PBIS in the Classroom

Transcription

1 Katie Schmitt Southeast Service Cooperative Save Your License Saturday March 22, 2014 Introductions PBIS 101 PBIS in the Classroom Wrap Up 1

2 Current: PBIS Trainer SWIS Facilitator Coop Purchasing Artist Past Experience: School Improvement Museum Educator Youth Programs Wife Diaper Changer Who are you? 2

3 Teachers Use PBIS strategies in your classroom and school Understand PBIS when your school implements it Have knowledge before moving to a PBIS School Substitute Teachers Work at PBIS school Apply PBIS strategies when working at any school Community Understand how schools are working to improve culture Work or volunteer with PBIS school Over 450 schools MDE/S-RIP training program Open source PBIS resources kschmitt@ssc.coop 3

4 Albert Lea - ALC Austin - Ellis Middle School Austin - Woodson Austin High School Bluff Country Learning ALC Bluffview Montessori Cannon Falls Elementary Cannon Falls Middle and High School Fillmore Central High School Goodhue Elementary Houston High School Kenyon- Wanamingo Elementary Kingsland Elementary Kingsland High School Kingsland Middle School LaCrescent Middle School Caledonia Area Elementary School Caledonia Area Middle School Mabel-Canton Northfield ALC Northfield High School Northfield Middle School Discovery Public School Faribault Goodhue County Education District Pine Island Elementary Winona ALC Gibbes Elementary - Rochester Zumbrota- Mazeppa Elementary Southland Elementary Zumbrota- Mazeppa Middle School Twin Bluff Middle School -Red Wing Zumbrota- Mazeppa High School Lyle Public Schools Red Wing High School Teambased Planning Flexible Framework School- Wide Design Prevention Strategies System of Positive Behavior Management School-Wide Expectations Consequences Teaching of Expectations Recognition Interventions kschmitt@ssc.coop 4

5 Safer Schools Improved Academic Performance Data Driven Increased Academic Engagement Reduction in ODRs Research- Based Strategies PBIS is based on behavioral theory Problem behavior works for students Get something positive (i.e. peer attention) Avoid something negative (i.e. doing work) Determine functions of behavior Focus on the contexts and outcomes of the behavior Make the problem behavior less effective and efficient Make the desired behavior more functional May involve changing systems, altering environments and teaching new skills 5

6 Tier 3: Individualized Systems for Students with High-Risk Behavior 5% of students Tier 2: Specialized Group Systems for Students with At-Risk Behavior 15% of students Tier 1: Primary Prevention School-/Classroom-Wide Systems for All Students, Staff, & Settings 80% of students Classroom Non-classroom Family Student 6

7 Example: 3 B s Be Respectful Be Responsible Be Safe SW Expectations Universal all students and all settings 3-5 total Positively stated School Wide - PBIS Expectations Matrix Example Classroom Cafeteria Bathrooms Hallways Buses Library/ Computer Lab School Grounds Respect -Follow directions -Raise your hand -Use appropriate language -Use appropriate tone -Keep your hands & feet to yourself -Follow directions -Listen to adults -Exhibit good table manners -Keep food on your plate or in your mouth -Keep food in cafeteria -Respect the privacy of others -Keep the facilities clean -Follow directions -Wait in line -Listen to the bus driver -Share seats -Use appropriate language -Follow directions -Use your quiet inside voice -Raise your hand to be recognized -Follow adult directions -Use appropriate language -Obey fire drill procedures Responsibility -Employ active listening -Participate actively -Stay in designated area -Clean up your eating area -Do your business & leave -Flush the toilet -Throw trash in appropriate receptacles -Wash hands -Stay seated while the bus is moving -Keep your body and belongings inside the bus -Follow Media Center & Computer Lab Rules -Use equipment correctly -Access only appropriate websites -Dispose of trash in appropriate receptacles -Use equipment correctly Safety -Keep your hands & feet to yourself -Wait in line for your turn -Keep your hands & feet to yourself -Report problems, vandalism, etc -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Use equipment correctly -Keep hands & feet to yourself Handout kschmitt@ssc.coop 7

8 3-5 per location Complete Hallway Column on Expectation Matrix Specify expected behavior; positively stated Post the expectations throughout the building Teach expected behaviors IN the location School Wide - PBIS Expectations Matrix Example Classroom Cafeteria Bathrooms Hallways Buses Library/ Computer Lab School Grounds Respect -Follow directions -Raise your hand -Use appropriate language -Use appropriate tone -Keep your hands & feet to yourself -Follow directions -Listen to adults -Exhibit good table manners -Keep food on your plate or in your mouth -Keep food in cafeteria -Respect the privacy of others -Keep the facilities clean -Keep hands & feet to yourself -Observe personal bubble space -Listen to adults in hallway -Use your quiet inside voice -Follow directions -Wait in line -Listen to the bus driver -Share seats -Use appropriate language -Follow directions -Use your quiet inside voice -Raise your hand to be recognized -Follow adult directions -Use appropriate language -Obey fire drill procedures Responsibility -Employ active listening -Participate actively -Stay in designated area -Clean up your eating area -Do your business & leave -Flush the toilet -Throw trash in appropriate receptacles -Wash hands -Carry a valid hall pass -Go straight to your destination -Use you own locker -Pick up litter -Stay seated while the bus is moving -Keep your body and belongings inside the bus -Follow Media Center & Computer Lab Rules -Use equipment correctly -Access only appropriate websites -Dispose of trash in appropriate receptacles -Use equipment correctly Safety -Keep your hands & feet to yourself -Wait in line for your turn -Keep your hands & feet to yourself -Report problems, vandalism, etc -Walk on the right -Wear appropriate shoes at all times -Keep hands & feet to yourself -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Use equipment correctly -Keep hands & feet to yourself Video: Teaching Hallway Expectations kschmitt@ssc.coop 8

9 Recognizing and Rewarding Student Behavior Why? Encourages students to demonstrate SW expectations Who? All Staff Where? All Settings When? Immediately How? Tell student exactly why he/she is getting it Don t give rewards as coercion kschmitt@ssc.coop 9

10 How do you want to feel at the end of a teaching day? What would your perfect school day look like? Time: 5 minutes Draw a picture or make a list of key words that describes this dream. Handout kschmitt@ssc.coop 10

11 Classroom rules and routines work with SW expectations Employ practices for academic and behavior Create a setting that is: Predictable Consistent Positive Promotes student independent behavior Expectations Broad statement Apply to all people and settings General statement of behavior Rules More specific Apply all day Routines Procedures Sequential Aligned with Expectations Numerous Setting specific Positively stated Criteria for successful performance Must be taught and rehearsed Prevention strategies kschmitt@ssc.coop 11

12 Design Classroom Rules Align classroom with school-wide Definition of Rules Specific skills you want students to exhibit in a given setting Rules describe specific behaviors Observable Measurable Enforceable Rules clarify the school-wide expectations for specific settings kschmitt@ssc.coop 12

13 Posted in classroom Taught Directly Easy to Remember Be Responsible Be Respectful Be Safe Turn in all assignments on time Be in your seat when the bell rings Listen to others when they speak Keep your personal information personal when you re on the internet 13

14 Define and teach classroom routines Establish a signal for obtaining class attention Teach effective transitions TEACHER ROUTINES Selecting volunteers STUDENT ROUTINES Asking for help kschmitt@ssc.coop 14

15 Routine Desired Behavior Signal Handout Design Classroom Routines What are 3-4 common classroom routines for students? Complete the matrix for those 3-4 routines How would you teach those routines? 15

16 Going to the restroom Moving throughout the school Late arrival Grading and homework policies (including make-up work) Asking questions Finishing an assignment early Dismissal Beginning the day Entering and exiting the classroom Labeling papers Collection and distribution of papers Signaling for quiet and attention Appropriate times for moving around the room Emergency drills and procedures Give reason for the routine Model Practice/Rehearse Use natural prompts (bell, completion of assignment) Don t overwhelm students - slow and steady (first 3 weeks) Teach selfmanagement Revisit/reteach kschmitt@ssc.coop 16

17 Teaching Expectations, Rules and Routines: Say, show, practice, review, and reinforce Post expectations and rules Teach in context Prompt and precorrect Monitor continuously Acknowledge and reinforce regularly Teacher access to students at all times Determine what happens where Visual access Student access to relevant instructional materials Density Traffic patterns Groups versus separate work stations Teacher Desk 17

18 Move Scan Interact Proximity makes a difference 5:1 Ratio Begin each class period with a celebration. Your first comment to a child establishes behavioral momentum. Provide multiple paths to success/praise. Good teaching is best prevention for problem behavior. kschmitt@ssc.coop 18

19 Efficient transitions Maximize opportunities for student responses Instruction Influences Behavior Pacing Self-management Opportunities for student responses Active Supervision Student feedback from teacher Vary Modes of Instruction Group Lecture Small Group Independent Work Student or Teacher led Peer Tutoring 19

20 Tell us about a favorite reward that you received as a K-12 student. 2 minutes prepare for large group sharing Increase repetition of appropriate behaviors Focus attention on desired behaviors Fosters positive climate Reduce timeconsuming discipline kschmitt@ssc.coop 20

21 Don t Threaten loss of rewards OR Give reward when student asks for one directly Reward frequently at beginning Reward for following expectations and rules Students are ALWAYS eligible to earn rewards High ratios 4:1 or 5:1 Complement school-wide reward Use same school-wide token Age appropriate and varied Rewards are randomly distributed and unpredictable Handout Distributed one at a time Positive note/phone call home Lunch with preferred adult (teacher, principal, coach) Sit in special chair (teacher s chair, beanbag chair) Keep the class mascot on desk Mystery Grab Bag Homework pass Extra computer, library time Pizza, popcorn, popsicle party kschmitt@ssc.coop 21

22 Consequences Do not ignore problem behavior (unless you are convinced the behavior is maintained by adult attention) Predictable Individual AND group School discipline policy Write a brief description of 3 common behavior problems you encounter at school or home and how you respond. Problem Behavior Response kschmitt@ssc.coop 22

23 Match severity of offense to the response Address the motivation (function) of the problem behavior Align responses with: SW expectations Clearly defined rules A system for teaching and rewarding expectations and rules Include opportunities to learn & practice appropriate alternatives Monitor responses to ensure they are effective Modify the Environment Modify the Presentation Modify Curriculum and/or Instruction Change seating Reduce distractions Decrease noise Change pace Increase student participation Work in groups Use technology Take short work breaks High-interest topic for reading/writing assignments Shortened assignments Visual aids Extended time, frequent feedback Get a study buddy kschmitt@ssc.coop 23

24 Focus on students engaging in the appropriate behaviors Identify students following the expectations Name the expectation Provide reinforcement (praise, token/ticket) Engage the class in discussion to identify problems in the classroom Discuss rationale for focusing on a behavior Identify a classroom goal that is achievable Determine classroom reward for achieving the Speak to student privately Remain calm, positive and objective Refrain from arguing with the student Acknowledge concerns/feelings, then re-direct to next opportunity for success End conversation immediately kschmitt@ssc.coop 24

25 Do Make eye contact Listen Maintain personal space Remain calm Safety, be aware of environment Be alert Enforce limits Remain in control Use ok and not ok Don t Show fear Over/under react Argue or confront Not follow through Make false promises Threaten Use jargon, buzz words Use right or wrong Handout Decreases in problem behavior Increases in appropriate behavior Achievement of broader goals Durability of behavior change over time Increases in academic achievement Successful implementation kschmitt@ssc.coop 25

26 Daily tally of behavior incidents Get help tracking data Administrators Office Staff Teachers Psychologists or Social Workers Paraprofessionals Volunteers Data Collection ODRs ClassDojo and other apps 5:1 count Self Assessments Data tracking forms (FL Consultation Guide) Daily rating of task engagement Office discipline referrals for your classroom Work products of students (accuracy, work completion) Number of students participating in discussions Time students spend on-task Student interviews Classroom Management Self- Assessment Handout 26

27 PBIS 101 PBIS in the Classroom Resources for classroom Classroom Positive Behavior Support: Team Consultation Guide