Designing Lesson Plans SWPBS Day 2: Universal Curriculum

Agenda Review successes and challenges Share out from Faculty Presentations Review the BOQ Review Lesson Plans Develop Lesson Plans 2

4 : 1 8/24/2010 3

Sharing Out 4

Objectives Understand why and how to teach appropriate behavior. Identify a format for lesson plans. Develop a plan to include of teaching staff in the development of behavior lesson plans. 8/24/2010 5

6

Behavioral Expectations Positively stated Easy to remember Clearly defined Tell students what TO do rather than what not to do 7

School-wide Behavior Expectations Example: PAWS Be P rompt. A ccept responsibility. W ork Hard. S how respect. 8

Behavioral Matrix Defines the expected behaviors for specific settings hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground, etc. Defines the procedures for specific settings Creates the curriculum that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff. 9

School-Wide Behavioral Matrix Guidelines: State expectations positively Use common and few words Show what the behavior “looks like” 10

Example Mark Twain Jaguar Rules HallwaysCafeteriaPlaygroundBathroom RESPECT Self Walk at all times. Eat your food only. Walk carefully to return trays. Stay in assigned area. Get help when it is needed. Quietly wait your turn Keep to yourself. RESPECT Others Voices off and arms folded. Single file lines. Jaguar waves only. Stay in order when in line. Be polite and use good manners. Use kind words and quiet voices. Stay in order when in line. Play by the rules. Take turns and share equipment. Use polite language Walk in and out quietly. Voices off. Open stall doors slowly. RESPECT the Environment Eyes only on displays. Be quiet after ten minute warning. Clean up your own space. Line up when signal is given. Pick up litter that you see. Use toilets, sinks, and dryers correctly. Keep bathroom clean. 11

Consider this… Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish……… Rob Horner 8/24/

Teaching Expectations 8/24/

Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful 8/24/

Behavioral Errors More often occur because: o Students do not have appropriate skills- “Skill Deficits” o Students do not know when to use skills o Students have not been taught specific classroom procedures and routines o Skills are not taught in context 8/24/

8/24/2010 Procedures for Academic Problems Assume the student has learned the wrong way Assume student has been taught (inadvertently) the wrong way Diagnose the problem Adjust presentation, use effective instructional strategies, provide feedback, practice and review Assume student has learned the skill Procedures for Behavioral Problems Assume student refuses to cooperate Assume student knows what is right and has been told often enough Provide more negative consequences withdraw student from normal context Provide more negative consequences maintain removal from normal context Assume student has learned his/her lesson 16 The Behavior-Instruction Connection Darch & Kame’enui (2004)

Why Develop a System for Teaching Behavior? Behaviors are companion for academics. Procedures and routines create structure. Repetition is key to learning new skills. 8/24/

Why Develop a System for Teaching Behavior? We can no longer assume: o Students know the expectations/rules o Students will learn appropriate behaviors without practice and modeling We must assume: o We need to teach expectations/rules o Students will need to practice appropriate behaviors 8/24/

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) 8/24/

Teaching the Behavior Matrix Lesson Plan Formats 20

Teaching Behavior Skills 1) State behavioral expectations and why needed-student buy-in 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4)Check for Understanding 5)Model Non-examples 6) Students practice appropriate behaviors 7) Reinforce/acknowledge appropriate behaviors 8/24/

Behavior Lesson Format Opening o Motivation o Assessment of Prior Knowledge o Setting of Goal/Expectations Body o Active Modeling examples/non-examples o Prompting/Cueing o Guided Practice with Feedback Close o Repeated Independent Practice o Fading of Prompts/Cues o Systematic Error Correction Procedures I DO Demonstrate WE DO Guided practice YOU DO Independent practice 8/24/

What Are Cool Tools? Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school- wide behavioral matrix 8/24/

Behavioral Lesson Plan Name of Setting or Skill________________________ School-wide expectation/s addressed: 1) Explain expectations & why needed 2) Check for student understanding/buy-in (ask some ???s) 3) Model examples 4) Check for student understanding/buy-in 5) Adult/s model non-examples 6) Check for student understanding/buy-in 7) Model examples 1.Students practice Template Available 8/24/

Direct Instruction Lesson Sequence OPENING Motivation Statement of goal Review of prior knowledge BODY Model: “I DO” Presentation of new materials in small steps Consistent, clear, slow and repetitive Presentation of examples and non-examples Prompt: “WE DO” Consistent and/or simultaneous with the model Questioning and checking for understanding with responses from all Check: “YOU DO” Do one and stop Monitor closely Provide feedback, repetition, and reinforcement CLOSE Review, preview Independent practice to mastery Guided practice with feedback and reinforcement 8/24/

Activity Lesson Plan Format 8/24/

Activity Developing Lesson Plans 8/24/

How Do We Teach Behavior? Introductory Events o Teaching school to expectations and rules On-going Direct Instruction o Specially designed lessons, character education Embedding in Other Curriculum Booster Trainings Keeping it Out There o Visual Displays – posters, agenda covers o Daily announcements 8/24/

Tips for Teaching Behavior Practice should be conducted in actual setting whenever possible Real students should never practice non- examples Use high frequency acknowledgments Precorrect with students before activity Have a plan for behavioral acting-out 8/24/

Lesson Planning Groups Example 8/24/

Lesson Planning Groups Example Expectation 1 Be Respectful 8/24/

Lesson Planning Core Team Example Core Team Members Core Team Member #1 & Grade groups/ Departments Core Team Member #2 & Grade groups/ Departments Core Team Member #3 & Grade groups/ Departments 32

Activity 1.Develop a Plan for Developing Lesson Plans Plan who will develop the lesson plans for your school 2.Action Plan 8/24/