Classroom disruption can take the joy out of teaching. It causes stress, anxiety, and frustration on the part of the teacher.
According to a 2009 Allensworth, Ponisciak, and Mazzeo study, student misbehavior has been cited as a reason 85% of teachers will have left the profession over a five-year period. Another 46% will leave within the first five years.
Teachers need a solution to help them handle classroom disruption, restore learning, and make their teaching more enjoyable work.
Response to Intervention
There’s nothing more distracting to a teacher than a classroom disruption. Valuable teaching time is lost, leading to ongoing negative student behaviors.
To identify students’ learning and behavioral problems early, schools can intervene early with high-quality instruction and universal screening and support of students with learning and behavior needs. Response to Intervention (RTI) is a research-based, multi-tiered framework that helps maximize student achievement and reduce behavior problems and classroom disruption. It provides high-quality instruction, universal screening, and support of students with learning and behavioral needs directly in the general classroom. With RTI, schools can identify students at risk for poor learning outcomes. It also monitors their progress and adjust the interventions’ nature and intensity based student responsiveness.
There are four components of RTI: universal screening, progress monitoring, multi-level prevention, and data-based decision making. Let’s look at each of these:
Universal screening is used to predict or identify at-risk students who might have poor learning outcomes. The assessments are short and conducted with all students at a particular grade level. Screenings take into consideration student strengths, linguistics, and cultural responsiveness. This is followed by additional testing and short-term progress monitoring to further determine at-risk students.
Progress monitoring is used to assess students’ academic performance. Performed on an ongoing basis, progress monitoring tracks students’ rate of learning and academic performance, and evaluates the classroom instruction successes for individual and classroom student learning. As with universal screening, progress monitoring evaluates student strengths, linguistics, and cultural responsiveness.
The multi-level prevention system consists of three levels of intensity or prevention. The primary level—Tier I—features high-quality core instruction. The secondary level—Tier II—includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level—Tier III—is of increased intensity, intended for those students who don’t respond to the secondary line of prevention.
Data analysis and decision-making occur all at levels of instruction and across all levels of RTI implementation. Teams use the screenings and progress monitoring data to make decisions about instruction, student movement within the prevention system, and any disability identification.
Schools that implement RTI also provide parents with information about their child’s progress, the instruction and implementations used, the teachers who are delivering the instruction as well as the student’s academic or behavioral goals.
Positive Behavioral Interventions and Supports (PBIS)
Positive Behavioral Interventions and Supports, or PBIS, is an evidence-based framework that schools can use to encourage good behavior, promote safety, reduce disciplinary interventions, increase student achievement, and improve school climate. It works to improve social, emotional, and academic outcomes for all students, including students with disabilities and those from under-represented groups.
According to the U.S. Department of Education, over 19,000 schools are using PBIS. Similar to RTI, PBIS takes a tiered approach. PBIS is broken down into three tiers to build positive behaviors. Tier 1, primary or school-wide intervention focuses on student behavior through schools and classrooms. Tier 1 works by preventing the development of new incidents of problem behaviors through the use of high-quality learning environments for all students and staff and across all school and non-school settings.
Tier 1 can also use a reward system, but not to the exclusion of those students whose behaviors may remain an issue. If a struggling child never receives a reward or is rewarded less than other classmates, that students may view this as punishment.
Tier 2 applies more targeted instruction for those at-risk students who require more support. It helps prevent students behaviors from worsening.
Tier 3 is intended for students who have significant behavioral problems. These are students need intensive interventions and comprehensive evaluations.
PBIS uses data collection and analysis to enable the identification of students who have the highest number of disciplinary incidents. This allows for more specific Tier 2 and Tier 3 interventions that reduce student disruption.
Alternative Behavior Educator (ABE)
The focus of both RTI and PBIS is prevention.
In keeping with RTI and the tiered PBIS proven research and evidence-based interventions, ScholarChip provides an online modular technology to address student behaviors that lead to classroom disruption.
ScholarChip’s ABE provides behavior management intervention and aligns with RTI and PBIS. Its modules are based on proven research methods and evidence-based practices, flagging at-risk students who are at-risk for poor learning outcomes. There are actionable and automated data-driven reports that identify these students right away so they can receive the interventions they need.
ScholarChip’s ABE interactive online software teaches better behaviors, and when it flags at-risk students, it also monitors these students throughout their careers.
ScholarChip’s ABE provides age-appropriate tutorials, quizzes, and games that are fun and educational that help modify behavior and the risk of the student’s classroom disruption. ABE helps to reduce drop-out rates, overall referrals, and ISS/OSS assignments. Parents can also be aware of their child’s progress.
Reclaiming the Classroom
Today’s teaching environment can be a difficult one. However, it doesn’t have to stay that way. In order for teachers to reclaim their teaching time and reduce classroom disruption, they need a solution to do just that. ScholarChips’s ABE works to proactively address student behavior and intervene so teaching is a joy and student learning is successful.
To learn more about how to handle classroom disruptions through the use of technology, reach out and schedule a 1-on-1 walkthrough with one of our specialists today!