1. Teaching Behavior Expectations November 2009 www.cenmi.org/miblsi Page 17

2. Today’s Agenda Teaching behavior expectations Monitoring expected behavior Acknowledging appropriate behavior Data driven decision making Action planning for next steps in Schoolwide PBIS implementation

3. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Tom Herner (NASDE President ), 1998 “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Tom Herner (NASDE President ), 1998

4. Big Ideas In Positive Behavioral Interventions & Supports Identify & define expectations Teach expectations Monitor expected behavior Acknowledge/Encourage expected behavior Use data for decision making Correct behavioral errors (continuum of consequences) Yesterday Today January, along with classroom management Today

5. Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously Page 17

6. Contrasting Positive and Negative Examples of Behavioral Expectations Purpose: to help students better understand the parameters of whatis and what is not the expected behavior Choose examples that best “fit” the general case of the behavior expectation Choose nonexamples that are: –Close to being examples of expected behavior rather than outrageous nonexamples –Typical of what students do when they are not engaged in the expected behavior Page 18

7. Problem: Only providing one positive example This is zingleIs this zingle? Adapted from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI

8. Problem: Only provide positive examples This is zingle. Is this zingle? Adapted from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI

9. Provide multiple examples and nonexamples This is zingle. This is not zingle. Is this zingle? Adapted from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI

10. Provide multiple examples and non-examples Adapted from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI This is galoof. This is not galoof. Is this galoof? This is galoof. Is this galoof?

11. Process for Teaching Behavioral Expectations Define the Expectation Provide a Rationale Teach the Critical Discrimination –Demonstrate Appropriate Behavior –Demonstrate Unacceptable Behavior –Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Have everyone practice the appropriate behavior Acknowledge students for demonstrating appropriate behavior Page 17

12. Teaching behavior expectations like academic lessons at Woodward

13. Hopkins Teaching Expectations Example

14. Students participate in communicating behavior expectations at Holland Heights

15. Arcadia Elementary Parkwood UpJohn Hillside Middle School Milwood Middle School PostersPostersPostersPosters P o s t e r s

16. Use Behavior Matrix to Create Behavior Lesson Plans

17. Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. “Cool Tool” Lesson Plan

18. Expected Behavior Lesson Plan Sample # 1 Page 19

19. Expected Behavior Lesson Plan Sample # 2 Page 20

20. Teaching Behavior Expectations in Hallway: East Elementary Presentation: By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, “wrong way” or “right way”. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers). Practice: Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards. Reinforcement: Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn. Follow-up Plan: Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement. Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.

21. Teaching Behavior Expectations in Hallway: East Elementary Reduction in Major Discipline Referrals

22. Milwood Magnet (Middle) School: Behavior expectations review using sentence strips

23. Teaching Behavior Expectations by Using Technology Lincoln Park: Expectation of the Day and Morning Announcements Are you Smarter Than an 8th Grader? Milwood Middle School

24. Use the “Behavior Expectation Lesson Plan” worksheet to create your own lesson plan for teaching behavior expectationsUse the “Behavior Expectation Lesson Plan” worksheet to create your own lesson plan for teaching behavior expectations Be prepared to demonstrate your lesson with othersBe prepared to demonstrate your lesson with others (if you have previously created lesson plans for all areas in your school, consider how they might be revised to build on previous lessons & address problem areas.) Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 21

25. Teach Behavioral Expectations Teach in the actual settings where behaviors are to occur Teach both: (a)the words (b)the actions Build a social culture that is predictable and focused on student success. Page 18

26. “Traveling Passports” Precorrecting new kids Procedures –Meet with key adults –Review expectations –Get “Passport” stamped –Go to next teaching location Sandy Hill Elementary Cameron School Portage Community High School

27. Important to teach behavior within the context you want it to occur Loftis Elementary Muskegon Hts., MI

28. In the hallway To and from the bus Beach Elementary Putting our books away. Returning to our seats. Arts and Technology Academy of Pontiac TransitionsTransitionsTransitionsTransitions T r a n s i t i o n s

29. Teaching Behavior in the Library at Parkwood-UpJohn Elementary

30. How will your school conduct the teaching of behavior expectations in the setting where the behavior should occur? Use the “Teaching Behavior Expectations in all Settings Worksheet” (if you already have already taught the behavior in all settings- consider the specific settings where behavior expectation should be reviewed… How will this take place?) Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 25

31. Getting Students Involved in Reviewing Expectations Parkwood-UpJohn Music Class Congress Elementary School Assembly

32. Teaching Behavior Expectations in Many Different Ways Vandenboom School Song  Be Safe  Be Respectful  Be Responsible  Be Safe  Be Respectful  Be Responsible

33. Story Starter 6th grade class At our school, we believe that everyone should be respectful, responsible and safe. Last week I noticed another student following these rules by….

34. Reviewing behavior expectations with students at Pentwater Middle School

35. Defining RESPECT from Orchard View Early Elementary

36. Teaching Behavior Expectations: Booster Lessons South Range Elementary School- Recess Expectations

37. Lincoln Park Elementary: Reviewing Expectations with Door Contest

38. When to Teach Expectations Teaching Sessions –Younger students: 10- 15 minutes sessions –Older students: longer teaching sessions First week- every day First month- every Monday Throughout year- first day back from extended vacations When new person (student or staff) joins class

39. Other times we have found helpful Prior to an assembly or special program Prior to a substitute teacher coming Prior to a change in routine When data suggests a need for a refresher

40. Make a Plan 1.Develop a schedule/plan for initial teaching of behaviors (consider rotating stations) 2.Use the “Teaching Behavior Expectations: Schedule of Events Worksheet” to develop a general schedule or set of guidelines for refresher sessions. (if you already have a completed schedule- consider what is working well and what might need to be modified to improve success) Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 26

41. Arcadia Elementary: Behavior Expectation Lesson Schedule 2005-2006 Page 24

42. Organizing a PBIS Start to the School Year Milwood Middle School Example All lesson plans, teaching matrix, flowcharts, etc are provided to staff in one easy to use binder

43. Get Organized 1.Who will compile, organize and distribute the behavior expectation lessons for school staff? 2.How will staff be trained in delivering the lessons? (rationale, purpose, fidelity of implementation) 3.How will you evaluate lesson effectiveness and modify for future improvement? Use the “Organization of the Behavior Expectation Lesson Process Worksheet” for this. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 27