1. Kindergarten and Preschool *Review the “Components of a Successfully Managed Classrroom” checklist

3.  To align K and preschool level social skills and behavior instruction with K-6 PBIS practices  To support teachers of young students with strategies and practices for implementation to improve behavior outcomes for students

4.  Self Assessment  Welcome, introductions  Overview  Teaching Behavioral Expectations  Teaching Social Skills  GLAD  Matrix

5. Talk at your table group and discuss the top three problem behaviors in your classroom setting Share out

6.  Who are our students?  What behaviors do we see?  When do behaviors occur?

8.  1458 Total Kindergartners Enrolled  554 total incidents  169 individuals (11.5% of Enrollment) ◦ 63 ELLs (37%) ◦ 12% SPED ◦ 1% Alaska Native/American Indian ◦ 6% Asian ◦ 21% Black/African American ◦ 42% Hispanic/Latino ◦ 6% Multiple ◦ 3% Pacific Islander ◦ 20% White

11.  Positive Behavior Interventions and Supports ◦ Behavior RtI

13. Every time any adult interacts with any student, it is an instructional moment! PBIS emphasizes… Teaching behaviors like we teach academics Reteaching, modeling and practicing expected behaviors Reinforcing expected behaviors Predicting “at risk” times and precorrecting with prompts and cues to ensure practice of positive behaviors

14.  Teaching Behavioral Expectations  Teaching Social Skills

15.  Why teach behavior? How to teach behavior (I do, we do, you do) ◦ What is “explicit” instruction? How to set up the environment ◦ What is “structure”?  Resources ◦ Boardmaker (SLP) ◦ Literature  Strategies ◦ Video review- checklist ◦ Exit Slip ◦ GLAD ◦ Matrix

16. 1. Maximize structure in your classroom. 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 4. Establish a continuum of strategies to acknowledge appropriate behavior. 5. Establish a continuum of strategies to respond to inappropriate behavior.

19. Area of Focus Behavior Matrix for Early Learners School Wide Rules/Expectations Be SafeBe a LearnerBe a Friend Hallway/Walking around the school Whole Group (circle time, carpet time, etc.) Small Group (centers, stations, etc.)

20. Instructional Components ◦ Self regulation ◦ Problem solving ◦ Emotional literacy Instructional Strategies ◦ Second Step ◦ Kelso’s Choice ◦ Tucker Turtle ◦ Academic Connections and Literature Methodology ◦ Why pictures, demonstration and practice are important ◦

21. Project GLAD™ Mission A curricular model of professional development dedicated to building academic language and literacy for all students; especially English learners

22. Why Use GLAD?

23. Project GLAD Strategies Focus & MotivationInputGuided Oral PracticeReading & WritingClosure & Evaluation  Prediction-Reaction Guide  3 Personal Standards  Scouts  Literacy Awards  Zero Noise Signal  Observation Charts  Inquiry Chart  Cognitive Content Dictionary (Picture Dictionary)  Teacher Made Big Books  Graphic Organizers (6 Kingdoms, World Map, Timeline)  Pictorial Input Chart  Comparative Input Chart  Narrative Input Chart  10-2 Lecture  Chants  Sentence Patterning Chart (& games)  T-Graph for Social Skills  Picture File Cards (Word Bank)  Exploration Report  Extended Name Tag  Guess My Category  Mind Map  Numbered Heads  Personal Interaction  Process Grid  Team Tasks  Expert Groups  Coop Strip Paragraph (& Reading Group)  Story Map  Listen and Sketch  Learning Logs  Interactive Journals  Writer’s Workshop  Group Frame  Strip Book  Memory Bank  Found Poetry  Clunkers and Links  DRTA  ELD Group Frame  Personal CCD/Picture Dictionary  Ear to Ear Reading  Teacher & Student Made Rubrics  Personal Exploration  Action Plan  Home/School Connection  Team Presentations  Graffiti Wall  Jeopardy or Family Feud  Team & Student Made Big Book  Where’s My Answer

24. PRE/K GLAD Strategies FOCUS AND MOTIVATION 1. Observation Chart 2. Big Books 3. Morning Message 4. Inquiry Chart 5. Picture Dictionary 6. Super Scientist Awards (Or Take-Home Awards) INPUT 7. Pictorial Input (Small and Large) 8. Comparative Input 9. Narrative Input GUIDED ORAL PRACTICE 10. Songs and Chants 11. Process Grid 12. Picture File Cards 13. Center Enhancement 14. Oral Sentence Patterning Chart 15. T Graph for Social Skills EMERGENT READING AND WRITING 16. Learning Log 17. ABC Chant 18. Listen & Tell/Listen & Sketch 19. Assessment Frame

25.  What is Reinforcement?  Reinforcement Continuum ◦ Diet of Recognition ◦ Reinforcement ◦ Capitalizing on opportunities for reinforcement  Consequence Plan ◦ Reteach- Reinforce ◦ Individual student plan- School PBIS team- District Process “Attend to what you attend to”

26. Who’s job is it to teach students to behave appropriately? Creating a positive, safe, and effective school climate is everyone’s responsibility If students are not demonstrating appropriate behavior, we teach them PBIS is about the whole school working together to create a positive school climate

27.  Turn and talk- what 3 things can I implement this school year?  Evaluation

28.  http://csefel.vanderbilt.edu  www.pbis.org www.pbis.org  www.nwpbisnetwork.org www.nwpbisnetwork.org  https://staffnet.hsd401.org /teams/pbis