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MTSS Implementers Day. Continuum of Behavioral Supports. Matt Phillips. Coordinator, Positive Behavior Interventions & Supports (PBIS) Implementation – Ingham ISD Speech-Language Pathologist Heartwood Sparrow Indiana Private Practice MSU - CSD. Brian Lloyd.

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MTSS Implementers Day


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    Presentation Transcript
    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

    6. Process Data - Behavior pbisapps.org 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

    7. Schoolwide Overview- Behavior

    8. District Process Data - Behavior

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

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

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

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

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

    14. An Increase in Emotional Intensity

    15. Dependence on Role-Bound Authority

    16. A Dependence on Punishment

    17. Wishing and Hoping

    18. The CHAMPs Acronym C Conversation H Help A Activity M Movement P Participation S Supplies

    19. 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

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

    21. 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

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

    23. 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.

    24. Student Needs Teacher Needs

    25. “Survey says…”

    26. Schoolwide Overview- Behavior

    27. Outcome Data - Behavior

    28. Outcome Data - Behavior

    29. Classroom Management Plan vs. Individual Intervention “Rule of Three”: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

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

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

    32. Strengthen Classroom Management CHAMPS Coaching

    33. Strengthen Classroom Management Time on Task

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

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

    36. Strengthen Classroom Management

    37. Precision Requests Strengthen Classroom Management

    38. Strengthen Classroom Management