4. Level 1: I know nothing about PBS or BRtI. Level 2: I’ve heard
about both PBS and B RtI, and have some knowledge on one or the
other, however it is very limited. Level 3: I am familiar to both PBS
and B RtI and can state the basic concepts of each. Level 4: I have
a strong understanding of both PBS and B RtI and have the
knowledge necessary to implement them in my classroom.
5. Research has proven…
• Students thrive with teachers who
– Maintain and communicate high expectations for
student success
– Build positive relationships with students
– Teach students how to behave successfully
– Create consistent, predictable classroom routines
– Provide consistent monitoring and supervision
– Provide frequent positive feedback
– Correct misbehavior in a calm, consistent, logical
manner
6. Sy
st
So ema
lvi
ng tic P
Pr ro
oc ble
es
se m
s
se
pon ion/
Res uct
r
Inst ention
To
rv
Inte
Multi-Tiered
System
of Support for
Behavior and
Academics
Adapted from: http://floridarti.usf.edu
9. Interventions in Perspective
Early Stage
Highly Structured
• cheapest/easiest to
• utlizes more resources
•
•
•
•
apply
teacher as front line
problem solver
every teacher should
know how to implement
these basic interventions
utilizes data collection
•
•
(human, time, etc..)
collaborative approach to
problem solving
campus-wide expertise is
utilized to implement HS
interventions
more frequent/
intensive monitoringdata collection
10. A CONTINUUM OF SUPPORT…
Universal/ Tier I
All Staff/Students/Settings
(School-wide & Class-wide
Pre-Intervention)
Tier I/Tier II
Early Stage Interventions
(Individual Student)
Universal Understanding of
Instructional Discipline
Planned Discussion
Mission Statement
Academic Assistance
Guidelines for Success
Established & Taught
Goal Setting
Staff Beliefs
Data Collection/Debriefing
School-wide Encouragement
Procedures
Increasing Positive Interactions
Classroom Management Plan
STOIC Intervention & Analysis
Rules & Expectations
Effective Routines/Procedures
Highly Structured
Tier II and III
(Individual Student)
11. Pre-Intervention
Universal/ Tier I
Early Intervention
Universal/Tier I
Highly Structured
Tier II and III
Mission Statement
Planned Discussion
Managing Physically Dangerous
Behavior
Guidelines for Success
Established & Taught
Academic Assistance
Managing Severely
Disruptive Behavior
Staff Beliefs
Goal Setting
Managing the Cycle of Misbehavior
STOIC
Data Collection/Debriefing
Cueing and Pre-correcting
Increasing Positive
Interactions
Self-Monitoring and
Self-Evaluation
STOIC Intervention &
Analysis
Positive Self-Talk & Attribution Training
Teaching Replacement Behaviors
Some Reminders Regarding
Highly Structured interventions
• Non-negotiable:
Data Collection & Analysis—a MUST!
• Build capacity for expertise through
shared responsibility
Functional Communication
Structured Reinforcement
Systems
Defining Limits & Establishing
Consequences
Relaxation & stress management
Internalizing Problems
(depression/anxiety)
12. Levels of Problem Solving
More Intensive
Less Intensive
Teacher
as
front-line
problem-solver
in the
learning
environment
Teacher
and
colleague
partner
to
problem-solve
solutions
Teacher
and
other
school-based
personnel
convene &
engage
in an informal
collaborative
approach to
problem-solving
Teacher
& personnel
within and
outside of
school convene
in a highly
structured,
formal
setting to
collaboratively
problem-solve
14. TIER I: THE CLASSROOM
Early Stage Interventions TEACHER
Implement Intervention A:
Planned Discussion p71
Is it
Effective?
Y
N
Continue
monitoring
progress
and fade
support as
indicated
Implement Intervention B:
Academic Assistance, p.93
AND/OR Intervention C: Goal Setting, p.185
Implement Intervention D:
Data
Collection/Debriefing,
p.223
AND/OR Intervention E:
Increasing Positive
Interactions
N
Is it
Effective?
Y
Continue
monitoring
progress and
fade support
as indicated
15. “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?”
Herner, 1998
16. My School’s
Expectations…
1. Be Safe
2. Be Responsible
3. Be Respectful
Once you have developed school-wide
expectations, it is not enough to just post
the words on the walls of the classroom…
YOU MUST TEACH
THEM!
17. Successful teachers
are very clear with
students about
exactly how they
expect them to
behave
during the school
day.
18. Behavioral Errors
More often occur because:
Students do not have appropriate skills“Skill Deficits”
Students do not know when to use
skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context
19. Why Develop a System for Teaching
Behavior?
•Behaviors are prerequisites for academics
•Procedures and routines create structure
•Repetition is key to learning new skills:
•For a child to learn something new, it
needs to be repeated on average of 8
times
•For a child to unlearn an old behavior
and replace with a new behavior, the
new behavior must be repeated on
average 28 times (Harry Wong)
20. Why Develop a System for
Teaching Behavior?
•We can no longer assume:
•Students know the
expectations/rules and appropriate
ways to behave
•Students will learn appropriate
behaviors quickly and effectively
without consistent practice and
modeling
21. Replacement Behavior Chart
Problem
Goal
Replacement
Behavior
swearing/using foul use of appropriate silence; "Oh snap",
language
words
"Shut the front
door", "wow", etc..
touching/pushing
keeping hands to
self
keep hands in
pockets, keep hands
on desk/table
tearing-up/ripping
work
complete
assignments
ask for help,
request a break
22. Why Develop a System for
Teaching Behavior?
•We must assume:
•Students will require different
curricula, instructional modalities,
etc… to learn appropriate behavior
•We need to teach expectations/rules
and appropriate behaviors as
effectively as we teach academic skills
23. ESTABLISH ROUTINES,
PROCEDURES & EXPECTATIONS
What are my guidelines for success?
What are my expectations for all learning activities?
transitions?
C=Conversation
H= Help
A= Activity
M= Movement
P= Participation
Success!
24. How Do We Teach Behavior?
•Introductory Events
Teaching school to expectations and rules
•On-going Direct Instruction
Specially designed lessons, character education
•Embedding in Other Curriculum
•Booster Trainings
•Keeping it Out There
Visual Displays – posters, agenda covers
Daily announcements
25. Introductory Events
•All faculty and students participate
•Decide on method that will be most
effective for your school
•Consider Importance/Impact Activity/event should be a high
priority… not given a few minutes in
some other activity
26. .
Creative Ideas:
“Putting it into
Practice”
•Provide students with a script that includes actions and
words expected
•Rotate students through different settings-Teach the
behaviors in the setting where the behaviors are
expected to occur
•Have classes compete to come up with unique ideas
(student projects, bulletin boards, skits, songs, etc…)
•Recognize staff for creative activities
•Video students role-playing to teach expectations and
rules and show during morning show
27. Specially Designed Lessons
•Provide initial lesson plans and/or
lesson plan format for teachers to begin
teaching behavior
•Build on what you have (I.e. character
ed.)
•Develop a system for expanding
behavior lesson plan ideas throughout
the year
•Determine the minimum requirements
for teaching behavior (i.e. how often)
28. Lesson Plans: Two Levels
.
Level 1: Concept Development
(Expectations)
Broad expectations
Applicable to all settings
Level 2: Skills (Rules)
Observable behaviors
Rules for specific settings
29. .
Guidelines for Teaching
Expectations: Concept Level
Teach As You Teach Core Academics:
•
Define in terms that students will
understand
•
List critical attributes
•
Provide examples and non-examples
•
Enhance concept development
•
Check for understanding
•
Extend concept development
•
Acknowledge efforts
•
Re-teach and restructure teaching
30. Guidelines for Teaching Rules:
Skill Level
•
•
•
•
•
Identify problem settings
Review school-wide expectations
Describe the specific, observable
skill(s)
for a targeted
location and provide examples and
non-examples
Engage students in an activity that
will allow them to practice the
desired behavior
Reward appropriate behavior
31. Expectations and Rules:
Mr. Michael’s Class
.
Expectations
Rules
Be Respectful of Self and Others Use a positive voice and
language
Raise your hand to share your
ideas
Follow Directions of all School
Staff
Complete all assigned tasks
Stay Safe
Stay in assigned area
Keep hands and feet to yourself
32. Strategies for Success
•Describe specific, observable behaviors
for each expectation
•Plan for modeling the desired behaviors
•Provide students with written and graphic
cues in the setting where the behaviors
are expected
•Acknowledge efforts
•Plan to re-teach and restructure teaching
•Allow students to participate in the
development process
•Use “teachable” moments that arise in
core subject areas and in non-academic
times
33. .
Why Embed Expectations
into Curriculum?
•Behavior curriculum does not have to
be separate
•Helps to eliminate time crunches
•Provides a rationale for student- helps
students to see how the expectations
fit into everyday life
•Meets best practices approach
-Hands on activities
-Meets all learning styles (oral, visual,
kinesthetic)
-Higher order learning activates
(synthesize, analyze, etc.)
34. Embedding Expectations into
Current Daily Curriculum
•Language Arts and Reading
•Use a book that has an
expectation as a theme
•Discuss characters in a story and
how they did not show respect, then
have the students write the story
with the character showing respect
•Have the students develop their
own expectations and/or rules and
then have them write a persuasive
essay or debate why theirs should be
used instead of the school’s
RTI to MTSS (Multi Tier System of Support)
Can be used for behavior or academics
4 minutes
The work you are doing in this Academy is critical to the development of a solid foundation of positive behavioral support for ALL students. Let this visual continually remind you of what you are building as a team, and as a staff. The investment and commitment you have made to purposefully create a safe & positive learning environment will provide the necessary support for students to be successful. When you have a strong foundation in place, it enables you to provide the necessary resources & more intensive support that some students may require…
FUNNEL: we can’t problem solve every student one at a time but we can provide support to the 80-90% and then funnel resources down as necessary.
Share FDLRS offerings. Make 1-pager Behavior flyers available upon request
**Continue Reflection on blue form " Reflections on building a continuum of positive behavior support in your school(s)"
Each participant takes a piece of paper or uses the back of a handout to create a " T - chart " labeling the column "Early Stage".. Participants will list everything that they know about Early Stage.
what is it?
who implements it?
characteristics?
when do you use?
Participants will compare with a shoulder partner for 60 seconds.
Participants will be the same process for "Highly Structured"
Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
Some reminders about Highly Structured interventions:
Data collection is non-negotiable. Data collection is essential in analyzing the function of a behavior and developing and monitoring a behavioral intervention plan. Remember, a team will make a hypothesis as to the function of a behavior and develop a plan based upon that hypothesis. Data collection is necessary to monitor a student's progress towards the desired goal. The data will determine if the intervention is working or if the team needs to make adjustments to the plan. An intervention should be implemented with fidelity approximately 2-3 weeks to determine effectiveness. Change cannot and will not occur in a day.
Build capacity for expertise. To ensure the fidelity of implementation and a greater level of success for Highly Structured interventions it is essential to utilize a team approach; sharing responsibility among multiple members of the team. There is no one "superhero" on a campus that can support all of the students who are "high risk" requiring supports at Tier 2 and 3. No behavior specialist, administrative dean, guidance counselor, administrator, or teacher can do it alone. Observations, data collection, creating a plan, implementing the plan, monitoring the plan, adjusting the plan.... all of this takes a team approach.
Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
Teachers must let students know what is expected.
Student’s perspective is “I don’t know what your expectations are. Please teach me so I understand and can mimic so I feel safe and part of the group.”
You may be the first person to ask me to do that or expect me to do that. (Consider the child’s home life and culture)
Replacement behaviors = Incompatible behaviors (positive opposites)
The whole concept that you can teach a positive opposite that serves the same function or fulfills the same need
(remember function of behavior discussed earlier with Donna....attention, access/obtain, escape/avoid, and sensory)
One strategy for Teaching classroom expectations is the acronym "CHAMPS" created by Dr. Randy Sprick....
Make Marzano Connection to establishing routines
This information is provided to help staff understand that there are 2 instructional components embedded into many of the lessons on school-wide expectations: Concepts (respect, preparedness, safety) and social skills. Concept development is illustrated in the video in the segment that includes defining expectations through examples and non-examples. Skill components require staff to task analyze a sequence of observable behaviors related to the concept.
I find that many educators skip the concept development component to the detriment of the learning process.
Example: To be prepared means that you are ready on time and have the materials and/or information you need in order to participate.
Critical attributes include (a) being on time, (b) having materials and/or information
Examples: being dressed out and on your spot when the whistle blows to signal the start if p.e. / having the math textbook, paper and a sharpened pencil and being in your assigned desk when the bell rings for math class
Non-examples: being dressed out and sitting in the locker room when the whistle blows to signal the start of p.e. / having your spelling book, paper, and a broken pencil and being seated in your desk when the bell rings for math class to start
