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Teacher Developed Supports for At-risk Students

Teacher Developed Supports for At-risk Students . Tim Lewis, Ph.D. Barbara Mitchell University of Missouri pbis.org. Starting Point. We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave

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Teacher Developed Supports for At-risk Students

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  1. Teacher Developed Supports for At-risk Students Tim Lewis, Ph.D. Barbara Mitchell University of Missouri pbis.org

  2. Starting Point • We can’t “make” students learn or behave • We can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

  3. Big Ideas • Using data at each step of the process • Intervention selected based on presenting behavior pattern • Modify environment (classroom) to promote practice opportunities & meet “function”

  4. Essential Features Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors Create environments to support the use of pro-social behaviors (practice, practice, practice) Around individual student need / self-management Classroom School-wide

  5. Basic Steps in FBA-BIP Process Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (system change)

  6. Positive Behavior Support Plan • Teach replacement behavior(s) that result in same/similar outcome • Environment should not allow problem behavior to result in previous outcomes • Ideally replacement behavior should be more efficient than problem behavior

  7. How do schools get there? Build parallel systemic processes • Provide school/district teams with a process to address the presenting challenge • Develop a parallel process for districts/states to support school implementation and continue to expand with integrity

  8. Are School Teams Ready? • 80% or better on SET • Action plan to maintain Universals • Use data in team meetings • Create a decision rule to identify students in need • Assessment to identify what supports students need • Strategy to implement classroom-based supports • Equal emphasis on systems, data and practice supports

  9. Classroom Systems of Support within SW-PBS: Universals & Targeted

  10. Classroom Challenges Students spend majority of their school day in the classroom Majority of “discipline problems” originate in the classroom and often result in removal from instruction Remaining engaged in instruction essential to student academic and social success “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

  11. Universals: Classroom Behavior management Teaching routines Positive student-adult interactions Instructional management Curriculum & Instructional design Environmental management Student Self-Management

  12. Universals: Classroom • Classroom expectations/rules defined and taught • Classroom routines defined and taught • “4:1” positive feedback • Active supervision • Students actively engaged • Multiple opportunities to respond • Minors addressed quickly and quietly/privately • School wide procedures for majors are followed

  13. Connecting Classrooms to SW-PBS Efforts • Tie academic and social behavior prevention efforts • Maximize time student spends in instruction & learning (i.e., keeping in class vs. sending them out) • Build expertise within the school via the PBS team • Focused professional development • Brief in-service, multiple practice opportunities, structured feedback • Move to collaborative problem solving • Peer coaching, model/demonstrations

  14. Structural Analysis Setting Factors Assessment Tool • Level 1: Classroom Set-up and Structure • Level 2: Context Specific Activities • Level 3: Instructional Delivery and Tasks • Level 4: Student Behavior Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

  15. Applied Work in Progress A Systematic Process to Implement Individual Plans

  16. Background and Context • PBS in Columbia Public Schools • 18 elementary buildings • 3 middle schools • 3 junior highs • 3 high school programs • 17,000 students

  17. Gentry Middle School • Three core teams per grade level • Five general education teachers • One special education • Elective team • Literacy support center • Self-contained/Special education • Administrative team

  18. PBS at Gentry Year 1-6 • Universal Features • PBS team • Building wide expectations (RRKS) & Matrix • Lesson plans and teaching schedule • Track discipline data • System for acknowledging (RRKS Ribbon) • Continuum of response • Document minors (RRKS TOC)

  19. Building a System to Implement Individual Plans SAT-STAT-RRKS

  20. Method for Communicating Practice • SAT Process • Teacher Assistance and Support • Targeted/Small Group Interventions • Individual Student Plans SAT Team Counselors, Administrators, School Psych, & Behavior Specialist * Meets Weekly • Core Team/Classrooms • Implement AIS • Monitor Progress • Evaluate Outcomes STAT Team Core Team Facilitator, SAT Partner, & Core Team Teachers * Meets Weekly • School-Wide Systems • Matrix • Lesson Plans • School-Wide Data • Acknowledgement • Communication RRKS Team Core Team Representative District PBS Support Building Administrator and Counselors * Meets Monthly

  21. Provide Ongoing Support • Periodic, intensive, with follow-up • Classroom/team universals • AIS process • Follow-up AIS • Feedback and systems maintenance • Weekly, skills-based, with modeling and feedback

  22. Designing a Process for Implementing Individual Plans Gentry AIS and FBA Matrix

  23. Intervention Strategy Process • Assemble data • Complete a student interview • Define the problem behavior • Complete a student schedule • Develop hypothesis • Identify replacement behavior (s) • Construct environmental supports • Delineate positive and response outcomes • Communicate action to others involved • Implement strategies • Monitor and document progress

  24. Intervention Strategy Process • Assemble data • Complete a student interview • Define the problem behavior • Complete a student schedule • Develop hypothesis • Identify replacement behavior (s) • Construct environmental supports • Delineate positive and response outcomes • Communicate action to others involved • Implement strategies • Monitor and document progress

  25. Intervention Strategy Process • Assemble data • Complete a student interview • Define the problem behavior • Complete a student schedule • Develop hypothesis • Identify replacement behavior (s) • Construct environmental supports • Delineate positive and response outcomes • Communicate action to others involved • Implement strategies • Monitor and document progress

  26. Gentry FBA Matrix Lewis, 2008

  27. Outcomes and Results Student Data ODR-RRKS TOC-Attendance-Grades

  28. Intervention Strategies Implemented • Targeted Classroom Intervention • Increase precorrects & feedback • Small Group Intervention • Check-in/Check-out • Individualized Intervention • CICO with modified course schedule

  29. Monitor Progress Student 1

  30. Evaluate Outcomes • Questions to Consider… • Is intervention being implemented with integrity? • Does intervention match the function of student behavior? • Does the student need more intensive, individualized support?

  31. Lessons Learned Use data Select intervention Modify environment

  32. Build Buy-In • Start small • Training on function based intervention • Same things we do for students… • Teach expected behavior • Provide support • Reinforce reasonable approximation • Acknowledge success • Outcome data

  33. Big Ideas • Using data at each step of the process • Intervention selected based on presenting behavior pattern • Modify environment (classroom) to promote practice opportunities & meet “function”

  34. Teacher Developed Supports for At-risk Students Tim Lewis, Ph.D. Barbara Mitchell University of Missouri

  35. Method for Communicating Practice • SAT Process • Teacher Assistance and Support • Targeted/Small Group Interventions • Individual Student Plans SAT Team Counselors, Administrators, School Psych, & Behavior Specialist * Meets Weekly • Core Team/Classrooms • Implement AIS • Monitor Progress • Evaluate Outcomes STAT Team Core Team Facilitator, SAT Partner, & Core Team Teachers * Meets Weekly • School-Wide Systems • Matrix • Lesson Plans • School-Wide Data • Acknowledgement • Communication RRKS Team Core Team Representative District PBS Support Building Administrator and Counselors * Meets Monthly

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