Comm mmon on school ool-wi wide de Expect ectations tions Be Respectful Be Responsible Be Safe
How wil ill you u de describe ibe what at each expectation ‘looks’ like’ in each setting?
DEFINING EXPECTATIONS Rules es are e based d on school-wi wide de expect ctati tion ons: • State e positivel ely • Use common mon and nd few words • Show what t the behavior ior “looks like” Be Respe pect ctful ful on th the e Pla layground ound 1. Take turns. 2. Use kind words and actions. 3. Line up quickly and quietly.
BEHAVIORAL MATRIX Di Disp splay y th throughout oughout th the sc e school. ool.
How do we teach h our ur students udents our ur behavioral ioral expec pecta tation tions? s?
Be Beha havior vior le lesson son pla lans s ar are e co core re cu curricul iculum um for socia cial l emo motion tional al sta tandar dards. ds. Thank you to Illinois PBIS Network
COMPONENT #2: Con onsist sistent ent tea eaching ching & & en enfor orcement cement of of ru rule les
SHOULDN’T STUDENTS KNOW HOW TO BEHAVE? Each child shows up at school with a different story. Discipline is different in each family! • Harsh • Lax • Culturally driven • Different depending on where they are from day to day
“The most important thing a teacher can do is to teac ach the ‘cool tool’ or lesson and not just read it or expect the students to know what you want them to do. I teac ach the cool tool on Monday and review it every day.” Lavanda Newsom - Blytheville
TEACH BEHAVIOR LIKE ACADEMICS
EXAMPLE: BEHAVIOR LESSON PLAN FOR CAFETERIA (ELEMENTARY) I Am Am Safe Teachi hing ng Examples mples Exam ample: le: Dari arius uses two o hands ds on his tray and d look ooks forwar ard d as he moves s to his table. ble. Non Exam ample: le: Ale lex forgets s his straw. . He e runs s bac ack to the utensil sil tray, , pushes es his wa way in, and grabs abs a new w one. e. Exam ample: le: Judy accid iden entally tally knoc ocks over er her milk lk. . She he raise ises s her hand d to get et help to clea ean it up so no one e fa falls ls. Stude udent nt Ac Activi vity 1. 1. Walk lk your studen dents ts throu ough the lunch h room om proc ocess ess befor ore the lunch shift starts. ts. 2. 2. Prac actic tice e wa wash shin ing hands ds, with th soap ap, , to the cou ount of ten, rinse, se, and d dry using one e towel. el. 3. 3. Make a poster er to hang in the caf afeteria ia to illustra strate e a safety ty skill ill. After r the Lesso son (Duri ring ng the Day) 1. 1. Revi view safety ty prec ecaut autio ions s building lding-wid ide. e. 2. 2. Discuss food d safety ty (hygien iene, e, shari ring, , temper eratu ature re, et etc.) .)
PBIS BATHROOM EXPECTATIONS VIDEO CLIP
REPETITION IS KEY • Revie iew the Cool Tool daily • Rem emin ind students of expected behaviors often • Find opportunities to pr pre-corr correct ect
EXAMPLE: TEACHING EXPECTATIONS WITH “ROTATION STATIONS”
5 th Grade PBIS Rotation Stations August 21, 2012 8:15 a.m. – 9:00 a.m. Harral Mason Reed Lewis Graham McGee Stop #1 Hallway Dress code Bus Cafeteria Playground Restroom (5 th grade hall) (Computer lab) Stop #2 Dress code Bus Cafeteria Playground Restroom Rewards (Computer lab) (Auditorium lobby) Stop #3 Bus Cafeteria Playground Restroom Rewards Auditorium (Auditorium lobby) Stop #4 Cafeteria Playground Restroom Rewards Auditorium Hallway (5 th grade hall) (Auditorium lobby) Stop #5 Playground Restroom Rewards Auditorium Hallway Dress code (5 th grade hall) (Auditorium (Computer lab) lobby) Stop #6 Restroom Rewards Auditorium Hallway Dress code Bus (5 th grade hall) (Auditorium (Computer lab) lobby) Stop #7 Rewards Auditorium Hallway Dress code Bus Cafeteria (5 th grade hall) (Auditorium (Computer lab) lobby) Stop #8 Auditorium Hallway Dress code Bus Cafeteria Playground (5 th grade hall) (Computer lab) No Activity Classes today. Homeroom teachers, please plan to spend about 30 minutes teaching expected behaviors for these parts of the Behavior Matrix: Arrival, Dismissal, Indoor Break, Activity Classes and Classroom. Celebration assembly in the Auditorium for 5 th graders from 9:00 a.m. to 10:00 p.m.
STUDENTS TEACH “BOOSTER” TRAININGS
PLAN YOUR PBIS TRAININGS & BOOSTERS - source: PBIS Illinois Network eport Rep ulty Facult Fac eam eam ool afety ions/ Team Sel elf- Team Schoo Sch Safet Cel eleb ebrat ations es ers Celebrati tion ons Kick Kic ick- Updat ates Boo ooster ing ent list Booste oster file urvey ent Mee eeting Assess essment Ch Check ecklis Profile Sur Int ntermit ittent ff ies/ ed Off /Interm termit ittent tent Off Activ ivit itie Updat ated es eted Traini ining eted eted edge Dat ates Sur urvey Com ompleted Com ompleted Com ompleted Acknow nowledg ata Acknowle owledge ge Dat lts Resu esult AUGUST MBER SEPTEMB CTOBER OCT
Example: Teaching expectations at an all-school assembly
Why do we need to acknowle wledge dge stud uden ents ts for behaving ing like e the should uld ?
COMPONENT #3: Con onsist sistent ent re reinf nfor orcement cement of of appr propriat opriate e be beha havior vior
WHY ACKNOWLEDGE DESIRED BEHAVIOR? • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Positive peer pressure • May be the only bright spot in student’s day !! • Turn the behavior into a habit!! Chang nge from m conti tinuou uous s (all ll the time) me) to parti tial al or interm ermit itten ent t (some ome of the time) me) reinf infor orcem ement nt
“ Explain why you are giving the reward because when you explain why you’re giving the reward then the other students will start to follow the rules. Only y give the award d for the cool tools that t have be been t taught t because if you give the award to just be giving out awards it makes the awards worthless ”. Lavanda Newsom-Blytheville
ACKNOWLEDGEMENTS What at ar are some me ways s you ou get et ackno ac nowle wledge dged d or rewar arde ded? d?
Some me ways ys we e get et ack ckno nowle wledged dged or r re rewar arded ded
What about a simple “Thank you”?
“WHAT THE WORLD'S GREATEST MANAGERS DO DIFFERENTLY”” ...BUCKINGHAM & COFFMAN 202, GALLUP Interviews with 1 million workers, 80,000 managers, in 400 companies. Create work rking ng environ onme ments nts where emp mplo loyee ees: s: 1. 1. Kno now w what t is expec ected 2. Have the materials and equipment to do the job correctly 3. 3. Receiv ceive e recogni ecogniti tion on each h week eek for r good od work 4. Have a supervisor who cares, and pays attention 5. 5. Receiv ceive e encou ncouragemen gement t to contr ntribu ibute e and nd impr prove 6. Can identify a person at work who is a “best friend” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well
To encourage good behavior…we must acknowledge it when we see it!
TICKETS = “TANGIBLE” ACKNOWLEDGEMENTS
HOW TO GIVE AN ACKNOWLEDGEMENT • Step ep 1: Ackn knowl wled edge ge specif cific ic expect cted ed be behavio ior Step ep 2: • Tie ie back k to school hool-wi wide de expe pecta tati tions ons Example mple: : “Nice job sit ittin ing g in in y your r sea eat when the bell rang! Way to be th e ther ere, e, be e rea eady dy .”
ROLE PLAY: Ackn knowled wledging ing expec pected d beha havior viors s
Student Behavior has been Acknowledged….. …now what do your students do wi with th al all th thos ose tic e tickets? ts??? ??
Sometimes the best things in life are
REWARD CHOICES
POSITIV SITIVE E BEHA EHAVIOR VIOR ASSE SEMBLIE BLIES
How do you t u targe rget t the be behaviors iors you want t to see?
COMPONENT #4: Regu egula lar r examination mination of of da data ta
WHAT CAN YOU DO WITH DATA? • Tell you what’s happening behaviorally school - wide (or in the classroom) • Set baseline • Identify a need • Tell you what you need to do • Tell you if what you’re doing is working
WHAT DATA DO YOU NEED TO PROBLEM SOLVE? • What problem behavior? How often? • • Where? • When? • Who? Why sustaining? •
PRECISE PROBLEM STATEMENT (EXAMPLE) A lot of Physical sical Aggression ression is happen enin ing g in the classr ssroom oom, , most stly ly among ng 3 rd rd , , 4 th th , 7 th th , and 8 th th grader ders (and d especially cially males es), , throug oughout out the school ol day, , with h the highest hest frequen ency y of occurren rrence e on Mondays ys. . The most st likely ly reason son for this is behavior ior is to avoid a task sk.
8
DEVELOPING A PLAN • Preven enti tion on – keep it from happening again • Ext xtinc inctio tion n – make the expected behavior more attractive than the problem behavior Recogni ognition tion – acknowledge those that follow the • expected behavior • Conseq sequen ences es – consis nsistent ent handling of any persistent problem behaviors • Data a Collection lection – is it working?
Example - Problem Solving Action Plan Precise Solution Actions Who? When? Goal, Timeline, & Problem Updates Statement Many students from all Prevention: Teach behavioral Teachers will take class to Rotating schedule on Goal: Reduce cafeteria ODR’s by 50% per month grade levels are expectations in cafeteria cafeteria; Cafeteria staff will November 15 engaging in disruption, teach the expectations (Currently 24 per month inappropriate language average) and harassment in Principal to adjust schedule cafeteria and hallway Maintain current lunch and send to staff Changes begin on Timeline: Review Data & during lunch, and the schedule, but shift classes to Monday Update Monthly behavior is maintained balance numbers by peer attention
It’s not magic…..it’s planning.
IMPORTANCE OF TEAM-DRIVEN • Peo eopl ple e come me and g d go • long-term sus usta tain inabi abilit ity • Proble blem-sol solvi ving g pr proce cess ss • need diverse expertise and input • Avoid id 1 pe person n ef effor ort
As with h any cur urric riculu ulum, m, there ere will ll be be a small all percen enta tage ge (5 – 15%) that don’t resp spond ond well l to the Uni Univer ersal sal level l of inst struction ruction.
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