Levels of Support Every behavior serves a purpose Your job is to find that purpose and replace the problem behavior with a more appropriate one.

31. Your Initial Perception may not be as accurate as you think….

33. Remember: Shi(f)t happens…. Modify as needed!!