Presentation is loading. Please wait.

Presentation is loading. Please wait.

Presented at Saint Xavier University David Bell Ed.D. ADAPTED FROM Response to Intervention: Whats Behavior Got to Do with It GEORGE SUGAI.

Similar presentations


Presentation on theme: "Presented at Saint Xavier University David Bell Ed.D. ADAPTED FROM Response to Intervention: Whats Behavior Got to Do with It GEORGE SUGAI."— Presentation transcript:

1 Presented at Saint Xavier University David Bell Ed.D. ADAPTED FROM Response to Intervention: Whats Behavior Got to Do with It GEORGE SUGAI

2 Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6. Discussion: Read the quote below: Do you agree or disagree with this statement? Why?

3 Keeping the Class Together

4 Many Obstacles for the Class

5 Making Work Easier; Better Outcomes

6 RtI is the practice of 1) providing high quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions. Problem-Solving is the process that is used to develop effective instruction/interventions.

7 November 2006 IDEA Partnership7

8 Schools fall further behind if… A system is not put into place to address the academic and behavioral challenges

9 Given the new standards schools need to be proactive in addressing the academic and behavioral issues that may impact students academic growth and development. Should we revisit system to support students who have some behavorial challenges Should we revisit the way we approach teaching the curriculum. What impact will this have on our students academically?

10 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

11 Two model course pathways Traditional: Algebra I, Geometry, Algebra II Integrated: Mathematics I, Mathematics II, Mathematics III Both pathways address the same standards and prepare students for additional courses such as: Precalculus, Advanced Quantitative Reasoning FocusCoherenceClarityRigor

12

13 Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III. Tier II: Targeted Interventions School & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II. Tier I: Prevention / Baseline Interventions School & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I. AssessmentSupports Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive to individual student need. Examples: Frequent Progress Monitoring Referrals to Multi- Disciplinary Evaluation Examples: SA CORE TEAM Strengths-Based Needs Functional Behavioral Analysis Curriculum-Based Progress Monitoring Examples: Required Health Screens Academic Data / Benchmarking Attendance / Behavioral Data Universal Academic Screening Standardized Tests Examples: Relevant Special Ed. Systems of Care Linked Support Services Examples: Small Group Instruction Educational Support Groups Parent Consultation Individual / Group Counseling Examples: General Ed. Curriculum Extra-Curricular Activities Developmental Guidance Prevention & Incentive Programs Community Programs Reference: US Office of Special Education ProgramsPBIS Needs AssessmentSchool & community data collection to identify needs and resources

14 How are we proactively addressing the behavior concerns school-wide?

15 Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reikos frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

16 Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

17 Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self- injurious behavior increase quickly. What would you do?

18 Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachels behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

19 Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

20 What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

21 Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

22 During 4 th period, in-school detention room has so many students that the overflow is sent to the counselors office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

23 During Advisory Class, the sportsters sit in the back of the room, & goths sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

24 Three rival gangs are competing for four corners. Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

25 Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

26 What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters!

27 Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

28 School should have a comprehensive system to collect universal data on behaviors that may be… External Internal Systematic Screening for Behavior Disorders (SSBD; 1999), Referral for these behavior should be supported by data to determine if the problem is School Wide Classroom Student(s)

29 Schools should have a system to check the fidelity of the implementation of the rigorous standards of common core. Specifically.. Are students engaged in mathematical task? To what extent are we engaged in depth rather than breadth of knowledge? To what extent we are able to get our students to think!!!

30 p68 p68

31 Academic and behavioral challenges should be addressed by understanding the population you serve. Most behavior problems can be solved by implementing system to support the child socially, emotionally and/or academically. Some Strategies include Social skills training Mentoring Teaching Organization skills Homework Club Newcommers Club Peer Tutoring

32

33 Qualitative research revealed that Counselors in middle school have a different understanding of RtI.

34 Support the leadership in creating an environment that will prevent academic and behavioral problems. This should include Organizing a school wide positive system of support Assessing the environment Analyzing data

35 Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment Assess students Design, implement and evaluate guidance and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students 35 Certification and Licensure of School Counselors R

36 Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment Assess students Design, implement and evaluate guidance and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students 36 Certification and Licensure of School Counselors R

37 Dr. David Bell Ed.D.


Download ppt "Presented at Saint Xavier University David Bell Ed.D. ADAPTED FROM Response to Intervention: Whats Behavior Got to Do with It GEORGE SUGAI."

Similar presentations


Ads by Google