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7 Keys1. Common Expectations
2. Targeted Instruction
3. Positive Reinforcement
4. Support Strategies and Interventions
5. Collaborative Teams
6. Data-Driven Dialogue
7. School-Wide System Approach
Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties—whether mild, moderate, or severe—the more academic success can be achieved.
Buffum, Mattos & Weber, 2009
InfluencerBefore you can influence change, you have to decide what you’re trying to change. Influence geniuses focus on behaviors. They’re universally firm on this point. They don’t dive into developing influence strategies until they’ve identified the behaviors they want to change.
(Patterson et al, 2009)
Common Expectations
School Rules, Codes of Conduct, and Mission Statements have been condensed into a few easy-to-remember, positively phrased common words or phrases. Behavior expectations are linked to academic expectations, setting a positive tone.
Targeted Instruction
Common school-wide expectations are taught directly by all staff, in a variety of ways and in various specific settings (class, library, assembly, bus, etc.) to all students. Students are given opportunities to develop, practice and demonstrate these appropriate social and academic skills.
Positive Reinforcement
All adults working with all students make a conscious effort to “catch kids being good”. Timely and specific feedback is critical to improved learning. This is done both formally and informally on a regular basis. At a minimum, we should agree to intentionally and systemically (in the same manner, the same frequency, and for the same reasons) reinforce behaviors that we wish to see more commonly displayed – behaviors that contribute to positive learning environments in which all students learn at the very highest levels.
A Positive Approach
We advocate an approach that ensures that the dignity of the student is always paramount. Every student, regardless of background, ability, performance, or behavior, deserves to be treated with respect.
4:1 PositivesThe 4:1 positives challenge encourages the adults in the building to provide at least four positive interactions to a student for any one negative interaction they have with that student. These interactions range from small and informal to large and formal. There is no single correct way to do it, but it is critical to provide more positive than negative interactions.
9 Needs(Reithaug, 1998)
1. Structure, predictability, and consistency
2. Immediate, frequent, and specific feedback
3. Academic success
4. Responsibility and independence
5. Positive problem solving
6. Positive alternatives
7. Enhanced self-confidence
8. Positive school-to-home support systems
9. Documented positive change
Support Strategies and Interventions
A written, proactive plan exists in the school that provides a series of strategies that staff can follow when dealing with student misbehavior. The plan is known and followed by all staff – the plan is systematic. It includes a continuum of strategies to support staff as they work to improve student behavior (group and individual).
Support Strategies and Interventions
Students can move from red-zone behavior to green-zone behavior. Our role as educators is to support and facilitate that transition.
Support Strategies and Interventions
We can TEACH the repertoire of skills required BETWEEN stimulus & response:
•STIMULUS
•CHOICE
•RESPONSE
Collaborative Teams
When a student’s behavior escalates, or academics become a significant concern, the student is referred to a School Based Team. The team, with parent involvement, develops an individual plan specific to the needs and challenges of that child. These plans are specific, observable, and measurable and include consistent follow-up.
Collaboration
Collaborative teams use data on student behavior to implement interventions, monitor progress, and celebrate success.
Carroll, 2009
Teamwork
“It is difficult to overstate the importance of collaborative teams in the improvement
process.”
Rick DuFour
Data Driven Dialogue
Systems for data collection are in place to track school-wide behavior and academic progress. The information collected is specific enough to generate general baseline data, school-wide trends, and patterns of behavior for individual students.
Data Driven Dialogue
Implementing behavior interventions and creating a positive learning environment requires both relationships and results. It requires the critical task of collaborative teams engaging in meaningful dialogue about data.
Data Driven Dialogue
One of the most intelligent ways to perform our work is to share ideas, share the load, and share successes.
The only way we will accomplish our lofty goals is by systematically and faithfully working together.
School-Wide Systems Approach
How will we lead, manage, support and sustain these efforts?
School-Wide Systems Approach
Systems are in place to ensure that all of the previous occurs consistently throughout the whole school. Administrators model high expectations, they devote time and place priority on social skills , and they “catch kids being good”. They also support staff with behavior-improvement strategies and School Based Team efforts, and ensure that data-tracking systems are consistent and relevant.
School-Wide Systems Approach
Some form of inquiry is foundational for effective organizations. It’s non-negotiable to our professional practice.
Timperley et al, 2007
The Cycle
Teacher Impact
•Think of a teacher you had Think of a teacher you had who had an impact on you who had an impact on you (positive or negative)(positive or negative)
•What qualities do you What qualities do you remember?remember?
•Positive or negativePositive or negative
Positive Impact
•Cared about me as an individualCared about me as an individual
•Brought learning to life, made it Brought learning to life, made it realreal
•Took extra time to help me learnTook extra time to help me learn
•Always fair, reasonable & Always fair, reasonable & understandingunderstanding
• Inspired me to do my bestInspired me to do my best
Negative Impact
•Did not know me or care about Did not know me or care about meme
•Made the subject dry and boringMade the subject dry and boring
•Often unfair or arbitraryOften unfair or arbitrary
•Yelled, screamed, put kids downYelled, screamed, put kids down
•Seemed more interested in the Seemed more interested in the subject than the kidssubject than the kids
“He is not the perfect child, if there is such a child, and I'm sure he will have his moments, but I would like
them handled with maturity and fairness and with the
professionalism that we can expect from the school and the adults who
have been trained to deal with these situations.”
“He is not the perfect child, if there is such a child, and I'm sure he will have his moments, but I would like
them handled with maturity and fairness and with the
professionalism that we can expect from the school and the adults who
have been trained to deal with these situations.”
What Do Parents Want?What Do Parents Want?
Teacher Impact
•In which category do I fall?In which category do I fall?
•What am I doing to ensure What am I doing to ensure students get more positives students get more positives and fewer negatives?and fewer negatives?
•Do I make a difference? Do I make a difference? How do I know?How do I know?
Effective Teaching
Instinctively we know that good behavior management in a classroom is a prerequisite for effective teaching and learning. We do not, however, want to confuse teaching and learning styles with classroom management. Good behavior management does not necessarily mean students sitting silently in rows. In fact, much of the research on best practice in classrooms suggests otherwise.
Daniel Goleman’s (2006) study of students identified as being at risk found that those
placed with cold or controlling teachers struggled academically—regardless of
whether their teachers followed pedagogic guidelines for good instruction. But if these
students had a warm and responsive teacher, they flourished and learned as well
as other kids. These results show that quality of relationship, above all else, is the
springboard to success.
1. Does everyone in your school agree on why they are there?
2. Does everyone really believe they can make a difference for all kids?
3. In terms of making a difference, is there a common school-wide vision?
4. Are there clear and specific school-wide systems in place to make that happen?
5. Are there classroom plans in place to match the school-wide systems?
Ten Questions All staff and school leaders should answer “Yes!”
6. Are there individual student support options in place?7. Do procedures in the office support the school, classroom, and individual plans?•Does every adult talk about these plans openly, regularly, and systematically?•Do you know, with measurable evidence, that the plans are making a difference?•If it’s not making a difference, are you willing to try something new?
Ten Questions All staff and school leaders should answer “Yes!”
To succeed as a team is to hold all
of the members
accountable for their
expertise.
Mitchell Caplan
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