1. Working Example: Classroom Brown Elementary –Suburban –450 students, k-5th grades PBS Team –Approached by veteran 3rd grade teacher for assistance 28 students High rates of ODRs and detention Thinking of early retirement Parents unhappy with situation

2. Objectives –Provide support to teachers and classrooms as part of an overall team based systems approach to discipline. –Create a process for teachers to request assistance from the team for classroom specific social behavioral needs. –Incorporate strategies to assess specific classroom needs and develop and implement support plans to address those needs.

3. Prerequisites Team based systems approach to discipline –Proactive –School-wide –Top three priority in school Teacher and students provided confidentiality –Focus on process –Focus on strengths and needs Collaboration with teacher and selected members at all phases –Assessment –Data collection –Plan development, implementation and evaluation

4. Assessment The assessment focused on five students from the classroom who served as representatives for the students with behavior challenges. Students were assessed for high and low risk times across daily routines (e.g., getting organized, sharpening pencil) and scheduled activities (e.g., math, library). Information from all students was used to identify common low and high risk times.

6. Assessment Summary Low Risk Activities: –Homework distribution and discussion –Star of Week/Super Scientist recognition –Story –Computer Low Risk Routines: –Getting organized to go home High Risk Activities –Morning routine –Recess –Library –Clean-up/Dismissal High Risk Routines –Group work –Listening andFollowing directions –Respect-adults and peers –Working independently –Taking of personal needs –Getting organized for the day

12. Teaching Plan Social Skills Lessons (have sample) –By comparing high risk routines with activities several areas/skills of focus were identified. These areas of focus were then used to generate examples and non-examples for future teaching. Three lessons, one for each of the school- wide expectation were developed. Specific Routines –Interviews revealed that the majority of problem behaviors occurred at the beginning of activities (first 5-10 minutes). Second, organization skills were mentioned as a concern for several of students. Therefore, two specific routines (beginning activities, and end of the day organization) were defined and taught to the students.

13. Misc. Materials Guess & Check Design Checklist Self-assessment Teaching Profile Rules & routines matrix Adaptations guides