Day 3: Responding to Behavior

Day 3: Responding to Behavior
PBIS Tier 1 Training Day 3: Responding to Behavior Introductions!

Team Roles Facilitator Recorder Time-keeper Spokes-person
Keeps team time bound in the process Shares out to whole group Documents work, and decisions for team Keeps group on track, makes sure all voices are heard Facilitator Recorder Time-keeper Spokes-person Purpose: Relationship and trust building, and determine group roles. This is an interactive training so before we move on, lets determine roles for the work you’ll be doing together. Explain roles: Facilitator: Keeps group on track, makes sure all voices are heard Recorder: Documents work, decisions for team Timekeeper: Reminds team of where they are in process according to time Spokesperson: Share out to whole group Give teams one minute to determine roles for the day. Use regrouping strategy to bring group back.

Write in your workbook and prepare to share out.
Discussion Update Review the team action plan. What progress has the team made on the identified action items? Identify how the team has used process (training and support) and performance (fidelity) data to inform work? What is one question your team needs answered by the end of the day today? Write in your workbook and prepare to share out. Activity time: 7 minutes for teams to work, 1 minute for EACH team to share out. Make sure to collect the team thoughts for question two on chart paper. Hang in front of the room. Workbook, pg. 41: Update from Day 2 Write in your workbook and prepare to share out. 1.Review the team action plan. What progress has the team made on the identified action items? 2.Identify how the team has used implementation data (training and support) to inform work? 3.What is one question your team needs answered by the end of the day today? PAGE 41

Objectives for Today Teams will… Build an understanding of:
reinforcement strategies strategies for responding to behavioral error data collection Develop a plan for building: team capacity around implementation of response strategies staff and stakeholder capacity around implementation of response strategies through team provided training and ongoing support

Today Responding to behavior Data Reinforcement system
Correcting behavioral error Data Minors and majors Data collection Precision statements Main Idea: These sections will be broken down into smaller, manageable pieces that we’ll build on throughout the day with a lot of team discussion time and small amounts of content.

Response to Behavior Reinforcement system Correcting behavioral error
All members of your staff help set the tone or mood of the school through relationships with students and families; frequently recognizing students’ efforts to meet academic and behavioral goals.

Reinforcement Reinforcement increases the likelihood the behavior (pro-social or problem) is maintained or increased Can be natural or contrived Reinforcement for individual students will vary Think ABC Used for a targeted pro-social/adaptive skill that is challenging or aversive (based on data) We need to know that the student is able to demonstrate the skill Always paired with high quality instruction that includes specific-positive feedback Main Idea: Reinforcement increases the likelihood that the behavior (pro social or problem) will be displayed again. Reinforcement is used to: Ties back to previous days: Day 1, ABCs Animation - All behavior is reinforced (pro-social and problem). How is problem behavior reinforced/maintained? How is pro-social behavior reinforced/maintained? Animation 2 Bullet point 1-for many students, specific-positive feedback alone is sufficiently reinforcing to strengthen the behavior. In addition to feedback, some students need additional reinforcement when a skill is particularly challenging or aversive. Specific-positive Bullet points 2-5: We want to be mindful what students find reinforcing and create a robust system. For some children, being together with other children is what we would want to use.

Reinforcement Contingent - Access to positive reinforcement is provided when a desired behavior occurs Non-contingent - Reinforcement is provided regardless of performance or the occurrence of a target behavior TEAM: Should this say positive reinforcement of just reinforcement? (see Jen with quetions) :) Examples of non-contingent attention: Smiles Greetings Conversation Community-building activities Source:

Reinforcement Frequent: Used when student is learning a new skill. Reinforcement is used when the student displays the skill (known as flooding) then faded back when students are able to fluently demonstrate the skill. Everyone should have access to this. Intermittent: Used to maintain a skill that has been learned. Intermittent reinforcement is provided at predetermined intermittent schedule for the maintenance of an acquired skill. Everyone should have access to this. This slide addresses occurrences Animation - Main Idea: There needs to be a variety of reinforcers. High frequency when building the skill and pair back to intermittent to maintain the skill. Long Term: Set up the reinforcers so they are earned and everyone is included, while making them achievable in a reasonable amount of time. Animation 2: Go back to page 18 (take 2 minutes) to label reinforcers as either frequent, intermittent, or long term. Source: Jenson, William R., H. Kenton. Reavis, and Ginger Rhode. The tough kid tool box. Longmont, CO: Sopris West, 1995.

Reinforcement Immediate Used when learning new skills
Happens immediately following demonstration of the targeted skill Paired with specific-positive feedback Helps students connect what they did with the feedback they are receiving Delayed Used as students demonstrate mastery of the skill There is some time between when the targeted skill is demonstrated and the reinforcement is provided This slide addresses time

Reinforcement Occasional: Based on a group goal that is achievable within 3-6 months. All are a part and all take part. Community building/climate benefits Relationships/community Norms of celebrating each other Do not let the group reward become a punishment for some students. It can not be a party for everyone that did not get a referral-that would exclude students.

Continuum of Reinforcers
Frequent Intermittent Occasional Specific-positive feedback Positive phone calls/ s School-wide assembly Thumbs up Positive postcards Mini-courses Ticket or card Student of the week Social activity Note home Recognition by the principal Monthly Celebrations Stickers Special privileges Quarterly Celebrations Extended recess Choice of advisory activity Main Idea: Examples of ways to reinforce positive behavior.

Reinforcement Types of Reinforcers
Tangible (food, tokens, access to items, etc.) Activity (going out first to recess, tutoring a classmate, handing out papers, selecting a topic for discussion, playing games, etc.) Social (verbal praise/feedback, smiles, high fives, snaps, silent cheer, spending time with a preferred person) Adult attention is reinforcing for most students (especially when there is a relationship)

Reinforcement Examples Specific-Positive Feedback
Matrix Data Instruction Specific-Positive Feedback Reinforcement Students will actively participate in groups 40% of students verbally participate in groups using a voice that group members can hear and respond to Teacher models the skill and provides prompts to students as he moves from group to group; students practice in their groups I notice you are speaking more loudly in discussions; that helps us know your ideas Teacher will place a tally mark on the board every time he notices active participation in groups -when the class reaches 30 tally marks they will get a two minute free choice time at the end of the class period Is it skill based (what is the skill)? Is it tied to a data point (what is that data point)? Is it frequent or intermittent (why and how do you know)? Is specific-positive feedback provided? Is that feedback sincere? If this was your school how would you know when to fade? What might the fade look like in each example?

Reinforcement Examples Specific-Positive Feedback
Matrix Data Instruction Specific-Positive Feedback Reinforcement Students will use a voice level of 0-1 when walking in the hallway After 2nd lunch recess, 3/10 teachers in the east wing need to close their doors daily due to the loud volume in the hallway (Previously this was 10/10) Recess supervisor will prompt students to bring their volume down to a 0-1 before entering the building I notice you’re using a voice level of 0-1; that helps students in class not be distracted by noise in the hallway Recess supervisors will provide a golden ticket for every teacher that reported that they did not need to close their door on Tuesday and Friday this week Is it skill based (what is the skill)? Is it tied to a data point (what is that data point)? Is it frequent or intermittent (why and how do you know)? Is specific-positive feedback provided? Is that feedback sincere? If this was your school how would you know when to fade? What might the fade look like in each example?

Reinforcement Cautions
Teachers respond more often to inappropriate rather than appropriate social behavior (Beaman & Wheldall, 2000) Too difficult or cumbersome for staff to use All or nothing criteria (“Why try?”) Loss of specific-positive feedback When specific-positive feedback is not given in a sincere way, it does not reinforce positive behavior Avoid takeaways Types of reinforcers used are not meaningful/relevant Style of delivery needs to be acceptable to the student Making reinforcement too high stakes or too big a deal Main Idea: Keep the system simple, doable and yet effective. If it is difficult or cumbersome, the staff will not use consistently. This is about building skill (should not be about the amazing reinforcers-big trips, tvs, etc) All or nothing criteria example: A “No Tardy Party” reinforces only a certain portion of your school and may be demotivating to others. If I am tardy the first day of the month, why try? While you may want to keep this reinforcer for the few it serves (it is a bit like the Honor Roll), you could also celebrate improvement on time behavior which encourages all to improve or strive to meet the expectation. Important to Mention: Need to do things that are reinforcing to students, otherwise they find them boring and they probably won’t respond. Specific-Positive Feedback is what builds the skill so it needs to be tied to any reinforcer given. Note that adults do not “give,” instead students “earn.” Not taken away by adults.

Reinforcement Matrix For Staff:
Used for a targeted pro-social/adaptive skill that is challenging or aversive (based on data)-We need to know that the student is able to demonstrate the skill Redemption of high frequency (optional, not required) For Staff: Clearly articulate how, when, and what options (examples) to use for reinforcement AND Main Idea: An acknowledgement matrix helps keep everyone knowledgeable. In this matrix example, the second box is a choice, redemption. If you have a matrix, you need to keep track of when, where, who, etc. Point out: Celebrations are linked to goals. The team needs to define and measure use of the practice (to inform the training and support they provide to staff)

Reinforcement Practices
Audit On the notes page, list ways that your school reinforces students for academic performance. Now on your workbook page 42 list ways your school reinforces students for social behavioral performance. PAGE 42

Reinforcement System Action Plan Part 8 TFI 1.7, 1.8, 1.9 PAGE 63
Workbook, pg. 60: Reinforcement System – 20 minutes Objective: Create a plan for how your team will build purpose, train, and support your staff and stakeholders in responding to behavior effectively. Team Create steps for how your team will work with your staff and stakeholders to develop and monitor a reinforcement system. (This will be done AFTER your staff has trained on the purpose of a reinforcement system). Train Create steps for how your team will train your staff on the purpose of a reinforcement system. Create steps for how your team will train your staff on how to use the reinforcement system. Support Create steps for how your team will support your staff in using the reinforcement system. Feedback Create steps to get yearly feedback from all stakeholders. PAGE 63

Creating Environments to Support Positive Behavior
Keep in Mind: Most students will respond to a fully-implemented universal system of supports Assume students need support in demonstrating the skill Skill deficit and performance deficit require more teaching and practice to resolve PBIS is about changing adult behavior and the environment rather than the students Effective response to behavioral error includes knowing and responding to the ABCs: Adjusting environments to reduce problem behavior, teaching pro-social behaviors, providing feedback and reinforcing pro-social behaviors Keep in Mind (worded above previously): Most students will respond to universal supports-make sure the universal is fully implemented-student supports will be built on the universal system of support. Assume that students either do not have the skill or need support in demonstrating the skill. There is no willful/intentional choice to demonstrate the error. We all react in the best way we know how given the circumstance. Both skill deficit and performance deficit require more teaching and practice to resolve. PBIS is about changing adult behavior and the environment rather than students, to better support students in learning and performing skills. Effective response to behavioral error includes adjusting environments to reduce problem behavior, teaching the pro-social behaviors, and providing feedback and reinforcement on the pro-social behaviors.

TEAM: Where does reinforcement fit within our graphic?
85-90% of students should respond to the proactive and response strategies. If not, reconsider what is being done universally. Main Idea: Creating Environments to Support Positive Behavior (with environmental considerations). Note that response to error is not sequential! Animation 1: Proactive response - these universal practices need to be in place systemically. Animation 2: All learning comes with error. We want to make sure that our response is instructional in nature through reminding, reteaching, and redirecting. Animation 3: Systemically, intentional family contacts should build relationships with families. Are ALL staff connecting with ALL families? We want to connect with families and think of the positive ratio of 5 positive contacts to every 1 negative contact in order for families to know that you care about their child(ren) and build trust with the family. We should reach out to families to get feedback on many different levels, such as what works well for their child, for the school, for the district, etc. We need to ask families when they would like to be notified: First time of behavior (second time), only when it goes to the office, etc.; how they’d like to be notified (text, , phone, etc.); and time of day. Animation 4: This is universal, if you don’t have a high rate of response (class, school, district) you need to go back to the universal and see what needs to be strengthened. Animation 5: Some students, just like in academics, need additional instruction and support around specific skills after they have been taught to all students to fluency. This isn’t anything new, this is something we are already doing in our classes. More intentional instruction around a subskill, higher rates of feedback, higher than 5:1, higher rates of prompting. That’s why we document, so we have the data to guide our adult practices. Animation 6 & 7: These are our prompts for our reflection, is there something we missed or something we can do better? This is all going to take time, think back to day 2. It takes time to build a new skill and even longer to unlearn an old behavior and learn a new behavior. Environmental Considerations: Consider management system, physical arrangement of room, rules and routines, number of students. Example: desks are arranged in a U-shape, classroom matrix, offices are used for privacy (cardboard standup), rules and routines are posted in visible place, 17 students. For trainer information only: Example for Animation 1 Maintaining negative behavior: Johnny struggles in math. He used to go to the teacher and ask her questions about how to do his math. The teacher would respond with statements like you should have paid attention but would then remind him of the steps for completing problem and walk away. Currently, Johnny is often sent to the office during teacher led math instruction because of his behavior at that time (puts head down on desk and ignores teacher prompts and cues to take his book out/look at the board/answer questions/work with a partner). This consequence (being sent to the office) is “reinforcing” to Johnny because he is sent to the office and doesn’t have to learn his math. Function=avoid math. Desired behavior: Johnny to independently do his math given whole group instruction. Replacement behavior: take supplies out and then put head down. Check in with the instructor after instruction to get started. Raise hand during group instruction and ask a question OR ask a peer the question. Teaching positive behavior: Johnny struggles in math, Johnny is often sent to the office during teacher led math instruction because of his behavior at that time (puts head down on desk and ignores teacher prompts and cues to take his book out/look at the board/answer questions/work with a partner). In order to correct the behavior, the teacher keeps Johnny in class and works with him independently or in a group to assist him in being successful with math using gradual release – I do, we do, you do. This consequence (teaching a skill) is “reinforcing” to Johnny because he is now able to successfully complete his math assignment. Considerations Documentation Environment Feedback Relationships Teaching Positive Behavior Support Key Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action.

Chronic and Serious Behavior
Supports or strategies are similar but more intensive - similar to academic supports Systemic supports (i.e. tiers 2 & 3) will alleviate demand on limited resources Crisis plans must be considered for safety concerns We recognize that you will continue to have chronic and serious behaviors that are not addressed during this training. As your Tier 1 system becomes solid you will move to Tiers 2 and 3 which will address: Supports or strategies are similar but more intensive - similar to academic supports Systemic supports (i.e. tiers 2 & 3) will alleviate demand on limited resources Crisis plans must be considered for safety concerns MC – see organizer for updates.

Refine and Respond Refine Refine your systems and practices to prevent the behavior from occurring Environment Instruction Reinforcement Data Respond to the behavior in the moment Respond

Environmental Considerations
Is the environment structured to maximize student learning? How do we know? Physical arrangement of space Structure Adult supervision and expectations of supervising adults Clearly defined purposeful expectations and indicators Culture of the building - peer and adult relationships “Fit” of academic demands to student skill levels Engaging instruction including high rates of opportunities to respond (OTR) Refine Regularly considers the ABCs and function of the student(s) behavior when making antecedent adjustments so that pro-social/adaptive behavior is more likely to occur and behavioral error is less likely to occur. Looking for environmental things that could be causing or contributing to the occurence of the behavior. Structure of the day: Timing, routines, order of events Adult supervision: Scan, Move, Interact Expectations & Rules: contextual fit for students and families and environments/routines Culture of building: Sense of belonging/acceptance/inclusion Doug Reeves: 0’s, averages, missing work, big projects

Reflection Given the environmental considerations on the previous slide and your current action plan consider: One practice that is working well How do you know? What evidence do you have? One practice your team could support this coming school year What evidence will you collect? Turn & Talk Take notes

Instructional Considerations
Was the Skill Taught to Fluency Initially? Behavioral skills and habits (SEL competencies, CCR, and school procedures) are identified, prioritized, and integrated into daily academic curriculum Staff purposefully organize/sequence/scaffold series of lessons to move students to stronger application CCR=college and career ready Refine

Was the Skill Taught to Fluency Initially? As students acquire new skills, staff: Frequently model the skill and provide a variety of examples Provide multiple, authentic, ongoing opportunities for guided and independent practice of skills Gradually provide fewer external prompts and reduce rates of feedback (fade) once students become secure in using the skill in various situations Refine

Was the Skill Taught to Fluency Initially? Staff use ongoing formative assessment to check for understanding and adjust instruction based on student response Refine

Reflection Given the instructional considerations on the previous three slides and your current action plan consider: One practice that is working well One practice your team could support this coming school year Turn & Talk Take notes

Reinforcement Considerations
Refine Are principles of reinforcement consistently and accurately applied? ALL students have access to the system and are reinforced at a high rate Reinforcement is: Based on data and targets specific skills Always paired with positive feedback Faded as students demonstrate fluency with skills Provided intermittently to maintain acquired skills Faded to rely on natural reinforcers Students are invested in the system Students should have voice in the system Reinforcement should be tied to function If we’re really intentional about tying reinforcement to function, students will be more invested in the system.

Data Considerations Does accessible, reliable, and valid data driven decision-making? Data is collected around Training (team process) Support (team process) Fidelity (team performance) Environmental strategies Instructional practices Reinforcement practices Student outcomes Confidentiality is maintained throughout collection and use of data Consider language on this slide (team, train, support? Process, performance?) All staff consistently use an established school wide system to track interactions between staff and students (errors and reinforcements) Data is collected in an efficient, consistent, and timely manner Disaggregated data informs adjustments to environment, instruction, and reinforcement Refine

Refine and Respond Refine Refine your systems and practices to prevent the behavior from occurring Environment Instruction Reinforcement Data Respond to the behavior in the moment Respond

Types of Responses Punishment Replacement techniques
Respond Punishment Punitive in nature Range in intensity from “the look” to expulsion Replacement techniques Focus on teaching or strengthening skills that lead to desired behaviors Direct instruction Positive reinforcement Modeling Bear, G. (2010). Discipline: Effective school practices.

Punishment What response do you see when kids are punished?
Respond Punishment Punishment: Suppresses a problem behavior. Losing something that is desired (ex. Privileges) Adding an aversive (ex. Reprimands) What response do you see when kids are punished? Animation 1 - Main Idea: Punishment is used to stop behavior, in some cases, it does. Other times, it suppresses behavior. Example, speeding on a highway, see a police, slow down so we don’t get a ticket. Once we get a mile past the police, we speed up again, behavior was only suppressed. Animation 2 – Second two bullet points (Think about these two bullet points within the context of a situation in your own life). Animation 3 - What response do you see when kids have been punished? Punished behavior is not forgotten, it's suppressed - behavior returns when punishment is no longer present. For trainer information only: Suspension as a punishment: It is for some children, but is it for all? Or, is it actually a reinforcer? Punishment is often for the staff and not for the learner as we feel better that justice was served.

Limitations of Punishment
Respond Limitations of Punishment Teaches students what not to do and fails to teach desired or replacement behavior Effects often are short term Teaches students to aggress toward or punish others Fails to address the multiple factors that typically contribute to a student’s behavior Is likely to produce undesirable side effects (e.g. anger, retaliation, dislike toward the teacher or school, social withdrawal) Creates a negative classroom and school climate It can be reinforcing (i.e. negative reinforcement) by allowing students to avoid or escape from situations they find aversive Limitations or punishment as a standalone strategy. Punishment IS sometimes necessary, BUT must be coupled with a strong system of supports that includes instruction, modeling, and reinforcement. AND, should be mostly low-intensity (”the look”, etc.) rather than high-intensity or exclusionary. Bear, G. (2010). Discipline: Effective school practices.

Stand Up -Hand Up -Pair Up
“Punishing students doesn’t teach them the right way to act.” George Sugai, 2005 “When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use-teaching and mentoring approaches.” Forest Gathercoal, 2004 “When everyone handles infractions with instructional correction procedures, students learn that what happens when they mis- behave is procedure and not personal.” Algozzine, Wang & Violette, 2011 “You cannot punish a student into learning Math." Dave Kunelius, 2017 Stand Up -Hand Up -Pair Up Animation: 5-10 minutes – Four quotes. Trainer Choice of how to complete this activity: Stand Up, Hand Up, Pair Up Version 1 Have participants stand up, put their hand up, find a partner (not from their team), then put their hand down once they have found their partner. Show first quote, give participants 2 minutes to discuss, move on to next quote, and repeat (do this until all four quotes have been discussed). Stand Up, Hand Up, Pair Up Version 2 Have participants stand up, put their hand up, find a partner (not from their team), then put their hand down once they have found heir partner. Show participants all four quotes. Give them 3-4 minutes to discuss with their partner the quote that resonated with them the most. 3) 4 Corners Assign a quote to each corner or four specific areas of the room Instruction to participants: "Go to the area of the room with the quote that resonates with you the most...have a discussion about why you chose that quote." Then do large group processing...have someone from each group share out why they picked that quote.

Response to Error Effective educators work hard to avoid punishment
Respond Response to Error Effective educators work hard to avoid punishment Instead focus on strategies for developing skills and preventing error Errors are seen as opportunities to teach rather than situations requiring punishment When used, these educators are much more likely to use MILD forms of punishment such as “the look,” proximity, or verbal reprimands Avoid assuming anything Assuming anything (understanding of punishment and understanding of skills)

Response Considerations
Respond Response Considerations Slow down decision making Use alternative responses in place of removal from the classroom (for behavior that is non-violent or dangerous)

Response Considerations
Consistently collaborate with students, families, and colleagues to implement effective strategies Caution: Some families receive significantly more negative contacts from school than positive Consideration: Ensure collaboration with families is positive and preventative in nature Respond

Respond Responding to Errors Consistent (predictable), specific, brief instruction that redirects student focus Focused on skill, not person Least restrictive Least intrusive Private, quiet, respectful Provide alternatives in which the student has demonstrated skill

Respond Responding to Errors Consistent (predictable), specific, brief instruction that redirects student focus Provide adequate response time Prompt/redirect student Move away - give the student time to respond Check back in with the student Use guiding questions/prompts for thinking

TEAM: Where does reinforcement fit within our graphic?
85-90% of students should respond to the proactive and response strategies. If not, reconsider what is being done universally. Main Idea: Creating Environments to Support Positive Behavior (with environmental considerations). Note that response to error is not sequential! Animation 1: Proactive response - these universal practices need to be in place systemically. Animation 2: All learning comes with error. We want to make sure that our response is instructional in nature through reminding, reteaching, and redirecting. Animation 3: Systemically, intentional family contacts should build relationships with families. Are ALL staff connecting with ALL families? We want to connect with families and think of the positive ratio of 5 positive contacts to every 1 negative contact in order for families to know that you care about their child(ren) and build trust with the family. We should reach out to families to get feedback on many different levels, such as what works well for their child, for the school, for the district, etc. We need to ask families when they would like to be notified: First time of behavior (second time), only when it goes to the office, etc.; how they’d like to be notified (text, , phone, etc.); and time of day. Animation 4: This is universal, if you don’t have a high rate of response (class, school, district) you need to go back to the universal and see what needs to be strengthened. Animation 5: Some students, just like in academics, need additional instruction and support around specific skills after they have been taught to all students to fluency. This isn’t anything new, this is something we are already doing in our classes. More intentional instruction around a subskill, higher rates of feedback, higher than 5:1, higher rates of prompting. That’s why we document, so we have the data to guide our adult practices. Animation 6 & 7: These are our prompts for our reflection, is there something we missed or something we can do better? This is all going to take time, think back to day 2. It takes time to build a new skill and even longer to unlearn an old behavior and learn a new behavior. Environmental Considerations: Consider management system, physical arrangement of room, rules and routines, number of students. Example: desks are arranged in a U-shape, classroom matrix, offices are used for privacy (cardboard standup), rules and routines are posted in visible place, 17 students. For trainer information only: Example for Animation 1 Maintaining negative behavior: Johnny struggles in math. He used to go to the teacher and ask her questions about how to do his math. The teacher would respond with statements like you should have paid attention but would then remind him of the steps for completing problem and walk away. Currently, Johnny is often sent to the office during teacher led math instruction because of his behavior at that time (puts head down on desk and ignores teacher prompts and cues to take his book out/look at the board/answer questions/work with a partner). This consequence (being sent to the office) is “reinforcing” to Johnny because he is sent to the office and doesn’t have to learn his math. Function=avoid math. Desired behavior: Johnny to independently do his math given whole group instruction. Replacement behavior: take supplies out and then put head down. Check in with the instructor after instruction to get started. Raise hand during group instruction and ask a question OR ask a peer the question. Teaching positive behavior: Johnny struggles in math, Johnny is often sent to the office during teacher led math instruction because of his behavior at that time (puts head down on desk and ignores teacher prompts and cues to take his book out/look at the board/answer questions/work with a partner). In order to correct the behavior, the teacher keeps Johnny in class and works with him independently or in a group to assist him in being successful with math using gradual release – I do, we do, you do. This consequence (teaching a skill) is “reinforcing” to Johnny because he is now able to successfully complete his math assignment. Considerations Documentation Environment Feedback Relationships Teaching Positive Behavior Support Key Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action.

How are you going to support this through the year?
Workbook Look back to what your school identified as practices around response to error Page 30 and your current Action Plan Part 6 Page 62 consider: One practice that is working well (increasing positive student outcomes) One practice your team could support this coming school year Team Time How are you going to support this through the year? Take Notes

Response to Behavioral Error
Action Plan Part 6 TFI 1.6, 1.7, 1.8 Response to Behavioral Error Workbook, pg. 62: Response to Behavioral Error – 30 minutes PAGE 61

Guides decision-making processes
Data Guides decision-making processes Types Performance (fidelity data) Process data (implementation data) Outcome (student-level data) Data needs to be collected, analyzed, and used for decision making. Process data Measures the extent to which the system has been put into place. Leadership - Active involvement in facilitating and sustaining systems change to support implementation of the PBIS (examples include: communication, decisions, guidance, and resource allocation) Competency - Strategies to develop, improve, and sustain educators’ ability to implement PBIS (examples: training and support) Organization - Strategies for analyzing, communicating, and responding to data in ways that result in continuous improvement of systems and supports for educators

Performance Data Measures the extent to which staff are able to use practices as intended Assesses use of skills that have been trained and supported Helps to assure sustained implementation of practices Not a reflection on teachers, staff, or students “The most effective intervention will not produce positive effects if it is not implemented.” Performance assessment is one component of a complex of factors that help to assure successful and sustained implementation of human service programs and practices. Performance Assessment is designed to assess the use of the skills that are taught in training and reinforced and expanded in coaching processes. These sometimes are called practitioner fidelity assessments. The most effective intervention will not produce positive effects if it is not implemented. Thus, assessments of performance are a critical component of implementation. Performance assessments include:

Measures the extent to which the system is in place
Process Data Measures the extent to which the system is in place Leadership - Active involvement in facilitating and sustaining systems change to support implementation (e.g. communication, decisions, guidance, and resource allocation) Competency - Strategies to develop, improve, and sustain educators’ ability to implement PBIS (e.g. training and support) Organization - Strategies for analyzing, communicating, and responding to data in ways that result in continuous improvement of systems and supports for educators

Outcome Data Informal data sources Minors (ongoing) Majors Attendance
Grades Angel List Teacher request for assistance Surveys Health room visits Pupil Service request for assistance Dropout Early Warning System / Early Warning System Disciplinary actions (time out of class, detentions, missed recesses, ISS, OOSS, etc.) Main Idea: Highlight possible student level data sources that schools currently collect. How does our current data support our work? Consider this before adding additional sources (because we probably do not need to!)

Data-Based Continuous Improvement
Discussion Data-Based Continuous Improvement Look at this in terms of performance, process and outcome data Workbook, pg. 44: Data-Based Continuous Improvement – 15 minutes Think of all 3 data sources: Process (system), Performance (fidelity) and Outcome (student-level) for: 1-What data does the school collect? 2-Who is responsible for collecting the data? 3-Where is the data housed? 4-Is the data usable? 5-Is the data reliable and valid? 6-What data does the team have access to? 7-What data does the staff have access to? 8-What other information does the team need to know and what data sources could give that information? 9-Can the data be disaggregated by race, gender, IEP, SE? PAGE 43 & 44

Minor vs. Major Minor Major Handled by administrator Handled by staff
May include physical fights, property damage, drugs, weapons, tobacco, etc. Handled by staff May include blurting, horseplay, off-task behavior, incomplete work, tardy to class Major Purpose of slide: When we think of behavioral error there are two distinct types we need to keep track of (minor and major) so that we can determine appropriate adult response. Again this is about changing adult behavior to better support students in acquiring skills.

T- Chart Staff Supported Behaviors Disruption Horseplay Defiance
Pushing/shoving Lying/cheating Public display of affection Disrespect Off-task Incomplete work Tardy Shut down/withdrawal Excessive leave requests Administrative Supported Behaviors Defiance/disrespect/ non-compliance Abusive/inappropriate language Fighting/physical aggression Disruption Theft/forgery Property damage/vandalism Use or possession of drugs/alcohol Main Idea: Identify behaviors as minor (staff supported) and major (admin supported). T-charts define what staff will document and support; and what administration supports. This is also about keeping data clean so we can respond in an instructional and supportive manner. Major behaviors will need a higher rate of individualized support.

What Does it Mean? Drugs Weapons Defiance Disrespect
Animation 1 - Main Idea 1: Drugs and weapons are pretty objective Animation 2 - Main Idea 2: Defiance and disrespect are more subjective. This is where values and beliefs (different lenses, experiences, etc.) can impact how we perceive subjective behaviors such as defiance and disrespect. Subjective behaviors are where the widest range of definition occurs. Animation 3 - Main Idea 3: Improving specificity of subjective behaviors could reduce the effect of implicit bias on discipline decisions. Citation: Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41(4), ) Trainer, explain these: Implicit Bias Defined: Kirwin Institute: Refers to the attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. Unconscious, automatic,, generally NOT an indication of our beliefs and values, we all have it (even those affected by it) Example of implicit bias: Entering a school building, I see two people in the office discussing a situation. As I introduce myself, I am implicitly expecting the male to be the principal and the female to be a teacher or support staff, when in all actuality, the female was the principal. This was shared by a female who was in graduate school for school administrative licensure. Or Another example to share: listeining to a radio talk show, the host states he is going to have a nurse share some information. I’m surprised that the voice is a male and not female. Implicitly assume a nurse is female. Improving specificity of subjective behaviors could reduce the effect of implicit bias on discipline decisions. Source: (Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N., & Horner, R. H. (2016).

Develop common definitions with all stakeholders!
What Does it Mean? Off-Task: Physically present away from the assigned task Engages in activities not associated with the assigned task Eyes oriented away from the assigned task Develop common definitions with all stakeholders! Animation 1: Off Task Say: “Think in your heads, what does off task mean to you?” Animation 2 Say: “How many of you defined it exactly like this?” Main Idea: We need to clearly define indicators for students and we need to define them with students/stakeholders. At some point we need to do defiance or disrespect

What Skills Might Students Need
Off-Task: Organization Self-advocacy Focus/engagement strategies Emotional management/regulation Frustration tolerance

Activity Choose one minor behavior to define
Add skills the student would need to have to demonstrate the skill we want to see (not the error) Check: Do those skills exist in your matrices Have those skills been clearly defined How have those skills been taught in context with opportunities for practice and feedback How are those skills prompted for in an ongoing, intentional way (in context) Activity For SURE do a share out of some sort here (something so they can find other information from different teams) PAGE 45

Establishing Behavior Definitions
Action Plan Part 9 TFI 1.5, 1.11 Establishing Behavior Definitions Action Planning minutes Clarify, are there any questions of what they need to accomplish on this slide? PAGE 64

Data Collection Includes: Who (student and referring staff)
What (behavioral error and type) When (date and time) Where (location behavioral error occurred) Why (the function of the behavior) Adult Response Skill the student should have demonstrated (ex: organization, self-advocacy, etc.) Italics is optional

Obtain Avoid Function of Behavior
What is reinforcing or maintaining the behavior? Obtain Avoid Attention (peer, adult) Tangibles/Activities Sensory Animation - Main Idea: Going back to day 1, there are two functions of behavior: obtain and avoid. This information is critical to inform staff which skills students need additional instruction and support in demonstrating and how staff can better set the student up for success (understanding the antecedent and consequence) adjusting the environment.

Remember to consider developmental levels of students!
Documentation Ideas Yes No Has not been taught to fluency (4-6 weeks) Redirection only Requires minimum break in lesson delivery Results in minimum disruption to learning Student needs to be re-taught the routine Student needs to be prompted to demonstrate the skill or routine Student needs more practice with a skill or routine Student needs more intensive instruction and support to demonstrate the skill (past basic response strategies) Disrupts learning of self or others more than minimal degree Disciplinary action has been delivered Student misses instructional time (ex. sent to a buddy room, office, hallway, etc.) Animation - Main Idea: Example of when to document behaviors – not hard and fast, just an example. Reminder, documentation is done to inform staff which skills students need additional instruction and support in demonstrating and how staff can better set the student up for success. Notes: Under YES, remember to make the following points: Staff need to do self-reflection before documenting behavior. Have skills been taught to fluency (not just taught once or told)? Disciplinary action: we need to track instances of disciplinary action (such as lost recess, detention, time-out, suspension, etc.). If we see that behavior continues to occur after the same disciplinary action are applied, we need to consider what adults need to to differently. Clearly the disciplinary action is not minimizing the behavior (not having the outcome we desire). Need to make sure the disciplinary action has occurred with the student (for example the detention has been served) The amount of missed instructional time should also be tracked Remember to consider developmental levels of students!

Focus on adult response to the behavior to build a skill, not the data
Response vs. Data Focus on adult response to the behavior to build a skill, not the data vs. Animation - Main Idea: Separate data collection from response to behavior. Documentation is a data point NOT the punishment/consequence. Documentation is done to inform staff which skills students need additional instruction and support in demonstrating and how staff can better set the student up for success. Note: Family contact This is collaborative and about gathering better data from the family (their perspective, ideas, etc.) This can be about sharing data with the family for the purpose of better solution development (which would be about skills the staff need to provide explicit instruction and support around and any environmental factors that might need to be adjusted). Communication with families is NOT a disciplinary action.

Outcome Data Action Plan Part 10 TFI 1.12 PAGE 65
Activity Time: 20 minutes I- clarify, are there any questions of what they need to accomplish on this slide? NOTES: For the team, the define piece sets up the system, then this is where they set up the data system and how to use it. PAGE 65

Reflection Teams will… Build an understanding of:
reinforcement strategies strategies for responding to behavioral error data collection Develop a plan for building: team capacity around implementation of response strategies staff and stakeholder capacity around implementation of response strategies through team provided training and ongoing support

Evaluation and Feedback
Tier 1 - Day 3 t1d3.questionpro.com 10 minutes to complete feedback

Stay connected, join the conversation
Tips to Your Inbox: Live webinars and networking events @WisconsinRtICenter Tips to Your Inbox provides valuable insight to implement, sustain, and assess your equitable, multi-level systems of supports through rich content, videos, and school success stories. Please note that each item listed is hyperlinked to the page/sign up. @WisRtICenter @Wisconsin RtI Center/PBIS Network

Note: Item # 3 TAC WILL contact you before Day 4.
Check In and Share Out 1. What was one big “ah-ha” from the day? 2. What are two things your team will accomplish before the next day of training? 3. What can your Technical Assistance Coordinator do to support you between now and next time? 10 minutes: Make sure to capture answers to # 3 on paper and to the TACs in that region (or that support the school/district if you have that information).

Resources Training Wisconsin Outcome Data Collection Tool
Aggregate Outcome Data Collection Tool Extension Evidence Based Instructional Improvement Checklist-RI MTSS Classroom Management Webinars

Day 3: Responding to Behavior

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Day 3: Responding to Behavior

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