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Linking SW-PBIS to Your Classroom Management System, Alan Robinson
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Linking SW-PBIS to Your Classroom Management System, Alan Robinson

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  • Host environment metaphor Cultural change that’s palpable…new staff falls in…new students fall in Not PBIS, but The Way for example.
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    • 1. Linking SW-PBIS to the Classroom Alan Robinson Mentor/Resident Coach Academy of Urban School Leadership
    • 2. Continuum of Tertiary Prevention: School-Wide Specialized Instructional & Individualized Positive Behavior Systems for Students with Interventions & Support High-Risk Behavior Secondary Prevention: Specialized Group Systems for StudentsPrimary Prevention: with At-Risk BehaviorSchool-/Classroom- Wide Systems for All Students, Staff, & Settings
    • 3. The classroom hostenvironment shouldreflect the school-wide system andsupport the behaviorof ALL students!
    • 4.    ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedules.   ___Pre-correction & correction of problem behaviors.
    • 5.    ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
    • 6. Routines & Supervision Routines should be taught Routines should minimize non-instructional time The is no such thing as ‘unstructured time’ Effective Supervision Trio: Look Around…Walk Around…Interact Use pre-corrections – predict and prevent Daily / weekly schedules should be posted and referred to
    • 7. Steps for Establishing Classroom Routines1. Understand the benefits2. Identify needed routines3. Specify student behaviors for each routine4. Teach each routine5. Maintain the routines6. Pre-correct the routines7. Re-teach the routines
    • 8. Sample Routine Elementary: Exiting the classroom to another activity such as P.E. or Art Put materials away, clear desk and push chairs in On signal move quietly to doorway Line up facing the door and keep one space between each person Keep hands and feet to self Listen to the teacher and wait for signal to depart
    • 9.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
    • 10. This is what “Being Responsible”looks like in Room ____ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
    • 11. Behavior is learned andshould be taught…1) State behavioral expectations2) Specify student behaviors (rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Acknowledge appropriate behaviors
    • 12.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
    • 13. Managing Consequences Key Points  Consequences follow behavior  Consequences may be positive or negative  The consequence is for the behaviorPositive consequences are delivered to: 1. Provide immediate feedback that behavior is acceptable or desired 2. Increase likelihood behavior WILL BE repeatedNegative consequences are delivered to: 1. Provide immediate feedback that behavior is unacceptable 2. Increase likelihood behavior WILL NOT BE repeated
    • 14. Negative Consequences Are the consequences posted, known, and consistent? Are the negative consequences delivered in a way that detracts from teaching time as little as possible? Are they delivered with respect? Is there always a “Fair Pair” Is there a clear definition of classroom- vs. office-managed behavior
    • 15. What do teachers use… …for mild negative consequences? …for more serious consequences ?
    • 16. Examples of Negative Consequences Loss of teacher attention and approval Loss of privileges Time out or removal from activity Restitution or make-up service help Isolation Response cost Parent contact and conference
    • 17. Positive Consequences Are the consequences posted, known, and consistent? Are they delivered at a high rate (especially for younger children and troubled students) Is there an acknowledgment to correction ratio of at least 4 to 1? Are the consequences meaningful and varied? Does every student have a chance to experience success?
    • 18. What do teachers use… …for extrinsic reinforcers? …for delayed positives? …for whole class reinforcers?
    • 19. Examples of Positive Consequences Teacher praise  Contracts and token Demonstrations of economies teacher approval  Mystery awards Positive feedback  Public recognition Points (leading to (class-wide and privileges and school-wide) rewards)  Menus (store, list of Contingent use of reinforcers) breaks, privileges  Various combinations Access to special of reinforcers activities  Parent contact
    • 20.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
    • 21.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
    • 22. Self-Reflection Complete the 4-page handoutPage 1: A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence, as evidenced by: Yes / Comments No A1 Are the walls, floors, and furniture clean Y N and in good repair? A2 Is the furniture adjusted to the proper Y N size for the students? A3 Are rules, routines, and procedures Y N posted in a manner that is easy to see? Are rules, routines, and procedures A4 posted in a manner that all could read or Y N understand?
    • 23. RECOVERYHigh Peak Be havior Inte nsity Acceleration De-escalation Agitation Calm Trigger RecoveryLow Time A Model of Escalating Behavior – Geoff Colvin
    • 24. http://pbis299.googlepages.org www.pbis.org www.pbisillinois.org
    • 25. interventioncentral.orghttp://www.cccoe.net/social/directory3.htm Middle school social skills www.allkindsofminds.org Click on ‘Resources’ then ‘Learning Base’ www.disciplinehelp.com http://serc.gws.uky.edu/pbis/ The function of behaviors -- interactive
    • 26. More information @https://sites.google.com/site/pbis299/