behavior checklists and the classroom: teaching expected

Response to Intervention

www.interventioncentral.org

Behavior Checklists and the Classroom:Teaching Expected BehaviorsJim Wrightwww.interventioncentral.org



Handout



Workshop PPTs and handout available at:

http://www.interventioncentral.org/northbabylon



North Babylon UFSD MTSS-Behavior Implementation: Timeline

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1Th 31 Jan 2019Behavior: Foundations- Big Ideas in

Behavior - Writing an ABC

Statement- Surveying Staff

‘Behavior Beliefs’

2W 15 May 2019Behavior: Audit- Rationale for

MTSS-Behavior

- Review of 3 Tiers

- Schools Defined Tier 1 Positive Behaviors

3Th 10 Oct 2019

Tier 1: Class-Wide Mgt- Checklist to

Implement, Evaluate Capacity of Classroom Teachers for Positive Behavior Mgt

4Th 16 Jan 2020Tier 1: Individual Behavior Interventions- Developing a

‘Behavior Checklist Bank’ for NBUFSD

5Th 7 May 2020

Tier 1: Review- Schools

Report Out on Results of Tier 1 MTSS-Behavior Work

- Goal-Setting for Tier 2 (for 2020-21)



Workshop Agenda1. Review of the RTI/MTSS-Behavior

‘Foundation’. Recap of key concepts and resources shared at 10 Oct 2019 training—along with building updates.

2. Behavior Checklists. We will begin development of a ‘bank’ of behavior checklists as an MTSS-Behavior tool.

3. Next-Steps Planning. Schools will set their own goals for advancing RTI/MTSS-behavior at their buildings.



2 Powerful Ideas to Inform Today’s MTSS-Behavior Training

1. Expected classroom behaviors should be taught explicitly as part of the ‘open’ curriculum.

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2. Students usually change behaviors only after adults first change their behaviors.



Classroom Behavior Management: Eyes Open or Eyes Shut?

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• Views behavior problems as mostly originating within the student (“Apathetic”, “Doesn’t value school”).

• Fails to connect with students.• Views praise as ‘coddling’.• Misses opportunities to select

motivating elements of instruction (e.g., high-interest texts, collaborative learning).

• Associates misbehavior with punitive consequences.

• Discounts the power of teacher interactions as motivational tool.

Behavior Management: EYES SHUT

• Knows that classroom factors influence student behaviors.

• Seeks to establish personal relationships with all students.

• Experiments with instructional elements that boost student engagement and success.

• Views misbehavior as an opportunity to re-teach, reinforce behavioral expectations.

• Regards praise as a powerful behavior-shaping tool.

• Appreciates teacher interactions as a means to promote optimism & engagement.

Behavior Management: EYES OPEN



Highlights from 10 Oct 2019 Training: RTI/MTSS-Behavior: Class-Wide Mgt

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Class-Wide Management: FoundationBeliefs About Behaviors (BABS) School-Wide Survey

Behavior Checklists



Tier 1: Class-Wide Management: Foundation

Well-managed classrooms are built on a foundation that includes:

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1. Behavioral Expectations

2. Instruction That Motivates

3. Group Behavior Management

4. Student Relationships

5. Individual Behavior Management



• [5.7] Employing Negative Consequences Sparingly. The teacher makes limited use of ‘contingent’ (negative) consequences to reduce inappropriate behavior.

The instructor accesses negative consequences only after first (a) trying supportive consequences, and (b) ruling out explanations for the misbehavior that lie beyond the student’s control (e.g., a skill deficit prevents the student from showing the desired replacement behavior).


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• [5.8] Documenting Classroom Removals. Students may be removed from the classroom for disciplinary reasons or to help them to calm down or deescalate problem behaviors.

All classroom removals are recorded, including information such as date and time/duration of the removal and a brief narrative of the event.


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• [5.9] Holding ‘Reentry’ Conferences. Soon after any significant in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student individually to discuss the behavioral incident, identify the triggers in the classroom environment that may have led to the problem, and brainstorm with the student to create a plan to prevent the reoccurrence of such an incident.

Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.


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Worksheet(Online)


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The Power of Beliefs.Staff beliefs & attitudes toward student behavior act as a hidden but powerful catalyst—either encouraging or discouraging adoption of RTI/MTSS for behavior.



Tier 1: Classroom Interventions

Tier 1: Class-Wide Management

Tier 1: School-Wide Behavioral Expectations

Tier 2: Strategic

Staff Behavioral Beliefs & Attitudes

Staff Beliefs. Staff across the school/district understand & accept their role in the positive teaching and managing of student behaviors.

Tier 3: Intensive

RTI/MTSS for Behavior: Pyramid of Interventions



Beliefs About Behavior

Survey (BABS):

30-Item Staff Questionnaire

Activity: Complete the

BABS.



• Research indicates that when the attitudes of 80% of a group are in alignment, that group can reach a ‘tipping point’ where positive change can occur across your system (e.g., school building).

Beliefs About Behavior Staff Questionnaire: How to Use…

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• The BAB can provide insight into those beliefs about student behavior held by the majority of your staff.



• Have all staff complete the 30-item BABS survey.

• Score each survey, awarding a point for every response that is ‘favorable or supportive’ of positive behavior management. Add up all earned points to assign the survey a global score (max score = 30).

Beliefs About Behavior Staff Questionnaire: How to Score…

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• Rank survey scores for all building staff in descending order.• Find the score at the point in your school list that includes

80% staff cut-off. That number gives you an indicator of current staff attitudes toward student behavior.



Beliefs About Behavior: School Survey ExamplesSchool A. Staff survey shows that 80% of staff responded with 15 or more supportive ratings.

Ranking Total Pts1 302 283 224 225 216 207 198 159 12

10 6

80 %

School B. Staff survey shows that 80% of staff responded with 25 or more supportive ratings.

Ranking Total Pts1 302 303 294 285 276 277 268 259 22

10 15

80 %



16 January 2020: Report-Out Questions• What updates can you share about

MTSS-Behavior/SEL at your building since our last meeting in October?

• Beliefs About Behavior Survey (BABS): What were your findings?

• What other questions or issues does your building have about MTSS-Behavior/SEL?

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Behavior Checklists. Make behavior checklists (for routines, etc.) a part of your school’s behavior-management toolkit.

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Problem Behaviors: Common Reasons SKILL DEFICIT. The student lacks the skills necessary to display the desired

behavior (Gable et al., 2009). PERFORMANCE DEFICIT. The student possesses the skills necessary to display the

desired behavior but lacks incentive to do so (Gable et al., 2009). ACCESS TO TANGIBLES/ EDIBLES/ACTIVITIES. The student seeks access to

preferred objects (‘tangibles’), food, or activities (Kazdin, 2001). PEER ATTENTION. The student is seeking the attention of other students

(Packenham, Shute & Reid, 2004). ADULT ATTENTION. The student is seeking the attention of adults (Packenham,

Shute & Reid, 2004). ESCAPE/AVOIDANCE. The student is seeking to escape or avoid a task or situation

(Witt, Daly & Noell, 2000). EMOTIONAL or ATTENTIONAL BLOCKERS. The student possesses the skills to

display the desired behavior "but is unable to deal with competing forces—anger, frustration, fatigue." (Gable et al., 2009; p. 197). (This category can also include symptoms associated with anxiety or ADHD.)



Teaching Positive

Behaviors: The Power of

Checklistspp. 2-3



Behavioral Checklist: DefinitionA behavioral checklist is a listing of the elements or steps that make up a single behavior sequence. Those behavior elements are stated in observable terms and can be checked off if successfully displayed.

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Teaching Positive Behaviors Using Checklists (from Handout)Positive behaviors must be taught in four major stages: 1. Show Them. Using your behavior checklist as a guide, you

explain and explicitly model expected (“target”) behaviors.2. Watch and Praise Them. Students practice target behaviors

under your supervision--and you give frequent corrective feedback and praise.

3. Practice, Practice, Practice. Students engage in behaviors independently with your encouragement and reinforcement.

4. Prompt Behaviors Across Settings. With your prompting and feedback, students are able to display target behaviors appropriately across a variety of settings or situations (“generalization”).

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Advantages of Behavior Checklists…

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1. DEFINING BEHAVIORAL EXPECTATIONS. The teacher creates a behavioral checklist to clarify behavioral expectations.

2. TEACHING THE BEHAVIOR. The teacher uses the checklist as a guide to teach the behavior to the student.

5. SELF-MANAGING THE BEHAVIOR. The student can use the checklist to self-evaluate/self-monitor performance of the behavior.

4. PROMPTING THE BEHAVIOR. Adults can use the checklist to prompt the student to show desired behaviors.

3. REINFORCING SHARED EXPECTATIONS. The checklist encourages multiple educators working with the student to share the same behavioral expectations.

6. COMMUNICATING WITH PARENTS. The checklist is a convenient tool to communicate expectations to the student’s parent(s).


www.interventioncentral.org 27Source: NYSED (2018). Introducing new guidance and resources for social emotional learning. Retrieved from http://www.regents.nysed.gov/common/regents/files/518brd1.pdf

NYS SEL Benchmarks


www.interventioncentral.org 28Source: NYSED (2018). Introducing new guidance and resources for social emotional learning. Retrieved from http://www.regents.nysed.gov/common/regents/files/518brd1.pdf

NYS SEL Benchmarks


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TRANSITIONS/BREAKS• Entering the room• Exiting the room• Lining up• Preparing for lunch• At the start of class/day• At the end of class/day• When and how to use

the school restroom• When and how to use

the drinking fountain or sink

• When and how to use the pencil sharpener

• What to do during free time

INSTRUCTION• Asking questions during a lesson• Obtaining help with assignments• Completing independent seatwork• Being a classroom helper

MANAGING MATERIALS• Taking out/putting away/caring for supplies• Handing in finished work/homework• What to do with unfinished work• Maintaining organized desk/work space

Common School Routines/Tasks

INTERPERSONAL• How to join a play/leisure group• Working in pairs• Working in groups• How to disagree with others• How to conference with a teacher• How to apologize



Lab Work: Start Your Bank of Behavioral Checklists: Part 1In your teams:

1. Select 2 group ambassadors.2. Review the sample student tasks/routines

on the next slide.3. Select 6 of these tasks/routines that you believe

would be most useful for your school to have as behavioral checklists. (You can also choose your own tasks/routines.)

4. Use the worksheets (pp. 4-9) to draft behavioral checklists for each selected task/routine.

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Lab Work: Start Your Bank of Behavioral Checklists: Part 2Send your team ambassadors to your pairedschool to report out on your behavior checklistsand get suggestions for improvements:

Parliament Place >> DeLucaDeLuca >> Marion G. VedderMarion G. Vedder >> BelmontBelmont >> Woods RoadWoods Road >> Parliament Place

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Student Behavior Checklists: Building the Collection Schools can make efficient use of behavior checklists by…1. creating a teacher guide for creating and using

checklists.

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Student Behavior Checklists: Building the Collection Schools can make efficient use of behavior checklists by…2. developing a folder (e.g., in Google Drive) to build a

growing collection of checklists defining common classroom routines (e.g., preparing for instruction at the start of class) and individual behavioral repertoires (e.g., following a teacher request).

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Teachers need easy access to behavior checklists.Discuss how your school(s) might develop a bank of checklists for educators to access.

Important Qs: Who would participate in this project? How would checklists be approved, stored, and

accessible to all? What is a timeline for getting a behavior-checklist

bank into the hands of staff across your school(s)?36

Lab Work: Start Your Bank of Behavioral Checklists: Part 3



Creating Effective Tier 1/Academic Intervention Plans: A Cheat Sheet pp. 10-11

Jim Wrightwww.interventioncentral.org



Creating a Classroom Intervention Plan: 3 Steps

When putting together a classroom plan to support a struggling student, the teacher goes through these steps:1. Problem Identification: Define the student problem(s)

in specific terms. 2. Intervention: Select at least one intervention strategy

to address the problem. 3. Data Collection: Choose a way to collect data to

track student progress.



The Stages of Learning: Common Sources of Student Academic Problems

Students move through predictable stages when learning new skills:

• Skill Acquisition: The student is just acquiring the skill.

• Fluency: The student can perform the skill but must make that skill ‘automatic’.

• Generalization: The student must perform the skill across situations or settings.

These 3 categories—along with motivation–are the most frequent sources of classroom academic problems.

Source: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.



Handout



Step 1: Identify the Problem: Root Cause

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Handout p. 10



STEP 1: Identify the Problem: Root CauseType of Student Problem

Definition

Skill Deficit. The student has not yet acquired the skill.Fluency Deficit. The student has acquired the skill but is not yet

fluent, efficient, and comfortable in performing the skill.

Generalization Deficit. The student possesses the basic skill but does not think to use it in appropriate situations orsettings.

Motivation (Performance) Deficit.

The student is capable of performing the skilland can identify when use of the skill isappropriate—but lacks motivation to use theskill. 1



Step 2: Select the Intervention

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Handout p. 11



STEP 2: Select the InterventionType of Student Problem

General Suggestions for Intervention

Skill Deficit. Teach the student the skill(s) through direct instruction. Reinforce the student for effort and accuracy. (Your documented intervention plan can include an outline of what you plan to teach the student, any methods and/or materials that you will use in your instruction, and a schedule of number and length of teaching sessions.)

Fluency Deficit. Give the student opportunities to practice the skill(s) and then provide timely performance feedback. Reinforce the student for fluency as well as accuracy.

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STEP 2: Select the Intervention (Cont.)Type of Student Problem

General Suggestions for Intervention

Generalization Deficit.

Train the student to recognize situations or settings when the skill(s) should be used. Prompt the student to use the skill(s). Provide incentives for the student to self-monitor and independently use the skill(s) in the appropriate settings.


Use reinforcing strategies to engage the student in the skill(s) (e.g., select high-interest learning activities; offer incentives to the student for successful use of the skill,etc.).

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Step 3: Choose a

Data-Collection Approach



Handout p. 11



STEP 3: Choose Data-Collection ApproachType of Student Problem

General Suggestions for Data Collection

Skill Deficit. Use teacher judgment to select ways to monitor that logically measure progress in the skill area(s) that you are working on. If working on letter-naming, for example, a teacher may keep an ongoing record of those letters the student can accurately name within 3 seconds from flashcards.

Fluency Deficit. Administer brief, timed measures to track growth in speed and efficiency on the target skill(s) (e.g., using teacher-made, DIBELS or easyCBM materials).



STEP 3: Choose Data-Collection Approach (Cont.)Type of Student Problem

General Suggestions for Data Collection

Generalization Deficit.

Choose those target situations/settings to which the student should generalize specific skill(s). In those situations/settings, record when the student (1) successfully displays the target skill(s) or (2) fails to display the skill(s).


Regularly track student work completion and/or quality of completed work to see if motivation strategies are successful.



Activity: How to Use This Resource?

Discussion Q: How could youshare this ‘cheat sheet’ withteachers to help them withtheir Tier 1/Academic intervention plans?



Recalibrating. Update your school’s Tier 1 MTSS-Behavior/SEL goals for the New Year.

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Handout pp. 12-14



RTI/MTSS-Behavior: Quality IndicatorsTier 1: School-Wide Behavioral Expectations.The school has defined universal behavioral expectations for all students and staff—and trained the school community in those behaviors.



Step 1: Develop School-Wide Behavioral Expectations.

Step 2: Translate School-Wide Expectations into Site-Specific Rules.

Step 3: Teach Expected Behaviors to Students.

Step 4: Reinforce PositiveBehaviors.

Step 5: Monitor Program Implementation and Impact. RT

I-Beh

avior

at T

ier 1:

5 St

eps



Tier 1: Class-Wide Management: Foundation

Well-managed classrooms are built on a foundation that includes:

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1. Behavioral Expectations

2. Instruction That Motivates

3. Group Behavior Management

4. Student Relationships




• [5.8] Documenting Classroom Removals. Students may be removed from the classroom for disciplinary reasons or to help them to calm down or deescalate problem behaviors.

All classroom removals are recorded, including information such as date and time/duration of the removal and a brief narrative of the event.


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Building the Behavior/Social-Emotional Toolkit. What are research-based strategies that can help teachers to motivate students and decrease problem behaviors?

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• ‘Two by Ten’: Engage in Brief Positive Chats (Mendler, 2000). If a teacher has a strained (or nonexistent) relationship with a particular student, that instructor may want to jump-start a more positive pattern of interaction using the 'two-by-ten' intervention.

With this time efficient strategy, the teacher commits to having a positive 2-minute conversation with the student at least once per day across 10 consecutive school days. The active ingredient in the intervention is regular and positive teacher attention delivered at times when the student is engaged in appropriate behavior.

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ABC/Behavior Statement. What is a way to describe a student’s problem behavior that can guide the teacher to find effective strategies to fix that behavior?



-Reading Activities-Independent Seatwork

1.Antecedent

-Sits inactive-Puts head on desk

2.Behavior-Student fails to complete work

3.Consequence

-Escape/ avoidance of the task

Function

Problem: Sara will not complete in-class reading assignments.



MTSS-Behavior: ‘Recalibration’ Planning

In your teams:• Appoint a recorder. • in the RTI/MTSS for Behavior: District-Wide

Planning Tool, review the Tier 1 sections only (pp. 12-14).• Use this tool to update your school’s MTSS-Behavior

goals between now and the end of the current school year.

• Be prepared to report out.

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behavior checklists and the classroom: teaching expected

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