MANAGING STUDENT BEHAVIOR AND PBIS

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The Assumption and The Reality All students come to the classroom ready to learn. All student know what is expected of them socially in the school environment, it’s common sense. Common Assumptions Many students come to us completely unprepared for learning. Many of our students require direct instruction on appropriate social interaction for the learning environment. Immediate Realities

The Assumption and The Reality If we can simply inspire our challenging learners, they will mend their ways. If I speak it, they will listen. Common Assumptions Inspiring challenging students actually requires the adults to mend their ways instead. If you talk too much, they don’t hear you. Immediate Realities

Looking at behavior through the RTI lens 1. Special Education Eligibility (Assessment Based) 2. Individualized Education Plans 3. Student Placement 4. Manifestation Determination 1. An extra layer of support whose success is dependent on the existence of tier one (School-Wide Framework). 2. Some students (at-risk) 3. Student Support/or Child Study Plans 4. Counseling (Group and Individual) 5. Social skills groups 6. Functional Behavior Assessments/Behavior Intervention Plans. School-Wide Positive Behavioral Interventions and Supports : 1. Universal for ALL Students and ALL classroom 2. Uses Positive Language: FDMS Pumas are Polite, Prompt,and Purposeful 3. Administrators and teachers teach these expectations to and practice these expectations with students. 4.Visuals of expectations available to refer to throughout the building and in ALL classrooms 5. Teachers are armed with the tools to respond CONSISTENTLY to problem behaviors. 6. Administrators have a plan for responding consistently to problem behaviors. 7. May include random adult selected opportunities to earn currency in exchange for goods (Earning Bear Bucks to Spend in the school store).

What is PBIS? Positive Behavioral Interventions and Supports Proactive not Reactive Removes the assumption that all students come to school ready A systemic approach to managing behavior by teaching students the behaviors we want them to exhibit. According to OSEP, PBIS is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. (see PBIS.ORG)

The Emphasis Under SWPBIS (OSEP)

What does this mean for our classrooms? Teachers must provide direct instruction to ALL students regarding classroom based expectations (Sample lesson plan on blackboard under course docs). These expectations MUST be directly aligned with school- wide expectations. Polite Prompt Purposeful Inclusive of detailed instruction on what these behaviors look like in real time in various locations through out the school building. AT MA Middle School we are Polite Prompt Purposeful Inclusive of detailed instruction on what these behaviors look like in the classroom setting. In Ms. A’s Class we are

Sample School Wide PBIS Plan

What if my school does not have SWPBIS? Take the steps to at least apply these principals to your classroom! Remove the assumption that they already know and tell your students what is expected of them. Provide direct instruction in these expectations in a way that builds community in your classroom and trust among you and your students. Remember: Our students feel safe when they know what to expect. If they know what to expect, they will be more likely to behave. PBIS provides consistency and reliability.

Sample Procedures to Establish (Sample on Blackboard) Starting Class Ending Class Collecting Papers Restroom Passes Tardies Make-Up Work Morning and Afternoon Announcements Getting Students Attention/Regrouping Computer Distribution/Use Required Materials- Individual and Classroom

Sample Expectations Respect Self Respect Others Respect the Environment

Rules for Establishing Classroom Expectations No more than 5 Use Positive Language EX: Do not touch others or their belongings (negative) Keep Self-to-Self (Positive) Explicitly teach these expectations and engage students in group discussion about what the expectations will look like in the classroom community.

Why is PBIS important for inclusion? PBIS (school-wide and classroom) provides the foundation upon which to build and execute secondary and tertiary tools for students with disabilities. Think about a wedding cake: -wide base -covers a larger surface area -strong enough to support the two, three, or, four smaller tiers above it (and the happy couple on top )

Why is PBIS important for inclusion? Tier one tools are an essential way to level the playing field for students with disabilities. It is extremely difficult, and at times impossible, to support secondary and tertiary needs when primary needs are not being met.

Additional Resources Read a more detailed account about implementation of Tier 1 interventions at:

Have a great week!