Save Your License Saturday 3/22/2014...Save Your License Saturday 3/22/2014 [email protected] 3 • Use PBIS strategies in your classroom and school • Understand PBIS when your school

Save Your License Saturday 3/22/2014

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Save Your License SaturdayMarch 22, 2014

Katie Schmitt

Southeast Service

Cooperative

Introductions

PBIS 101

PBIS in the Classroom

Wrap Up


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Current:

PBIS Trainer

SWIS Facilitator

Coop Purchasing

Artist

Wife

Diaper Changer

Past Experience:

School Improvement

Museum Educator

Youth Programs

Who are you?


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• Use PBIS strategies in your classroom and school• Understand PBIS when your school implements it• Have knowledge before moving to a PBIS School

Teachers

• Work at PBIS school• Apply PBIS strategies when working at any school

Substitute Teachers

• Understand how schools are working to improve culture• Work or volunteer with PBIS school

Community

Over 450 schools

MDE/S-RIP training program

Open source PBIS resources

www.pbismn.org


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Albert Lea -ALC

Albert Lea -ALC

Austin - Ellis Middle SchoolAustin - Ellis Middle School

Austin -WoodsonAustin -Woodson

Austin High School

Austin High School

Bluff Country Learning ALCBluff Country Learning ALC

Bluffview MontessoriBluffview Montessori

Cannon Falls ElementaryCannon Falls Elementary

Cannon Falls Middle and High School

Cannon Falls Middle and High School

Fillmore Central High

School

Fillmore Central High

School

Goodhue ElementaryGoodhue

ElementaryHouston High

SchoolHouston High

School

Kenyon-Wanamingo Elementary

Kenyon-Wanamingo Elementary

Kingsland ElementaryKingsland

ElementaryKingsland High

SchoolKingsland High

SchoolKingsland

Middle SchoolKingsland

Middle SchoolLaCrescent

Middle SchoolLaCrescent

Middle School

Mabel-CantonMabel-Canton Northfield ALCNorthfield ALC Northfield High SchoolNorthfield

High SchoolNorthfield

Middle SchoolNorthfield

Middle School

Pine Island ElementaryPine Island Elementary

Gibbes Elementary -

Rochester

Gibbes Elementary -

Rochester

Southland ElementarySouthland

Elementary

Twin Bluff Middle School

- Red Wing

Twin Bluff Middle School

- Red Wing

Winona ALCWinona ALCZumbrota-Mazeppa

Elementary

Zumbrota-Mazeppa

Elementary

Zumbrota-Mazeppa

Middle School

Zumbrota-Mazeppa

Middle School

Zumbrota-Mazeppa High

School

Zumbrota-Mazeppa High

School

Caledonia Area Elementary

School

Caledonia Area Middle School

Discovery Public School –Faribault

Goodhue County Education District

Lyle Public Schools

Red Wing High School

System of Positive Behavior

Management School-Wide Expectations

Consequences Teaching of Expectations

Recognition Interventions

School-Wide

Design

Team-based

Planning

Flexible Framework

Prevention Strategies


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Safer Schools

Increased Academic

Engagement

Improved Academic

Performance

Reduction in ODRs

Data DrivenResearch-

Based Strategies

PBIS is based on behavioral theory

• Get something positive (i.e. peer attention)• Avoid something negative (i.e. doing work)

Problem behavior “works” for students

• Focus on the contexts and outcomes of the behavior• Make the problem behavior less effective and efficient• Make the desired behavior more functional• May involve changing systems, altering environments and teaching

new skills

Determine functions of behavior


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Tier 1: Primary Prevention

School-/Classroom-WideSystems for All Students,

Staff, & Settings

15% of students

5% of students

80% of students

Tier 2: Specialized Group

Systems for Students with At-Risk Behavior

Tier 3: Individualized Systems for Students

with High-Risk Behavior

Classroom

Non-classroom Family

Student


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Example: 3 B’s

Be Respectful

Be Responsible

Be Safe

SW Expectations

• Universal – all students and all settings

• 3-5 total• Positively

stated

School Wide - PBIS Expectations Matrix ExampleClassroom Cafeteria Bathrooms Hallways Buses Library/

Computer LabSchool

Grounds

Respect -Follow directions-Raise your hand-Use appropriate language-Use appropriate tone-Keep your hands & feet to yourself

-Follow directions-Listen to adults-Exhibit good table manners-Keep food on your plate or in your mouth-Keep food in cafeteria

-Respect the privacy of others-Keep the facilities clean

-Follow directions-Wait in line-Listen to the bus driver-Share seats-Use appropriate language

-Follow directions-Use your quiet inside voice-Raise your hand to be recognized

-Follow adult directions-Use appropriate language-Obey fire drill procedures

Responsibility -Employ active listening-Participate actively

-Stay in designated area-Clean up your eating area

-Do your business & leave -Flush the toilet-Throw trash in appropriate receptacles-Wash hands

-Stay seated while the bus is moving-Keep your body and belongings inside the bus

-Follow Media Center & Computer Lab Rules -Use equipment correctly-Access only appropriate websites

-Dispose of trash in appropriate receptacles-Use equipment correctly

Safety -Keep your hands & feet to yourself

-Wait in line for your turn-Keep your hands & feet to yourself

-Report problems,vandalism, etc

-Enter and exit in an orderly fashion-Stay in your seat-Report any incidents

-Enter and exit in an orderly fashion -Stay in your seat-Report any incidents

-Use equipment correctly-Keep hands & feet to yourself

Handout


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Complete Hallway

Column on Expectation

Matrix

3-5 per location

Specify expected behavior; positively stated

Post the expectations throughout the building

Teach expected behaviors INthe location

School Wide - PBIS Expectations Matrix ExampleClassroom Cafeteria Bathrooms Hallways Buses Library/

Computer LabSchool

Grounds

Respect -Follow directions-Raise your hand-Use appropriate language-Use appropriate tone-Keep your hands & feet to yourself

-Follow directions-Listen to adults-Exhibit good table manners-Keep food on your plate or in your mouth-Keep food in cafeteria

-Respect the privacy of others-Keep the facilities clean

-Keep hands & feet to yourself-Observe personal bubble space-Listen to adults in hallway -Use your quiet inside voice

-Follow directions-Wait in line-Listen to the bus driver-Share seats-Use appropriate language

-Follow directions-Use your quiet inside voice-Raise your hand to be recognized

-Follow adult directions-Use appropriate language-Obey fire drill procedures

Responsibility -Employ active listening-Participate actively

-Stay in designated area-Clean up your eating area

-Do your business & leave -Flush the toilet-Throw trash in appropriate receptacles-Wash hands

-Carry a valid hall pass-Go straight to your destination-Use you own locker-Pick up litter

-Stay seated while the bus is moving-Keep your body and belongings inside the bus

-Follow Media Center & Computer Lab Rules -Use equipment correctly-Access only appropriate websites

-Dispose of trash in appropriate receptacles-Use equipment correctly

Safety -Keep your hands & feet to yourself

-Wait in line for your turn-Keep your hands & feet to yourself

-Report problems,vandalism, etc

-Walk on the right-Wear appropriate shoes at all times-Keep hands & feet to yourself

-Enter and exit in an orderly fashion-Stay in your seat-Report any incidents

-Enter and exit in an orderly fashion -Stay in your seat-Report any incidents

-Use equipment correctly-Keep hands & feet to yourself

Video: Teaching Hallway Expectations


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Recognizing and Rewarding Student Behavior

Why? Encourages students to demonstrate SW expectations

Who? All Staff

Where? All Settings

When? Immediately

How? • Tell student exactly why he/she is getting it• Don’t give rewards as coercion


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How do you want to feel at the end of a teaching day?

What would your perfect school day look like?

Time: 5 minutes

Draw a picture or make a list of key words that describes this “dream”.

Handout



Classroom rules and

routines work with SW

expectations

Employ practices for

academic and behavior

Create a setting that is:• Predictable• Consistent • Positive• Promotes

student independent behavior

Expectations• Broad statement

• Apply to all people and settings

• General statement of behavior

Rules• More specific• Apply all day

RoutinesProcedures• Sequential• Aligned with

Expectations• Numerous• Setting specific

Positively statedCriteria for successful performance

Must be taught and rehearsedPrevention strategies



Design Classroom RulesAlign classroom

with school-wideDefinition of Rules

Specific skills you want students to exhibit in a given

setting

Rules describe specific behaviors• Observable• Measurable• Enforceable• Rules clarify the

school-wide expectations for specific settings



Posted in classroom

Taught Directly

Easy to Remember

Be Responsible

Turn in all assignments

on time

Be in your seat when

the bell rings

Be Respectful

Listen to others when they speak

Be Safe

Keep your “personal” information

personal when you’re

on the internet



Define and teach

classroom routines

Establish a signal for

obtaining class attention

Teach effective

transitions

• Selecting volunteersTEACHER ROUTINES

• Asking for helpSTUDENT ROUTINES



Routine Desired Behavior

Signal

Handout

What are 3-4 common classroom routines for students?

Complete the matrix for those 3-4 routines

How would you teach those routines?

Design Classroom Routines



Going to the restroom

Moving throughout the school

Late arrival

Grading and homework policies (including make-up work)

Asking questions

Finishing an assignment early

Dismissal

Beginning the day

Entering and exiting the classroom

Labeling papers

Collection and distribution of papers

Signaling for quiet and attention

Appropriate times for moving around the room

Emergency drills and procedures

Give reason for the routine

Model

Practice/Rehearse

Don’t overwhelm students - slow and steady (first 3 weeks)

Revisit/reteach

Use natural prompts (bell, completion of assignment)

Teach self-management



Teaching Expectations, Rules and Routines: Say, show, practice,

review, and reinforce

Post expectations

and rules

Teach in context

Prompt and pre-correct

Monitor continuously

Acknowledge and reinforce

regularly

Determine “what

happens where”

Traffic patterns

Groups versus

separate work

stations

Visual access

Density

Teacher Desk

Teacher access to students at all times

Student access to relevant instructional materials



Proximity makes a difference

Move Scan Interact

• 5:1 Ratio• Begin each class

period with a celebration.

• Your first comment to a child establishes behavioral momentum.

• Provide multiple paths to success/praise.

• Good teaching is best prevention for problem behavior.



Efficient transitions

Maximize opportunities for student responses

Self-management

Active Supervision

Instruction Influences Behavior

Pacing

Opportunities for student responses

Student feedback from teacher

Vary Modes of

Instruction

•Group Lecture•Small Group• Independent Work•Student or

Teacher led•Peer Tutoring



Tell us about a favorite reward that

you received as a K-12 student.

2 minutes prepare for large group sharing

Increase repetition of appropriate behaviors

Focus attention on desired behaviors

Fosters positive climate

Reduce time-consuming discipline



Handout

Reward frequently at

beginning

Reward for following

expectations and rules

Students are ALWAYS

eligible to earn rewards

High ratios 4:1 or 5:1

Complement school-wide

reward

Use same school-wide

token

Age appropriate and varied

Rewards are randomly

distributed and unpredictable

Distributed one at a time

Don’tThreaten loss of

rewardsOR

Give reward when student asks

for one directly

Positive note/phone call home

Lunch with preferred adult (teacher, principal, coach)

Sit in special chair (teacher’s chair, beanbag chair)

Keep the class mascot on desk

Mystery “Grab Bag”

Homework pass

Extra computer, library time

Pizza, popcorn, popsicle party



Consequences

•Do not ignore problem behavior• (unless you are convinced the

behavior is maintained by adult attention)

•Predictable• Individual AND group•School discipline policy

Write a brief description of 3 common behavior problems you encounter at school or home and how you respond.

Problem Behavior Response

1

2

3



Match severity of offense to the response

Address the motivation (function) of the problem

behavior

Align responses

with:SW expectations Clearly defined

rules

A system for teaching and

rewarding expectations and

rules

Include opportunities to learn & practice

appropriate alternatives

Monitor responses to ensure they are effective

Modify the Environment

Change seating

Reduce distractions

Decrease noise

Modify the Presentation

Change pace

Increase student participation

Work in groups

Use technology

Take short work breaks

Get a study buddy

Modify Curriculum

and/or Instruction

High-interest topic for reading/writing assignments

Shortened assignments

Visual aids

Extended time, frequent feedback



Focus on students engaging in the

appropriate behaviors

• Identify students following the expectations

•Name the expectation •Provide reinforcement

(praise, token/ticket)

Engage the class in discussion to identify

problems in the classroom

•Discuss rationale for focusing on a behavior

• Identify a classroom goal that is achievable

•Determine classroom reward for achieving the

Speak to student privately

Remain calm,

positive and objective

Refrain from arguing with the student

Acknowledge concerns/feelings, then re-direct to next opportunity

for success

End conversation immediately



Do• Make eye contact• Listen• Maintain personal space• Remain calm• Safety, be aware of

environment• Be alert• Enforce limits• Remain in control• Use “ok” and “not ok”

Don’t• Show fear• Over/under react• Argue or confront• Not follow through• Make false promises• Threaten• Use jargon, buzz words• Use “right” or “wrong”

Handout

Decreases in problem behavior

Increases in appropriate behavior

Achievement of broader goals

Durability of behavior change over time

Increases in academic achievement

Successful implementation



• Daily tally of behavior incidents

• Daily rating of task engagement

• Office discipline referrals for your classroom

• Work products of students (accuracy, work completion)

• Number of students participating in discussions

• Time students spend on-task

• Student interviews

Get help tracking data•Administrators•Office Staff•Teachers•Psychologists or Social Workers•Paraprofessionals•Volunteers

Data Collection•ODRs•ClassDojo and other apps•5:1 count•Self Assessments•Data tracking forms (FL Consultation Guide)

Classroom Management

Self-Assessment

Handout



PBIS 101 PBIS in the Classroom

Resources for classroom Classroom Positive Behavior Support: Team

Consultation Guide www.pbismn.org www.pbisworld.com

Documents

Save Your License Saturday 3/22/2014...Save Your License Saturday 3/22/2014 [email protected] 3 • Use PBIS strategies in your classroom and school • Understand PBIS when your school