Multi-Tiered System of Supports: Tier 1 Training

Slides:



Advertisements
Similar presentations
Classroom Management and Organization Erin Bundrige & Paula Smith.
Advertisements

F. Reward/Recognition Program Established. Core Feature PBIS Implementation Goal F. Reward/Reco gnition Program Established 22. A system of rewards has.
School-Wide Positive Behavioral Interventions & Supports: New Team Training Acknowledgement Program Established.
PBIS Overview Wohlwend Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.
Sunrise PBS Overview Adapted from Chris Borgmeier, PhD & Kimberly Ingram, PhD.
School-wide Bullying Prevention A Guidance Services Presentation.
PBiS Overview Positive Behavior Interventions and Support.
Schoolwide Social Expectations Guidelines Identify 3-5 Expectations That: –Desired Behaviors that Replace Your Problem Behaviors –Short, Positive Statements.
Behavior Management Plan
Social Skill Instruction as Tier II Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports.
Embedding Bully-Proofing in School-wide PBS Scott Ross Rob Horner University of Oregon
The CMSD Pyramid of Success – Implementing the Integrated Systems Model Leadership Team Training – August 2006 The Pyramid of Success: Creating a climate.
Ensuring the Presence and Fidelity of Effective Classroom Practices to Increase Positive Student Behavior.
Module 2: Schoolwide/Classroom Interventions
UNIVERSAL STRATEGIES IN THE CLASSROOM
BoQ Critical Element: Lesson Plans for Teaching Expectations.
School-Wide Positive Behavioral Interventions & Supports:
Teaching Expectations Taking a look at: ●Practicing ●Reinforcing ●Explaining.
Contingency Management Positive Reinforcement, Contracting, and Token Economies.
Designing Lesson Plans and Acknowledgement Systems SWPBIS Day 2: Universal Curriculum.
WELCOME!!! Outcomes for today –Have some fun! –Learn some stuff! Understand basic concepts of PBS (Positive Behavior Support) How to apply PBS ideas in.
Embedding Bully-Proofing in School-wide PBS Scott Ross Rob Horner Bruce Stiller University of Oregon
Check-In/Check-Out Introduction: CICO Point Staff An Intervention for Tier II Students.
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.
Booster/Refresher Training: Classroom System Benchmarks of Quality Items # 42 –
Spartan Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone.
Manipulating the Classroom for Student Success Jorge Preciado, Ph.D. Deborah Hudson, Ph. D.
Welcome to Central Middle School
School-wide Positive Behavior Intervention Supports
Positive Behavioral Interventions and Supports and Social and Emotional Learning.
School-Wide Positive Behavioral Interventions & Supports: New Team Training Classroom Systems Day 2.
Booster/Refresher Training: Expectations & Rules Developed Benchmarks of Quality Items # 17 –
PBIS Overview Cedar Hill Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.
Designing Lesson Plans SWPBS Day 2: Universal Curriculum.
SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Tier 1: Session 3 KENTUCKY CENTER FOR INSTRUCTIONAL.
1. Time to get to work 2 Benchmark of Quality (BoQ)-Tier 1 Markers 3.
La Joya ISD Behavior Expectations for ALL Leadership Academy: Discipline Conference Thursday, August 4, 2016 Session I.
Universal Level Training. CLASSROOM PROCEDURESSCHOOL-WIDE SYSTEMS  Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum.
Teaching Expectations (TFI 1.4)
Introduction to Positive Behavior INTERVENTIONS AND Supports (PBiS) and BULLYING prevention FOR PARENTS, GUARDIANS, & FAMILY MEMBERS Loleta Elementary.
Non-classroom Settings
Integration of SWPBIS and PWPBIS into the Classroom
“Guidelines for Success”
WHAT WE KNOW School-wide PBL focuses on changing the environment to better meet the needs of all students through a comprehensive and proactive approach.
D47 Parent University Presenter: Agnes Deredowski
Developmentally appropriate practices and specialized instruction are fundamentally dependent upon each other in early childhood special education. Record.
Non-classroom settings
What is Positive Behavior Intervetions and Supports (PBIS)?
What to Do When Check-in, Check-out Doesn’t Work: Next Steps
Teaching Expectations (TFI 1.4)
PBIS PRACTICES.
Consensogram Please take a moment to answer the questions posted on the doors by placing a post-it above the answer you feel best reflects you.
School-wide Positive Behavior Support
Embedding Bully-Proofing in School-wide PBS
Teaching Expectations and Guidelines for Success
“Guidelines for Success”
Characteristics of Effective Classrooms
How we got started (initial implementation)
SWPB Action Planning for District Leadership
MN SW Positive Behavior Support Initiative
H. Implementation Plan.
Positive Behavior Support
PBIS in the Classroom: Expectations Application
Critical Element: Lesson Plans for Teaching Expectation/Rules
Best Practices for Classroom Management
Materials Needed for the Module
Clarifying Expected Behavior Expectations and Rules
Regional Community Childcare Development Fund Positive Behaviour Support in Early Childhood Phase 2 – Module 5 Responding to behaviour errors in effective.
Teaching Behaviour To All Children To Prevent Problems Occurring
Presentation transcript:

Multi-Tiered System of Supports: Tier 1 Training Addressing the Behavioral and Academic Needs of All Students Session 2

3 and 1 With your group, list 3 things you learned or were reminded of about PBIS at the first training. Identify one question you have. Communicators – be prepared to share 

Session Objectives Teaching School-wide Expectations School-wide Reinforcement System

Element 7: Lesson Plans for Teaching Expectations and Procedures Develop and teach lesson plans of your schoolwide expectations and all procedures/rules for non-classroom areas Element 7: Lesson Plans for Teaching Expectations and Procedures

Lesson Plan Items A behavioral curriculum includes teaching expectations and procedures/rules Lessons include examples and non-examples Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum Faculty/staff and students are involved in development and delivery of behavioral curriculum Strategies to share key features of PBIS program with families/community are developed and implemented BoQ

My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful 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! Can’t just put them on the wall and walk away.. If you emphasize it the kids will… If you model it the kids will… Consistently recognize students who are doing it.

Behavioral Errors Typically occur because: Students do not have appropriate skills (i.e., skill deficits) Students do not know when to use skills Students are not taught what they need to know Skills are not taught in context

Research on Teaching Behavior Expectations and Procedures Decreases in problem behavior were found in non-classroom areas where there was: Active teaching of expected behaviors Active supervision Use of pre-correction for prevention High rates of positive reinforcement Lewis, Colvin, & Sugai, 2000; Lewis & Garrison-Harrell, 1999; Lewis, Powers, Kelk, & Newcomer, 2002; Lewis, Sugai, & Colvin, 1998

Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average 8 times For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Reflection: When I want my students to know how to do something, I teach and practice it ___ number of times.

Develop a Teaching Matrix Every school needs a matrix which succinctly defines key behaviors for success across all non-classroom areas The matrix explains how students can meet the school-wide expectations across all areas in the building The matrix is a key component in documenting your PBIS implementation

Team Time Begin working on your teaching matrix. Document plans for completion on your Action Plan. Handouts: Blank matrix form Completed matrix form

Specially Designed Lesson Plans Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior Build on what you have (e.g., Character Education, Leader in Me) Develop a system for expanding behavior lesson plan ideas throughout the year Determine the minimum requirements for teaching behavior (i.e. how often)

Strategies for Success Describe specific, observable behaviors for each expectation Plan to model the desired behaviors Provide students with written and graphic cues in the setting where the behaviors are expected Acknowledge efforts Plan to re-teach and restructure teaching Allow students to participate in the development process Use “teachable” moments that arise in core subject areas and in non-academic times

Lesson Plans: Two Levels Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) Observable behaviors Rules for specific settings This information is provided to help staff understand that there are 2 instructional components embedded into many of the lessons on school-wide expectations: Concepts (respect, preparedness, safety) and social skills. Skill components require staff to task analyze a sequence of observable behaviors related to the concept. Many schools tend to skip the concept development component to the detriment of the learning process.

Examples and Non-Examples Do’s Don’ts Show example, then non-example, then example Use adults only for non-examples Emphasize the positive for following expectations and rules End with non-example Use students (especially well-liked students) for non-examples Make the non-examples look too fun

Develop one lesson plan to teach an expectation(s). Team Time Develop one lesson plan to teach an expectation(s). Handouts: Blank matrix form Completed matrix form

Guidelines for Teaching Rules: Skill Level Identify problem settings Review school-wide expectations Use your matrix to identify key rules students need to learn in non-classroom areas Describe the specific, observable skill(s) for a targeted location and provide examples and non-examples Engage students in an activity that will allow them to practice the desired behavior Reward appropriate behavior

Address Both: Lesson plans to teach students necessary skills Procedures to address staff behaviors such as: Addressing organizational structures and features to maximize efficiency Staff/teacher responsibilities related to supervision, duty, teaching lessons, etc. Reinforcement of desired student behaviors Correction of undesired student behaviors Evaluation

Examples of Skill Level Lessons Voice levels Hallways Tardies Cafeteria Buses Entering school in the morning Leaving school in the afternoon Restrooms Playground Assemblies Field trips All Skill Level lessons describe the relationship between SWE and rules

Develop one lesson plan to teach a procedure for a non-classroom area. Team Time Develop one lesson plan to teach a procedure for a non-classroom area. Handouts: Written lessons/procedures for teaching behavior in a non-classroom area Power point lesson for teaching behavior in a non-classroom area

Element 6: Reward/Recognition Program Established Develop a system to consistently acknowledge and reinforce appropriate student and staff behavior Element 6: Reward/Recognition Program Established

Reward/Recognition Program Items A system of rewards has elements that are implemented consistently across campus A variety of methods are used to reward students Rewards are linked to expectations and rules Rewards are varied to maintain student interest Ratios of acknowledgement to corrections are high Students are involved in identifying/developing incentives The system includes incentives for staff/faculty BoQ

What is School-Wide Reinforcement and Acknowledgement? Definition: A system that provides immediate, intermittent, and long-term reinforcements, given by adults in the building, to any students displaying desired school-wide expectations, behaviors, or associated rules

Why Do We Acknowledge Desired Behavior? Because the behavior we pay the most attention to is the behavior we will get more of in the future! Reinforce the teaching of new behaviors Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial Harness the influence of kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Improve school climate Create positive interactions and rapport with students

Food for thought… “People often say motivation is great but doesn’t last. I just tell them bathing doesn’t either, that’s why I recommend it daily.” --Zig Ziglar

Research on Reinforcement Systems High implementing PBIS schools were found to use a variety of individual and group rewards and to inform parents of appropriate student behavior while low implementing schools were found to use schoolwide reinforcement either inconsistently or not at all (Sparks, 2007). Use of a schoolwide reinforcement was found to be a critical component in reaching fidelity implementation of PBIS (Doolittle, 2006)

Ratio of Interactions Teachers should interact with students 4 times more often when they are behaving appropriately than when they are behaving inappropriately (4:1 ratio) Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given Negative interactions are not wrong and are sometimes necessary; the key is the ratio Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention

Interacting with Students It’s not just about the ratio… We must also consider: The rate of interactions The quality of interactions

Research on Interactions After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% When the rate of criticism was increased, off-task behavior increased from 25.5% to 31.2% with over 50% off-task behavior on some days (Becker, Engleman, & Thomas, 1975) In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year (Oregon study)

Team Time What is one bit of information about interactions that you want to make sure your staff knows and understands?

Consider Using a “Rewards Ticket” System Rewards for individual students Rewards for individual classrooms Rewards for the entire school

Teach Your Staff How to Provide Reinforcement Name behavior and expectation observed Give positive verbal/social acknowledgement Give student ticket with expectation marked and staff name signed Give an example or two.

Reward Staff Keeping staff motivated is just as important to the PBIS process as motivating students Utilize community resources and local businesses Incentives for staff that have worked at other schools include: After-school social Free duty day pass Special parking spots Recognition at staff meetings Staff member of the month (voted on by students) Jeans day coupons GOOSE (Get out of school early) Award

Team Time Discuss how you want to set up your school-wide reinforcement system that includes incentives for students and staff. Ensure you have addressed all facets of the school-wide reinforcement system.

Team Time Use this time to make any additions to your Action Plan and to plan your staff training.