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Module 4: Continuum of Responses to Behavioral Error Section 2: Planned Ignoring

This module provides an introduction to culturally responsive classroom management, focusing on Wisconsin's framework for equitable, multi-level systems of supports. Learn about planned ignoring as a strategy and how to implement it effectively in your classroom.

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Module 4: Continuum of Responses to Behavioral Error Section 2: Planned Ignoring

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  1. Module 4: Continuum of Responsesto Behavioral Error Section 2: Planned Ignoring

  2. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

  3. This Module is Specifically Connected to These Key Features:

  4. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: The key components to planned ignoring Do: Identify a student that would benefit from this strategy

  5. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

  6. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 3 and Trauma Sensitive School Module 13 Safety Review Tool

  7. What Behaviors are a Match for Planned Ignoring? For the following behaviors: • Chronic blurting • Excessive helplessness • Tattling • Minor disruptions, such as noises or tapping Motivated by need for attention.

  8. Menu of Responses:Planned Ignoring

  9. Planned Ignoring Watch this video and think about it: What behaviors are a match for planned ignoring? What steps are required to properly implement this in your classroom? Video: 6 min

  10. Discussion What behaviors are a match for using this strategy? List the best practices you heard from the video. Group Discussion:5 min

  11. What are Best Practices for Using This Strategy? Plan a meeting with the individual or class • Start with strengths • Express concerns • Teach replacement behavior • Practice replacement behavior • Explain that misbehavior will be ignored, but the student is not being ignored. Engage parents Give attention when replacement behavior is used, along with specific positive feedback

  12. Adjust Your Expectation

  13. Activity 4.2 Planned Ignoring Consider a student you have now (or had last year) who met this criteria. Discuss: • What is the problem behavior and what would be the replacement behavior? • How might planned ignoring help? • What concerns do you have about using this intervention? Individual reflection: 2 minSmall group: 10 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

  14. Check Your Understanding Which of the following statements about best practices for the use of planned ignoring are true? (Click on each statement to reveal answer) • It should be stopped if behavior of concern increases. • It includes the teaching of replacement behavior. TRUE • It can be effective for students who exhibit excessive helplessness. TRUE FALSE • It is appropriate for students motivated by avoidance. FALSE • It requires student, parent, and class meetings prior to use. TRUE

  15. Self-Reflection Use of Planned Ignoring Complete the Self-Reflection Checklist items for this section of the module. Is there a feature of planned ignoring you would like to improve? Reflection The checklist for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

  16. Making the Most of Your Learning: Use KASAB! Knowledge Relationship Building Through a Culturally Responsive Classroom TSS: Chapter 13 Trauma Sensitive Safety Review Tool CHAMPS Skills Peer Review 4 Versions of Family-School Partnerships VABB Newsletter Attitude PLC’s discussion Behavior Try it with a student Use PLC’s for support

  17. Acknowledgements Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Sprick, R. S., & Baldwin, K. (2009). CHAMPs: A proactive & positive approach to classroom management. Eugene, OR: Pacific Northwest Publishing. http://www.safeandcivilschools.com/services/classroom_management.php Wisconsin Department of Education’s School Mental Health Project

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