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Cracking the Behavior Code

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Macy Parker

on 31 October 2013

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Transcript of Cracking the Behavior Code

CSC In-Service 9/7/2012
Cracking the Behavior Code
Misbehavior is a symptom of an underlying cause or an undeveloped skill.
TLWBAT state the purpose of in-service and the expectations for their participation.

TLWBAT identify the other members of their PLC and what we will learn from one another

TLWBAT create an individualized "FAIR" plan for working with a student who exhibits challenging behavior.
Welcome and Opening Circle

What is in-service? What are the expectations here?

PLC Bingo

Intro to "The Behavior Code"


Jigsaw: the FAIR plan

the FAIR plan and PLC worktime

Exit Tickets and Closing Circle
PLC Bingo!
Who is in my PLC?

What can we learn
from each other?
Challenging Behavior
Many students are impacted by poverty, domestic violence, abuse and neglect, or a psychiatric disorder.

About 6% of students have PTSD (maybe without the P).
In 2006-07, only about 20 percent of students 14-21 with an emotional or behavior disturbance who exited the school system did so with a high school diploma.

After high school, only 30 percent of students with E/BD were employed, and what’s worse, 58 percent had been arrested.
Challenging behavior is a disability: a student would behave if he or she could.
Challenging behavior is often counterintuitive.
The intent of the student’s behavior can be hard to decipher.

Because of the incorrect assessment, the teacher’s response doesn’t match.

Because of the incorrect assessment, the teacher teaches a replacement behavior that the student cannot replicate.
Behavior is communication.
1. attention
2. escape
3. tangible motivation
4. sensory satisfaction
Behavior occurs in patterns and has bookends made up of antecedents and responses.
The only behavior teachers can control is their own.

Behavior can be changed.
Expectations for In-Service Training
Arrive on time.

Complete and bring pre-work.

Respect the learning space and be present: no texting, email, etc.

Walk out with real work done!
Behavior change, not just "management," is the goal.
1. Manage antecedents and change the way you interact with a challenging student.

2. Reinforce desired behavior.

3. Teach a temporary replacement behavior.

4. Address underdeveloped skills that are at the root of a child's inability to behave appropriately.

5. Respond to a student's inappropriate behavior in a way that deters it.
Transitioning to group work in apprenticeships
G. walks out of class without permission
problem behavior
G. uses his break pass to take a 5 minute break
temporary replacement behavior
same result
temporarily avoid work,
get 1:1 attention from teacher
An effective replacement behavior...
manage antecedents, interact differently
reinforce desired behavior
teach a replacement behavior
address undeveloped skills
transition warnings
"read" signs of escalation
and prompt student
work in pairs before
working in larger groups
clear agenda so student
knows what to expect
special job that also
allows for a break
customized reward system
notice and reward the try
celebrate incremental
1. achieves the same result as the inappropriate behavior

2. is as efficient at getting the desired result

3. is within the student's ability
specially designed break passes that all adults recognize
adults work on systems for when student is "on a break"
encourage the use of break pass
if we notice the student is anxious
work with a counselor, independently and with family
build trust with teachers
practice working together in groups
respond to misbehavior
avoid accidentally
reinforcing undesired behavior
clear, consistent and transparent consequences
G. remains in classroom for group work
desired behavior
G. participates successfully; appropriate rewards!
desired result
Transitioning to group work in apprenticeships
Functional hypothesis
of behavior
Interaction strategies
Response strategies

the FAIR plan
Significant portions of this training come directly from the book The Behavior Code
by Jessica Minahan and Nancy Rappaport, Havard Education Press, 2012
Send one person from your PLC to each corner of the room.

In your corner, read about your assigned letter of the FAIR plan.

Talk quietly with others in your corner to make a plan to teach back this info to your PLC.

5 minutes each
to teach back each letter of the FAIR plan

15 minutes
to work on your own FAIR plan

10 minutes
to share your FAIR plan with your PLC, get feedback, and plan for accountability to one another

Pair up with another CD
(ideal pairs will have at least one person who has a specific student in mind.)

Complete the FAIR plan using the checklist provided
(both complete your own, or complete one together.)

Provide feedback to your partner

Identify immediate next steps

Middle School students are hard-wired to assert their independence AND
care a whole lot about what their peers think.
ALL students respond well to clear expectations, safety, routines, and positive relationships, and these things are especially important for students with additional emotional or behavioral needs.
Rough Seas or Icebergs?

Diagnosing challenging behavior on your team.

1. Select a table leader.

2. Table leader picks one team leader to be interviewed first.

3. Table leader asks the questions on the flow chart, with the first teacher answering. Other group members can ask clarifying questions.

4. Keep your answers brief for now!

5. Repeat with a different team leader at your table.
Rough Seas or Icebergs?
Diagnosing Challenging Behavior Flowchart
Are all students consistently meeting your behavior expectations?
I don't have clear behavior expectations posted and explained, but kids should know how to behave in school by now.
Students need to understand what meeting and not meeting your expectations looks like and sounds like. Just posting them isn't enough. You will need to explicitly teach students what it looks like to meet your expectations, and have them practice meeting them. You will also need to explain what the positive and negative consequences of meeting or not meeting expectations are.

Review your campus-wide expectations and consequences with your team. Consider re-teaching the Launch Week "Expectations" lesson or asking your CD or DCD to model a re-teach of this lesson. Include an activity such as skits, drawings, or written explanations of what each expectation "looks like" "sounds like" and what each does not "look like " or "sound like." Review how to earn positive and negative consequences and push yourself to apply these consistently. Pre-Service resource: the 5 Ws of giving a consequence.
Awesome. Let's learn as much as we can! Continue to reinforce this behavior by celebrating success, applying rewards for exceptional behavior, and narrating the positive.
Are more than 5 students consistently not meeting your expectations?
Yes, often most of my class is not meeting them.
No, most are meeting expectations, but a few are really struggling.
Do you have expectations and consequences posted in your classroom?
Are you consistently applying both positive and negative consequences for student behavior?
Review how to earn positive and negative consequences and push yourself to apply these CONSISTENTLY and CALMLY. Great teachers make 3X as many positive as negative statements.

Look at your tracking systems and make sure you are organizing your clipboard in such a way that it is easy to record positive and negative consequences. You may need a tracker with each student's name and positive / negative consequences listed next to it.

[Pre-Service resource: the 5 Ws of giving a consequence.] [Reading: Teach like a Champion and Fred Jones]
Do you often ask your students to listen to you give directions aloud without a worksheet, visual, or activity?
No, I consistently use visuals and activities to support learning and limit the amount of time I spend talking at kids.
Yes, I often demand 100% student focus for more than a few minutes.
Most middle schoolers struggle with audio processing (heck, most people do!) and are able to learn more when they can see and do something. Scaffold your instruction with a note-taking worksheet, a visual, or activities, and limit the amount of time you ask for 100% silence.

Be careful that, when you ask for 100%, you use a quiet signal, get everyone's focus, give your directions, and then release the stage. If you are constantly coming on and off the stage, i.e.: "Oh hey wait, guys, there's something I forgot to tell you..." kids will be more likely to talk over you. Make it clear when you need everyone's attention. Stop. Stand still. Get 100%. Say your few directions. Release kids to work.

[Resources: Teach Like a Champion "Strong Voice" and "Name the Steps," Wowspace: Steps to giving clear directions]
Are you purposefully planning for student engagement by including activities that are clearly directed, interesting, and relevant to your students?
Consider giving your class a survey about what they enjoy / don't enjoy about the class. Ask them to choose some reasonable reward that they would like to work toward as a class. Introduce the results of your survey with a plan for working together toward the reward. i.e. "Each time I see 100% focus from us, I'll put a few marbles in our jar. When we fill the jar, we will earn our special kick back / movie day / field trip to Lake Merritt / etc."
Continue to build positive classroom culture with cheers, chants, slogans, objects, etc. that are "just for our team."
Work to build relationships with individual students by noticing the things they do and like. Give students jobs and ask them for their help in shaping the culture of the class.
[Resources: Teach like a Champion "Vegas", Wowspace; IR resources on student engagement]
Use the CS "Clipboard Script" document (available on WOWspace) to complete double sided lesson plans. For each activity, script what you will do and what students will do. If, when you look down the "Students do" column, you see nothing but "listen and SLANT," you need to add more engagement! This might mean increasing cheers, chants, and celebrations, pausing between activities for a quick energizer or "simon says" game, and planning activities that allow students to discuss their ideas, work in pairs or small groups, and move around.

[ Resources: WOWspace: clipboard script, Teach like a Champion "Double sided lesson planning," http://ecpcs.wordpress.com/2012/02/ ]
Take notes (or have an observer take notes) on the behavior of your most challenging few students. Work to identify patterns in their behavior, determine the need those behaviors are meeting, and teach to the undeveloped skill or need. i.e. if the student is struggling with the right way to ask for attention from students and teachers, offer special jobs to meet that need for now, and teach positive self talk "I can do this by myself. If I work hard I can be successful" to help the student meet this need herself.
Make an individual behavior plan with the challenging students that includes individualized rewards. i.e. 5 days where you only call out 2 times or less = Ms. Parker will bring you a special lunch and make a positive phone call home.
Jose bumped into Jimmy on the way to lunch and then said, "What, we were just playing!"

Jose greeted Martha by yelling "Hello! Hello!" louder and louder. When she didn't immediately respond, he threw his notebook on the floor.

Jose tried to join a soccer game at recess. When the other kids didn't stop to let him join, he kicked the ground and yelled, "Everybody hates me!"
What's the Purpose of In-Service?
Build our skills.

Share our Strengths across Campuses.

Support one another as a Region.

Create and capture knowledge about best practices for the CSC.
15 minute break!

TFRs, please meet Nora
in the side room
Full transcript