Safety & Civility Attitudes & Beliefs Climate & Culture Classroom Management Implementation InstructionalTargetedSkillful Feedback Selected Monitor & Supervise Norman Public Schools August 2, 2012 Class- room Positive Behavior Interventions & Support Manage -ment Presenters: Kay Rodriguez Lajuana Pierce Mary Pace Lori Hollingsworth Ratios Of Positive Interactions Universal (School-wide) Tailored for your classroom ConsistencyMyths Productive Implement Curriculum of Responsibility Team Development Process Tips Tools +Strategies Building Connections

Bellwork Assignment Make a name place card for yourself. 1. Use the markers provided 2. Write your first name and school 3. Decorate the place card in some manner

What is PBIS? Emphasis on school-wide systems of support that include proactive strategies for:  Defining, teaching, and supporting appropriate student behaviors to create positive school environments.  Provides school-wide common language.  A continuum of positive behavior support for all students within a school is implemented in all areas.  Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle for all children.

It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. - Charles Darwin

Positive Expectations  Have high expectations for all students  Identify how to convey these expectations to students, their families, and others  Plan time during the year when you will objectively examine your expectations  Anyone can hit a target as long  as it is stable.

CHAMPs Acronym C -Conversation H -Help A -Activity M -Movement P –Participation S - Success

 A - Activity  C - Conversation  H - Help  I - Integrity  E - Effort  V - Value  E - Efficiency

Your “Guidelines for Success” Discuss with your team your school’s “Guidelines for Success” “Lions ACHIEVE with PRIDE!” “Warriors ROCK!” “Wildcats have HEART” “Irving Cougar TRACKS” Discussion Time

 Teacher Directed Instruction  Group Work  Independent Work  Assessment  Transitions  Science Lab  Vocal Warm-up  Physical Education Warm up or games  eInstruction clickers

 C = With permission  H = Raise hand and wait  A = Focus on task  M = Stationary  P = Listen, comments, ?  S= Success

 C = Topic Related  H = Raise hand and wait  A = Follow directions  M = Within room as needed  P = Working appropriately  S = Success

d. I have PRIDE in my work!

 A – Entering the Classroom  C - Quiet conversation inside the classroom  H – Ask Ms. Rod or another classmate  I – Make choices as if Ms. Rod were at your side  E – Make sure you have all of necessary materials  V – You will be prepared for class, feel safe, and are on time to class  E – You are seated and ready to begin bell work when tardy bell rings

Expectations for Classroom Activities  Create CHAMPs\ACHIEVE Expectations for one or two classroom activities you listed.  Use examples in handout Work Time

 Posters  Flip Charts  Place cards  Inserts for agenda  Power Point Presentation

Conversation Help Activity Movement Participation

Conversation Help Activity Partners Movement Participation

 Know how to promote responsible behavior by:  Structuring your classroom for student success  Positive feedback for responsible behavior  Insuring students do not receive negative results from exhibiting responsible behavior

STOIC S T O I C Structure for success Teach expectations Observe & Monitor Interact Positively Correct Fluently

Go to: My Computer S – drive Share folder jmilner folder PBS folder School folder Beg, Borrow, and Steal

Positive Feedback  Accurate  Specific and Descriptive  Contingent  Age Appropriate  Fits Your Personal Style

Communicate Appropriately It takes 30 seconds to make a first impression! But it takes approximately 20 additional encounters to undo or change a bad first impression! Dr. Mehrelbin, UCLA (Capturing Kids’ Hearts)

We do not have the power to “control” behavior, but we do have the power to establish the climate.

 Excuse me, (name), what are you doing?  What are you supposed to be doing?  Were you doing it?  What are you going to do about it?  Affirm

Behave In/Behave Out  You cannot appropriately deal with misbehavior if your button is pushed. Our goal is to de-escalate behavior and hold the student accountable:  Use questions sequentially  Do not lecture  No bailing and let it slide  Don’t add questions  Be consistent in how you ask questions (ask questions the same way with all kids in any situation.) Capturing Kids’ Hearts

 No!!  But it does eliminate misbehavior because of lack of knowledge of the expectations or the understanding of those expectations

IT’S THE ART OF TEACHING! For more information, contact