Response to Intervention and Behavior – Tier 1
November 12, 2008
10:00 a.m.
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Response to Intervention:
The Georgia Student Achievement
Pyramid of Interventions
Behavior
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…TEACH?
or
…PUNISH?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
Tier 1 - Performance Standards
The set of social and behavioral
skills all students are expected
to display.
Tier 1 – Standards Based Learning
School-wide Expectations and Rules
• Consensus of all staff
• In all school settings for all students
– Classrooms, halls, cafeteria, media center, bus
• Consistently applied
• Taught to all students
• Reinforced and acknowledged when displayed
Why Universal Interventions?
• Challenging behaviors exist in every school
• If many students are making the same mistake, it is
typically the system that needs to change
• Behavior and academics are intimately connected
• Proactive and preventive
• More instructional time=increase student achievement
Universal Screenings
• Teacher nominations
• Parent nominations
“Differentiation of instruction including fluid,
flexible grouping, multiple means of
learning, and demonstration of learning.”
• Not all students come to school with the same
readiness skills – academics & behavior.
• Some students need multiple means of learning
and demonstration of learning.
“Progress monitoring of learning through
multiple formative assessments.”
• Data based decision making
• School improvement teams review discipline
data monthly
• Interventions are selected based on the data
review
Discipline Data
• Who are the students?
• What are the behaviors?
• Where are the behaviors occurring most
frequently?
• What time of day is most problematic?
• What are the consequences?
• What teachers refer the most?
Referrals by Location
Referrals by Location by Behavior
Hallway / Breezeway
Referrals by Location by Time
Hallway / Breezeway
Referrals by Location by Grade
Hallway / Breezeway
Referrals by Grade from 7-8:30 a.m.
Hallway / Breezeway
Step 1: Identify and Analyze
•
Identify and analyze the problem
•
•
Fighting in the hall first thing in the morning by 6th and 7th graders
Gather additional information
•
•
•
•
Which hallways?
Supervision in hallways?
Has there been efficient teaching of expectations/rules and procedures?
Which students?
Positive Behavior Support
Data-driven, team-based framework for
establishing a continuum of effective behavioral
practices and systems that:
1. Prevents the development or worsening of
problem behavior
2. Encourages the teaching and reinforcement of
prosocial expectations and behavior across all
school settings.
(George Sugai, Brandi Simonsen , and Robert Horner, 2008)
Lee County Schools
• Lee County Primary School
– Mary O’Hearn, Asst. Principal
– Debbie Devane, PBS Coach
• The Transitional Learning Center
– Twila Matthews, Principal
Tier One
Positive Behavior Support In
Alternative Schools
PBS PURPOSE
• To facilitate positive behavior changes in our
students and staff. To reduce the number of
inappropriate behaviors occurring across
campus by educating students and staff and
reinforcing appropriate behaviors.
What PBS looks like at Tier I at TLC
 The school has a small number of clearly stated
expectations for success.
 Teacher and staff are able to state and use the
expectations and interpret them uniformly.
 Teachers know what behaviors they will manage
and what behaviors the office will manage.
TLC EXPECTATIONS
Think Responsibly
•
Listen Well
Come Prepared
Expectations
Expectations
Cafeteria Rules
Hall Rules
Classroom
Rules
Restroom
Rules
Arrival/Departure
Rules
Think
*Use
Appropriate
language
and
comments
*Walk
*Remain
*Flush
Quietly
on task
*Stay in assigned
seat until
dismissed by
teacher
Responsibly
*Clean up
after
yourself
*Stay in line
*Sit at
assigned
table
*Respect *Stay
awake
School
Property
*Keep
moving
*Be
quick
* Keep
Clean
*Stay in uniform
*Use appropriate
language
Expectations
Cafeteria
Rules
Hall Rules
Classroom
Rules
Listen Well
*Follow
Teachers
Instructions
Follow
Teachers
instructions
*Raise
hand and
be
recognized
before
speaking
*Follow
Instructions
*Comply
with
requests
the first
time
Restroom
Rules
Arrival/Departure
Rules
*Follow
dismissal
instructions
*Stay quiet
Expectations
Cafeteria
Rules
Hall
Rules
Come
Prepared
*Know
lunch
number
*Move *Follow
*Bring
lunch
money
*Positive
Attitude
Promptl
y
*Hall
pass
Classroom
Rules
dress code
*Take
notes
*Arrive on
time
*Be ready
to learn
*Positive
attitude
Restroo
m Rules
Arrival/Departure
Rules
*Go directly to
assigned area
PBS and RTI at Tier I
Character Ed
Daily Instruction
Social Stories
Journal Writing
Freshman Focus
Data based decision making (SWIS)
Triangle Data Report
# All
% All
# Major
% Major
# Minor
% Minor
Students with 0 Referrals
25
33.33 %
30
40.00 %
37
49.33 %
Students with 1 Referrals
12
16.00 %
21
28.00 %
12
16.00 %
Students with 0 or 1
Referrals
37
49.33 %
51
68.00 %
49
65.33 %
Students with 2-5 Referrals
20
26.67 %
20
26.67 %
20
26.67 %
Students with 6+ Referrals
18
24.00 %
4
5.33 %
6
8.00 %
Students with 9+ Referrals
7
9.33 %
2
2.67 %
4
5.33 %
Triangle Graph Data 11/08
2.67%
24%
26.67%
5.33%
26.67%
26.67%
49.33%
68%
65.33%
Average Referrals Per Day Per Month
Days per month
21
21
16
15
Referrals by Problem Behavior
LCPS School-Wide Behavior
Support and
Response to Intervention
ctations
ectful
r to
n
perative
Lee County Primary School-Wide Discipline Matrix
2008-09
Cafeteria
Rules
Food is for
eating only.
Keep your
hands, feet
and all other
objects to
yourself.
When you
hear the
music, turn on
your “mute”
button.
Sit on your
bottom on
your seat with
your knees
under the
table.
Use your table
talk voices
when the
music is not
playing.
Bus
Rules
Talk softly so others
may hear directions
from the driver.
Be on time for the bus.
Be helpful to the bus
driver.
Keep bus/bus stop free
of litter.
Assembly
Rules
Treat each
performer/guest as
you would want to be
treated.
Be on time.
Complete your class
work/homework.
Attend school on a
regular basis.
Keep your belongings in
your backpack.
Remember the
“microphone
procedure”
Wash hands.
Leave toilet and
floor clean.
Keep hands and feet to
yourself.
Leave toys/games at
home.
Sit quietly
Flush
Turn off water in
sink.
Follow directions the
first time.
Listen and learn in
class.
Load /unload by holding
on to the handrail.
Stay in your seat until
the bus completely
stops.
Keep hands and feet to
yourself.
Follow the directions of
the bus driver the first
time.
Stay where the bus
driver can see you.
Watch for your stop.
Playground
Rules
Respect each
other’s space.
Clean up your
trash outside.
Restroom
Rules
Use the restroom
for intended use
and not to visit with
friends or
horseplay.
School wide Rules
Walk directly to
and from
destination.
Look at other’s
work on the
walls.
Walk quietly on
the right side of
the hall.
Use equipment
properly.
Try something
new.
Learn to be
sanitary.
No rough play or
throwing objects.
Be courteous to
others.
Share and take
turns.
Hall Rules
Respect student
work, programs,
displays and
personal space.
Speak politely to adults
and peers.
Use “I” messages.
Leave others’ stuff
alone.
Do your own work.
Use all technology
appropriately.
Sit quietly and
respond appropriately
tions
ful
o
ative
Lee County Primary School Second Grade Discipline Matrix
2008-09
Cafeteria
Rules
Food is for
eating only.
Keep your
hands, feet
and all other
objects to
yourself.
Hall Rules
Playground
Rules
Respect each
other’s space.
Clean up your
trash outside.
Restroom
Rules
Use the restroom
for intended use
and not to visit with
friends or
horseplay.
School wide Rules
Walk directly to
and from
destination.
Look at other’s
work on the
walls.
Sit on your
Walk quietly on
bottom on
the right side of
your seat with the hall.
your knees
under the
table.
Use equipment
properly.
Try something
new.
Learn to be
sanitary.
Be on time.
Complete your class
work/homework.
Attend school on a
regular basis.
Always follow directions.
Do your best work.
Keep your belongings in Remember the
your backpack.
“microphone
procedure”
No rough play or Wash hands.
throwing objects. Leave toilet and
floor clean.
Keep hands and feet to
yourself.
Leave toys/games at
home.
Keep hands, feet, objects,
and unkind comments to
yourself.
Be in the right place at all
times.
Use your table Be courteous to
talk voices
others.
when the
music is not
playing.
Share and take
turns.
Follow directions the
first time.
Listen and learn in
class.
Take turns.
Work together.
Load /unload by holding Sit quietly
on to the handrail.
Stay in your seat until
the bus completely
stops.
Keep hands and feet to
yourself.
Follow the directions of Sit quietly and
the bus driver the first
respond appropriately
time.
Stay where the bus
driver can see you.
Watch for your stop.
Respect student
work, programs,
displays and
personal space.
When you
hear the
music, turn on
your “mute”
button.
Flush
Turn off water in
sink.
Classroom Rules
Speak politely to adults Be a good listener
and peers.
Raise your hand and wait
Use “I” messages.
your turn.
Leave others’ stuff
alone.
Do your own work.
Use all technology
appropriately.
Bus
Rules
Talk softly so others
may hear directions
from the driver.
Be on time for the bus.
Be helpful to the bus
driver.
Keep bus/bus stop free
of litter.
Assembly
Rules
Treat each
performer/guest as
you would want to be
treated.
Trojan Pledge of Behavior
Show your School Pride!
I Am
Respectful.
I Am Eager
to
Learn.
I Am
Safe.
I Am
Co-operative.
Second Step Overview
•
The research-based SECOND STEP violence prevention program provides
engaging lessons and activities that teach essential social skills, such as
problem solving, emotion management, impulse control, and empathy.
Engaging Lessons and Activities
This social and emotional learning program uses hands-on, activity-based
lessons to captivate young learners. Child-friendly photo-lesson cards
contain complete lesson scripts with ideas for group discussions, skill
practice, and other activities.
•
Young children will enjoy Impulsive Puppy and Slow-Down Snail puppets as
well as the lively Sing-Along Songs CD, which reinforces ideas from the
curriculum.
Research-based and demonstrated effective
Average Office Referrals
Referrals by Problem Behavior
• Regional meetings for interested systems in
early February
• Application process in March 2009
• 3 day team training in early summer 2009
• Monthly support for district coordinators and
school coaches from the GaDOE
• System level commitment
Tier 2 and Behavior
December 3 at 10:00 a.m.
Contact Information
•
•
•
•
Ginny O’Connell voconnel@doe.k12.ga.us
Jean Ramirez jramirez@doe.k12.ga.us
Justin Hill juhill@doe.k12.ga.us
MiMi Gudenrath mgudenrath@doe.k12.ga.us