Multi-Tiered Systems of Support
Known by several titles -- PBIS, RTI, MTSS, ISF – our experts have a depth of knowledge in these school-wide systems and have over 20 years of experience in working directly with schools to implement, evaluate, and sustain such efforts. Whether it be team-based training, professional development, or on-site coaching, our experts have experience with schools at every level and even in alternative and juvenile justice settings.
Research continually shows that teachers report classroom behavior to be the issue with which they have the most challenges and the least preparation. Our experts have written numerous books on this topic and have worked with some of the most challenging schools in the nation to develop our training content. The focus is on the combination of effective instructional practices (teach expectations, practice, remind, provide feedback), thoughtful arrangement of the learning environment (physical space, teacher movement/location, routine/consistency), and development of positive relationships between teachers and students. We help teachers to build positive classroom environments in which students are highly engaged in learning and respectful behavior.
High Leverage Practices in Education (HLP Education) believes in a science of effective instruction and we define “effective” as that which predicts high rates of student success now and into the future. We have a half-century’s worth of research that demonstrates the essential features of effective instruction to include (1) clear and explicit instruction of core content with thoughtfully selected examples and clear ties to student’s lives; (2) using opportunities for student response, discussions, and activities that provide guided engagement in the content; and (3) providing opportunities for students to be immersed in authentic practice activities with formative feedback. These keys are inherent in our instructional trainings in all content areas: literacy, writing, mathematics, and behavior. Our experts demonstrate these same key features in their training, engaging adults to create effective instruction for their students.
Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
Functional behavior assessment continues to be a challenge for schools. Required by law under specific circumstances, schools struggle to find the balance of practicality and rigor necessary to both meet the letter of the law and gather information that will be useful in the development of a behavior plan. Our experts provide training in both a simplified team-based model meant to provide practicality for a typical initial level of FBA and for more formal procedures that are necessary when considering students for whom a range of assessments and plans have proven unsuccessful. Because of its complexity, our FBA training and professional development involves the use of video-based case studies to allow participants to engage with and practice the essential skills as they learn.
Managing Escalating Behavior
Student escalation can be defined by an increase in the intensity of behavior. This might mean that the student becomes more hostile or aggressive but also may mean that the student simply digs in and continues to refuse a direction. In both cases, the potential for dire outcomes is increased and careful steps are necessary to defuse the situations. Our trainings in this area focus first on prevention of a range of typical escalating behaviors, followed by consideration of student behaviors that indicate escalation, and a series of steps for de-escalation. Videos are a major component of these training activities as they allow participants to observe and discuss escalation for a range of behaviors including disruptive, non-compliant, disrespectful, provocative, and verbally aggressive.
Tier II Interventions and Social Skills Instruction
While schools using multi-tiered systems typically find support for the school-wide tier and the highly individualized third tier, they often struggle to identify interventions at the second tier that are necessary to create success among a first level of students who are not successful despite school-wide efforts. A major part of our expertise involves working with schools to introduce strategies for academic instructional adaptations within inclusive classroom settings. Additional tier II strategies for behavior include check-in check-out, homework clubs, and small group social skills instruction, which is presented as an example of effective instruction for social behavior in the context of a smaller group of students with similar social skill deficits.
Bullying is a major issue in many of our schools and its victims are at a heightened risk of a range of negative school and life outcomes including drop-out and suicide. Our experts in this area provide in-depth and step-by-step training for the implementation of an evidence-based bully prevention program that can operate independently or be tied directly to PBIS.