INSTRUCTIONAL PRACTICES AND SUPPORTS: CREATING A RESPECTFUL AND RESPONSIVE CLASSROOM LEARNING ENVIRONMENT LRE Training Module Office of Special Education Programs New Jersey Department of Education 2015-2016 School Year
NJDOE OSEP 2015-2016 2 Workshop Goals Recognize and understand behavior in order to implement Positive Behavior Supports in the school and classroom for all students Explore proactive techniques that reinforce a positive behavior approach and a culture in the general education classroom that is responsive to support all learners Identify strategies for overall classroom management to promote an environment conducive to optimal learning
What is SWIFT? NJDOE OSEP 2015-2016 3
NJDOE OSEP 2015-2016 4 Respectful and Responsive Classrooms
Why Respectful and Responsive Classrooms? If NJDOE Then Then Then Provides training and technical assistance on proactive techniques that reinforce a positive behavior approach and a culture in the general education classroom that is responsive in support of all learners more schools will implement a schoolwide, positive behavioral support system teachers and students will receive continued support in managing and responding to challenging behaviors students will experience greater success in utilizing research-proven desescalation techniques NJDOE OSEP 2015-2016 students with behavioral or emotional difficulties will be supported with interventions that are targeted and evidence-based students will experience increased time and success in less restrictive settings referrals to the office for all students will decrease 5 an increased percentage of students with IEPs will benefit from education in general education settings for a greater percentage of their school day.
NJDOE OSEP 2015-2016 6 Behavior = Communication What is being communicated? What is being communicated?
Behavior Mindset NJDOE OSEP 2015-2016 7 Its not about the way we want to teach, its about the way our students need to learn
Teaching is NOT the process of simply transferring information NJDOE OSEP 2015-2016 8
It is a fluid, dynamic process that involves interaction between both the teacher and the student. NJDOE OSEP 2015-2016 9
Was there ever a time when a behavior issue occurred and you did not address it until it was a significant issue? NJDOE OSEP 2015-2016 10
NJDOE OSEP 2015-2016 11 UNDERSTANDING THE ROLE OF THE INDIVIDUAL
NJDOE OSEP 2015-2016 12 Activity for Individual Reflection 1. Indicate 10 key life events/influences (you, students, parents, staff, etc.) 2. Summarize in 4 descriptors. 3. Describe how learning history affects how you describe & act on what you experience. 5. 6. 4. 2. 7. 3. 3. 1. 4. 8. 2. 9. Your Name 1. 10.
NJDOE OSEP 2015-2016 13 LEARNING HISTORY is Collection of experiences Shaped by place, people, & time If important, predicts future behavior CULTURE is Group of individuals Verbal & overt behavior Shared learning history Differentiates one group from another Predicts future behavior
NJDOE OSEP 2015-2016 14 Your learning history & culture shapes How you act. How you react. How you are perceived. What you are likely to do.
NJDOE OSEP 2015-2016 15 Misinterpret communication or behavior React inappropriately Other What could happen if I don t know your or other s learning history? Say/do something hurtful Develop stereotype
NJDOE OSEP 2015-2016 16
NJDOE OSEP 2015-2016 17 UNDERSTANDING BEHAVIOR Understanding a proactive behavioral approach
NJDOE OSEP 2015-2016 18 Positive Behavior Support Is Understanding behavior to provide appropriate supports Preventative or Proactive Respectful Focused on student strengths and needs Educative/skills-based Data driven
NJDOE OSEP 2015-2016 19 Understanding Behavior All behavior serves a purpose for the individual and has been strengthened or reinforced by the environment. Most behaviors serve one of two functions: To get something (obtain) Attention, objects, sensory regulation To get out/ away from something (escape) Tasks, embarrassment, people
NJDOE OSEP 2015-2016 20 Understanding Behavior: ABCs Antecedents are events that occur prior to the behavior Behavior must be observable, measurable, and describe what they say or do What is said and done in response to the occurrence of the behavior
Understanding Behavior Activity NJDOE OSEP 2015-2016 21
NJDOE OSEP 2015-2016 22 How Do Behavior Patterns Develop? Setting Event: Something happens at another point in time Antecedent Behavior Consequence Task Demand Talks back Refuses to do work Multiple redirections Escalates into removal to office Function: Escape the demand
NJDOE OSEP 2015-2016 23 How Do Behavior Patterns Develop? Setting Event: Antecedent (Trigger) Behavior Consequence (Response) Function (A.K.A. the reason why):
NJDOE OSEP 2015-2016 24 Understanding Behavior Appropriate supports can be developed that proactively decrease undesired behavior and increase desired behaviors by understanding What predicts behavior (antecedents and setting events) and What maintains behavior (reinforcing consequences)
NJDOE NJDOE OSEP OSEP 2015-2016 2015-2016 2525 Understanding Behavior Setting Event Strategies Antecedent/Prevention Strategies Replacement Behaviors/Skills and Teaching Plan Data collection, monitoring and evaluation procedures, timelines and responsibilities Crisis management plan to defuse behavior, as a last resort
NJDOE OSEP 2015-2016 26 Prevention Redesign the teaching environment not the students OBJECTIVES Prevent worsening & reduce intensity of existing problem behaviors Decrease development of new problem behaviors Biglan, 1995; Mayer, 1995; Walker et al., 1996
NJDOE OSEP 2015-2016 27 Prevention Redesign the teaching environment not the students ACTIONS Reduce the effect of factors that may trigger or maintain problem behavior Increase factors that trigger and maintain prosocial behavior Teach, monitor, & acknowledge prosocial behavior Biglan, 1995; Mayer, 1995; Walker et al., 1996
PBSIS NJDOE OSEP 2015-2016 28
NJDOE OSEP 2015-2016 29 What is PBSIS A framework for enhancing the adoption and implementation of a continuum of evidencebased interventions to achieve academically and behaviorally important outcomes for all students (Sugai, et. Al, 2000)
NJDOE NJDOE OSEP OSEP 2015-2016 2015-2016 3030 Consistent School Wide Expectations, Recognition, and Procedures Individualized Secondary Universal Individualized assessment and intervention for students with disabilities Secondary interventions for students behaviorally at-risk EFFECTIVE UNIVERSAL INTERVENTIONS HAVE RESPECTFUL CLASSROOM ENVIRONMENTS (Walker, et. Al, 1996)
NJDOE OSEP 2015-2016 31 Multi-Tiered Systems of Support Logic Within a given population, there is a predictable pattern of response to intervention Thus, a tiered continuum of intervention practices anticipates the range of intervention need that exists within a school setting Resulting in a systematic approach to organizing intervention practices so that the diversity of student needs can be seamlessly addressed
School-wide Positive Behavior Support NJDOE OSEP 2015-2016 32 Strategies that are systemic and individualized Broad range approach focused on social and learning outcomes Focuses on prevention of problem behaviors Use a top-down approach
NJDOE OSEP 2015-2016 33 Outcomes Improvements in overall building climate Reduction in office discipline referrals and suspensions for students school-wide Reduction in the number of students who receive repeated office discipline referrals Reduction in the number of students referred for special education services; and Increase in the number of students with disabilities and challenging behaviors who are successful in general education settings
NJDOE OSEP 2015-2016 34 School Environment Factors Research establishes that school environment factors have the strongest direct relationship with positive student outcomes: School Conditions (e.g., clear expectations, consistency across adults, cleanliness, etc.) Supportive Teacher Behaviors (e.g., caring, helpfulness, quality of interactions, listening, trust, support, sense of being valued and welcomed) Classroom Conditions (e.g., clear expectations and routines, high quality instruction, frequent positive praise etc.) (e.g., Bond et al.; Dubow et al.; Leithwood, Wahlstrom, & Anderson; Malecki & Demaray; Roeser et al.; Schochet, Dadds, Ham, & Montague; Solomon et al.)
I am. All Settings Classroo m Safe Respect - ful A Learner Keep bodies in line Report any problems Ask permission to leave any setting Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use appropriate language Help keep the school clean Be an active participant Give full effort Be a team player Do your job Maintain personal space Be honest Take care of yourself Be a risk taker Be prepared Make good choices Hallways Cafeteria Bathrooms Playground Assemblies Walk Stay to the right on stairs Banisters are for hands Walk quietly so others can continue learning Return to class promptly Walk Push in chairs Place trash in trash can Eat only your food Use a peaceful voice Use proper manners Leave when adult excuses NJDOE OSEP 2015-2016 35 Sample Elementary School Wash hands with soap and water Keep water in the sink One person per stall Allow for privacy of others Clean up after self Follow bathroom procedures Return to class promptly Use equipment for intended purpose Wood chips are for the ground Participate in school approved games only Stay in approved areas Keep body to self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language Be a problem solver Learn new games and activities Walk Enter and exit gym in an orderly manner Be an active listener Applaud appropriately to show appreciation Raise your hand to share Keep comments and questions on topic
NJDOE OSEP 2015-2016 36 PBSIS TIERED SYSTEM OF SUPPORTS
NJDOE OSEP 2015-2016 37 Consistent School Wide Expectations, Recognition, and Procedures Individualized Secondary Universal Individualized assessment and intervention for students with disabilities Secondary interventions for students behaviorally at-risk EFFECTIVE UNIVERSAL INTERVENTIONS HAVE RESPECTFUL CLASSROOM ENVIRONMENTS (Walker, et. Al, 1996)
NJDOE OSEP 2015-2016 38 Most often, problem behaviors occur because: 1. The expectations or routines are unclear or confusing [Define Expectations] I don t know what to do or how to do it 2. The students lack the skills necessary to meet the expectations [Teach and Reinforce the Expectations] I don t know how to do it 3. The expectations or routines are inconsistently applied [Be Consistent] It doesn t matter, you don t get in trouble if you
NJDOE OSEP 2015-2016 39 Continuum of Interventions TIER 1:Universal Interventions/ Teacher Try First Strategies What core management strategies already exist in the environment/what are initial strategies for the teacher to implement?
NJDOE OSEP 2015-2016 40 Tier I : Universal Interventions A physical environment conducive to learning Clearly defined class entry routine Supportive learning environment Universally designed engaging instruction Clearly defined transitions and procedures Cuing and redirecting practices for unwanted behaviors
NJDOE OSEP 2015-2016 41 Class Climate & Culture Checklist Evident Class Set Up: Reflection items Evident Expectations for how student should conduct themselves are posted, positively stated, action oriented and visible from all parts of the room. The class schedule / routine is posted and visible from all parts of the room Students have personal space for their belongings Materials to support learning are available and easy to access (Examples include: pens, paper, reference books and materials, content specific supplemental resources pencil sharpener, etc.) Organization of the room allows for unobstructed student movement The seating arrangement is flexible to support different opportunities to learn The room is free of physical hazards Technology is available to support different opportunities to learn Enter Class Routine: Reflection items Teacher greets / welcomes students as they enter the room. Students arrive to seat ready with minimal prompting and guidance. Do Now is posted on the board. Do Now is relative to the content (e.g., prepares students for new concept; activates background knowledge; reinforces previously learned skill, etc.). Do Now is appropriate for independent level work and accomplishable in 10 minutes or less Teacher scans and moves around room to check for understanding, provides help, gives performance and behavior feedback, distributes school-wide tickets, etc. Teacher has a procedure for bringing the Do Now to a close.
NJDOE OSEP 2015-2016 42 Activity: Reflection of Current Practices Use your copy of the Class Climate & Culture Reflection Checklist and reflect on your current practices Discuss among the members of your group how you implement some of these practices in your classroom Identify the practices that you consider to be effective for your age group and population Identify at least one practice or suggestion from a member in your group that you could use in your classroom
NJDOE OSEP 2015-2016 43 Tier I : Teacher Try First Strategies Examples of behavior characteristics appropriate for Teacher Try First strategies: The behavior(s) is newly emerging The behavior is limited to one setting or routine The behavior persists over the course of several weeks at a low intensity Core class management practices are in place with mixed or no success
NJDOE OSEP 2015-2016 44 Teacher Try First Strategies Teacher Try First (Independent Problem Solving) Conduct student teacher conference Place phone call to parent Move seat Give the student the option of taking a short break Coach an appropriate response Create a personalized review of expectations Create a behavior contract or goal Offer student-specific incentives Adapt materials or tasks Check in at the beginning / end of class Differentiate presentation of content Talk with the student privately to give corrections Examples of Try First Strategies Provide prompts or cues pre-correction prompts and cues Use visuals/anchor charts Provide manipulatives Use flexible timing for completion of tasks Infuse technology options Offer multiple opportunities for student response to increase engagement Offer choice of tasks / response options Include relevant examples to build interest Increase behavior specific praise Send positive note home
NJDOE OSEP 2015-2016 45 Continuum of Interventions TIER 2: Consultative/Facilitation Support What support is available for ongoing problem solving and intervention planning?
NJDOE OSEP 2015-2016 46 Tier II : Secondary Supports Efficient and effective way to identify at-risk students Screening Data decision making Informal assessment process to match intervention to student need Small group social skill instruction Self-management Academic support Part of a continuum should link to universal, classroom-wide/school-wide PBS system
NJDOE OSEP 2015-2016 47 Continuum of Interventions TIER 3: Function Based Problem Solving (also referred to as FBAs) What process is in place for intervention planning for students with complex needs?
NJDOE OSEP 2015-2016 48 Tier III : Individualized Support When small group alone is not sufficient When the problem is intense and chronic Driven by Functional Behavioral Assessment (FBA) ABC Model Connections to mental health and community agencies Part of a continuum should link to universal school-wide PBS system
NJDOE OSEP 2015-2016 49 Tiered System of Supports Activity Use the handout of interventions and discuss the following questions with the group members at your table: What interventions do you already have in place in your school, classroom, or at home (for parents)? Why are these interventions successful? What do you do if they are not successful? Share out to the large group
NJDOE OSEP 2015-2016 50 RESPECTFUL AND RESPONSIVE CLASSROOM
NJDOE OSEP 2015-2016 51 Respectful, Responsive Classrooms Activity How do students demonstrate respect for teachers? How do teachers demonstrate respect for students?
NJDOE OSEP 2015-2016 52 Positive Behavior Support in the Classroom Create a welcoming, inclusive classroom Design the classroom to promote appropriate behavior Teach and reinforce routines and behavioral expectations Establish a system for acknowledging appropriate behavior Actively engage students in a variety of meaningful learning activities
NJDOE OSEP 2015-2016 53 Positive Behavior Support in the Classroom Helps Students and Teachers by Creating environments that enable all students, including students with disabilities who need behavioral support, to be successful Increasing instructional time for all students Reducing occurrences of student disruption in the classroom
NJDOE OSEP 2015-2016 54 Respectful, Responsive Classroom How do we create a Respectful, Responsive Classroom? Welcoming, Inclusive Environment Design the Environment Predictable Routines Teach Behavioral Expectations Monitor Behavior Collect Data Manage behavior Engage Students Acknowledge Appropriate Behavior
Creating a Welcoming, Inclusive Environment NJDOE OSEP 2015-2016 55 Develop a relationship focused classroom where student-teacher rapport is the basis for cooperation and achievement.
Create a Welcoming, Inclusive Environment NJDOE OSEP 2015-2016 Foster a sense of community Increase a positive rapport between Students and teachers Students and students Develop a classroom environment that reflects students interest and cultural backgrounds Be supportive of students expression of ideas and opinions Establish an environment with a high standard of achievement 56
NJDOE OSEP 2015-2016 57 Create a Welcoming, Inclusive Environment What are the characteristics of a community and what do these look like in schools? Security Open Communication Mutual Liking Shared Goals or Objectives Connectedness and Trust Mara Sapon-Shevin (1999)
NJDOE OSEP 2015-2016 58 Design the Environment Prepare the room structure to maximize appropriate behavior and to minimize crowding and distraction Evaluate furniture placement for traffic flow Ensure all areas of the classroom can be adequately supervised Designate areas for specific uses Provide flexible seating arrangements
NJDOE OSEP 2015-2016 59 Teach Predictable Student Routines Predictable student routines increase instructional efficiency and maintain instructional flow by increasing student competencies providing students with opportunities for success and reducing potentially disruptive interactions
Develop Predictable Teacher Routines Common Routines include: Greeting and escorting students Signaling for attention Giving directions Providing feedback or corrections Providing a classroom schedule NJDOE OSEP 2015-2016 60
NJDOE OSEP 2015-2016 61 Develop Predictable Teacher Routines Additional Routines for Consideration: Entering and exiting the classroom Using the restroom, going to cafeteria, library, class arrival, class dismissal, etc. Asking for help Homework procedures Obtaining materials, supplies Working in groups, independently Conducting tests or quizzes Transitions to new activities or settings Personal belongings Interruptions in routines (e.g. fire drills)
NJDOE OSEP 2015-2016 62 Teaching and Reinforcing Behavioral Expectations Develop and clearly define behavioral classroom Expectations. 3 5 behavioral expectations for the classroom Teach these expectations in context of classroom routines
NJDOE OSEP 2015-2016 63 Teaching and Reinforcing Behavioral Expectations Guidelines Positively Stated Action Oriented Short and simple Say what you mean Teach the skill or meaning of the expectation
Teaching and Reinforcing Behavioral Expectations Define expectations operationally Have class materials, be in seat when the bell rings Teach rules in the context of routines Discuss and demonstrate what the expectation looks and sounds like Provide examples and nonexamples of the rules Teach the behavior just like any other content area or skill Provide opportunities to practice the rule in natural settings NJDOE OSEP 2015-2016 64
NJDOE OSEP 2015-2016 65 Monitor Students' Behavior Use active supervision to prevent the escalation of behavior before it occurs.
NJDOE OSEP 2015-2016 66 Monitor Students' Behavior Active supervision Scan the room (overtly) Move around the room unpredictable manner Interact frequently and positively
NJDOE OSEP 2015-2016 67 Monitor Students' Behavior by Collecting Data Collect data to determine Are rules being followed? What errors are occurring? Who is making the error? (e.g. large group of students, small group of students, individuals) Use data to make decisions about interventions Intervention examples Re-teach and recognize desired behavior Teach skill (e.g., social or organizational skill) Modify environment Adapt learning activity
NJDOE OSEP 2015-2016 68 Actively Engage Students Use effective and engaging instructional practices
NJDOE OSEP 2015-2016 69 Actively Engage Students Active Engagement Encourages everyone to become involved in learning Provides a variety of ways and opportunities to respond Increases rate of responding for all learners Increases acquisition of material Decreases off-task behavior
NJDOE OSEP 2015-2016 70 Examples of Active Engagement Activities Choral responding Non-verbal signals Response cards Think-Pair-Share Group Work Teams Jigsaw Numbered heads together
NJDOE OSEP 2015-2016 71 Establish a system for acknowledging appropriate behavior Develop a range of strategies to acknowledge appropriate behavior Specific, contingent praise Classroom recognition system
NJDOE OSEP 2015-2016 72 Establish a system for acknowledging appropriate behavior- Using Praise Specific praise: verbal or written acknowledgement of a desired behavior Deliver praise without judgment Be specific and include detail Be sincere and believable Deliver praise in close proximity Use a variety of verbal and written praise Know your students preference when providing praise (public or private)
Establish a system for acknowledging appropriate behavior A classroom recognition system is a systematic presentation of highly motivating consequences to reinforce behavioral expectations NJDOE OSEP 2015-2016 73 Focus on desired behavior versus undesired behavior
Establish a System for Acknowledging Appropriate Behavior NJDOE OSEP 2015-2016 1.Increase the future likelihood of appropriate behavior 74 2.Improve morale and motivation 3.Helps kids to feel good about being in school
NJDOE OSEP 2015-2016 75 Respectful, Responsive Classroom Closing Activity Chart paper will be passed from group to group with a question on the top of each paper At each question, Review previous answers Add as many ideas that are different from previous answers Each question can be interpreted for strategies in the school, classroom, or at home.
NJDOE OSEP 2015-2016 76 Reflection Our attitudes & beliefs translate into our daily habits and routines Ongoing reflection and challenging of our belief systems are a necessary part of being an educator. Relationship building is a fundamental first step to teaching Small actions that demonstrate caring and genuine interest are a lucrative investment in the development of positive behaviors in the classroom.
Reflection NJDOE OSEP 2015-2016 77 A planned intervention continuum is necessary to address the diversity of need in our classrooms One size interventions do not fit all Establish a foundation with core class management practices and prevention oriented strategies. Problem behavior is a symptom of an unmet need To select interventions, we need to interpret the meaning & message behind the actions Interventions should focus on building social competency.
NJDOE OSEP 2015-2016 78 Resources Biglan, 1995; Mayer, 1995; Walker et al., 1996 Sugai, et. Al, 2000 Walker, et. Al, 1996 e.g., Bond et al.; Dubow et al.; Leithwood, Wahlstrom, & Anderson; Malecki & Demaray; Roeser et al.; Schochet, Dadds, Ham, & Montague; Solomon et al. Mara Sapon-Shevin (1999)