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Linking SW-PBIS           to the Classroom                       Alan Robinson              Mentor/Resident Coach  Academy...
Continuum of           Tertiary Prevention:       School-Wide                Specialized      Instructional &            I...
The classroom hostenvironment shouldreflect the school-wide system andsupport the behaviorof ALL students!
      ___Physical space designed with clear lines of sight and    designed to facilitate movement through activities and  ...
      ___Physical space designed with clear lines of    sight and designed to facilitate movement through    activities an...
Routines & Supervision   Routines should be taught   Routines should minimize non-instructional    time   The is no suc...
Steps for Establishing     Classroom Routines1.    Understand the benefits2.    Identify needed routines3.    Specify stud...
Sample Routine   Elementary: Exiting the classroom to    another activity such as P.E. or Art   Put materials away, clea...
          ___Physical space designed with clear lines of sight and    designed to facilitate movement through activities a...
This is what “Being Responsible”looks like in Room ____   ___________________________   ___________________________   _...
Behavior is learned andshould be taught…1) State behavioral expectations2) Specify student behaviors (rules)3) Model appro...
         ___Physical space designed with clear lines of sight and    designed to facilitate movement through activities an...
Managing Consequences                                 Key Points                         Consequences follow behavior    ...
Negative Consequences   Are the consequences posted, known, and    consistent?   Are the negative consequences delivered...
What do teachers use… …for mild negative consequences? …for more serious consequences ?
Examples of       Negative Consequences   Loss of teacher attention and approval   Loss of privileges   Time out or rem...
Positive Consequences   Are the consequences posted, known, and    consistent?   Are they delivered at a high rate    (e...
What do teachers use… …for extrinsic reinforcers? …for delayed positives? …for whole class reinforcers?
Examples of Positive Consequences   Teacher praise          Contracts and token   Demonstrations of        economies   ...
         ___Physical space designed with clear lines of sight and    designed to facilitate movement through activities an...
         ___Physical space designed with clear lines of sight and    designed to facilitate movement through activities an...
Self-Reflection              Complete the 4-page handoutPage 1:        A. Physical Setting – The physical classroom settin...
RECOVERYHigh                                                 Peak Be havior Inte nsity                                Acce...
http://pbis299.googlepages.org         www.pbis.org      www.pbisillinois.org
interventioncentral.orghttp://www.cccoe.net/social/directory3.htm                  Middle school social skills         www...
More information @https://sites.google.com/site/pbis299/
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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.
  • Transcript of "Linking SW-PBIS to Your Classroom Management System, Alan Robinson"

    1. 1. Linking SW-PBIS to the Classroom Alan Robinson Mentor/Resident Coach Academy of Urban School Leadership
    2. 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. 3. The classroom hostenvironment shouldreflect the school-wide system andsupport the behaviorof ALL students!
    4. 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. 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. 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. 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. 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. 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. 10. This is what “Being Responsible”looks like in Room ____ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
    11. 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. 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. 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. 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. 15. What do teachers use… …for mild negative consequences? …for more serious consequences ?
    16. 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. 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. 18. What do teachers use… …for extrinsic reinforcers? …for delayed positives? …for whole class reinforcers?
    19. 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. 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. 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. 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. 23. RECOVERYHigh Peak Be havior Inte nsity Acceleration De-escalation Agitation Calm Trigger RecoveryLow Time A Model of Escalating Behavior – Geoff Colvin
    24. 24. http://pbis299.googlepages.org www.pbis.org www.pbisillinois.org
    25. 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. 26. More information @https://sites.google.com/site/pbis299/
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