Roosevelt PBIS Allison, Brian, Lindsey, Raechel, Tara April 24, 2014

Learning target with Tweets  I can implement ideas and strategies in my classroom and school that are presented here today.  I can deepen my understanding of PBIS through professional dialogue with other participants.  XXX insert tweet target

Getting real with PBIS Real life roadblocks

Tier 1 Supports for ALL

Tier I – How we Roll at Roosevelt  Tweets  Rings  Signage  Communication  Extra PE time  Tweetery Eatery  Lesson plan videos-playground

Video – Lindsey

Review of Flow Chart

Behavior Matrix

Classroom Celebration Ideas

PBIS Subcommittees  Lesson Design:  Designing lesson plans according to the template for areas that are lacking  Communication:  Communicating celebrations/acknowledgments to the school  Classroom Celebration:  Sharing ideas with other teachers on ideas for classroom celebrations. Creating a universal way to monitor the number of celebrations in each classroom  School-wide Celebration:  Planning and implementing school-wide celebrations at least 3 times per year.  Re-teaching:  Coordinating with others to work out time to focus on students that need re-teaching of given skill. Re-teaching of skills in accordance to the data

How Would You Respond if a colleague said this to you?  Use of extrinsic rewards will inhibit development of intrinsic motivation.  Students don’t need rewards & acknowledgements (i.e. Rings, “You Rock” slips, Celebrations) to do what’s right.  A strong, aversive natural consequence will get the message across.  Give them time, and maturity will kick in.  If they can’t do it on their own, they shouldn’t be in this class.  Any students who need me to tell them what’s right and wrong aren’t going to make it in my class.  I teach reading. I don’t and shouldn’t have to teach respect and responsibility.  It’s obvious to me, just look at her family.  When I was his age, I had to do it all on my own…no breaks & privileges in my class.

The Truth is…  “The undermining effect of extrinsic reward on intrinsic motivation remains unproven.” Steven Reiss, 2005  “…programs that show increased intrinsic motivation are those programs that incorporate the elements of good, comprehensive behavioral intervention…” Akin-Liule, Little, Eckert, & Lovett, 2004

Is PBIS making a difference?  Video from Students’ perspective: (5 min.) myl_n4

Tier 2 Supports

Rules of Behavior:  Behavior is learned and serves a specific purpose (Bandura)  Behavior is related to the context within which it occurs (Bambara & Knoster)  For every year a behavior has been in place, we need to expect one month of consistent and appropriate intervention to see a change (Atchison)  We can improve behavior by 80% just by pointing out what one person is doing correctly. (Shores, Gunter, Jack)  When we want compliance in our students we should whisper in their right ear (Live Science)  All behavior has function and falls into two categories: To gain access to or to Escape from (Alberto & Troutman)  Your reaction determines whether a behavior will occur again. We have to change our behavior (Alberto & Troutman).

Determining the function of the behavior: Goal of determining the function is to target your intervention to meet the student’s needs and to keep the student in the classroom.  The true consequence of a behavior happens within the first 5 seconds.  There are two main functions of behavior to gain or to escape  To determine the student’s function, evaluate what is happening within the first 5 seconds of the behavior happening. What is the student getting or getting out of?  Feed that function in an appropriate way

Remember when your school used to look like this ?

Evaluation: Things I can’t wait to go back to school and try: Things I want to look up and learn more about: Books I would like to check-out: