Level 1 Behaviors & Strategies

Levels of Behavior AACPS is using PBIS and CDM language to clarify behaviors into the following categories: Level 1-- The most common type, 90% of the time. Level 2—The chronic type that occurs about 5-7% of the time. Level 3—The type that occurs 3-5% of the time but is highly concerning.

Level 1: Strategies are used for all students. Typical behavioral strategies include: Rewards for good behavior Classroom expectations posted Frequent review of the “rules” Review of Code of Conduct Charts that require movement between categories (green, yellow, red) Class meetings

Let’s explore rewards: 1.Might be part of school or classroom behavioral system. 2.Could be as simple as marbles in a jar or bills that can be redeemed for desired objects. 3. Rewards are useful for behavioral modification in about 85-90% of students.

Rewards need to be desirable with the students. Ways to find out what is motivating: Ask students or parents. Do a survey and graph results. Consider “non-tangibles”. Simple and cheap---homework passes, special activities like watering plants, cleaning boards, feeding the fish.

Typical rewards: Gadgets, class jobs, or school supplies Class rewards (pizza party, ice cream socials) Homework passes or stickers PBIS money

Strengths of Rewards: Creates a culture of “high expectations”. Quick and easy to do. Encourages most students (85-90%).

Challenges of Rewards: Trains students to expect a “reward” for every action. (Pay me for doing this.) Often takes the focus off instruction. Teacher must have lots of rewards available.

The opposite of rewards are consequences. Consequences at this level are likely to bring about desired results. Consequences may include: Loss of privileges Isolation from the group Note sent home

Strengths of consequences: Students learn what is appropriate quickly. (Immediate response) Some students only need 1 consequence to learn the new behavior. Documentation can be kept for future reference.

Challenges of Consequences: Can sometimes accelerate behavior causing students to move to higher levels. Consequences at this level should be brief and match the problem. (A week of detention for not bringing a pencil?)

Using natural consequences whenever possible: If you spill milk, you will have to clean it up. If you lose your pencil, you will might have to write with a pencil from the lost pencil can.

Questions?