Transcript Prevention: Developing Schoolwide & Classroom Systems

Prevention:
Developing
Schoolwide &
Classroom Systems
Key Feature 2
• Recognize that ALL students benefit from positive behavioral
supports. This includes students with and without behavior
problems or disabilities, and requires sensitivity to individual
and cultural differences.
Key Feature 3
Recognize the critical importance of preventing behavior
problems. This is evident throughout school policies and
evidence-based practices, especially in preventive
classroom management, clear school-wide expectations,
and school-wide teaching and recognition of positive
behaviors. It also is seen in positive teacher-student,
student-student, and school-family relations.
Do we have high expectations for
students’ social and academic
success?
YES!
Of course we do!
Absolutely!
Points to Ponder
• How do we identify and explain the desirable
behaviors students should demonstrate, leading
to social-emotional and academic success for all?
• How can we transform our focus to promoting
positive behaviors and preventing problem
behaviors v. just eliminating problems?
The Need for commonly defined
rules
• Familiarity with students’ cultural backgrounds enable
teachers to draw on shared knowledge that honors students’
heritage and preexisting knowledge.
• By creating inclusive classrooms, cultural responsive schools
and teachers decrease opportunities for student failure and
misbehavior by operating in accordance with a mutually
defined protocol of rules and expectations.
Courtesy of Mid-Atlantic Equity Center
School-wide Expectations
Expectations are the umbrella for more specific rules:
• Identify 3 – 5 positively stated expectations
• Use data to determine expectations
• Choose positive actions and terms
• Keep them simple and easy to remember
• Remember to be age appropriate
• Promote self-discipline, positive social and academic
outcomes
Expectation Example
“KOALATY” KIDS:
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Show Respect
Act Responsibly
Follow Directions
Always do your personal
“Koalaty” best
*SHOW RESPECT
*FOLLOW DIRECTIONS
*ACT RESPONSIBLY
*DO THEIR PERSONAL
KOALATY” BEST
Expectation Example
Cape Henlopen High Expectations
• Commitment
• Achievement
• Pride
• Excellence
School-Wide Expectations
SOAR with the FALCON FOUR:
RESPECT OF:
SELF
OTHERS
LEARNING
SAFETY
Developing a Behavior Matrix
Hallway
Character
Attitude
Vision
Success
Bathroom
Cafeteria
School-Wide Behavioral Matrix
PURPOSES:
Defines the Expected Behaviors for Specific
Settings:
hallways, classrooms, gym, cafeteria, commons,
bus loading, bathrooms, assemblies
Creates the “Curriculum” that will guide the
teaching of expected behaviors.
Enhances communication among staff and
between students and staff.
School-Wide Behavioral Matrix
GUIDELINES:
State definitions positively
Use a few common words
Show what the behavior “looks like”
Behavior Matrix Field Example
In the Cafeteria,
“Be Respectful”
means:
• Wait your turn
• Use a quiet voice
• Clean up after
yourself
In the Bathroom, “Be
Safe” means:
• Walk
• Report spills &
incidents
• One pump of soap &
one paper towel
School-wide Expectation
Visibility
• Promote joint ownership and responsibility
for meeting expectations among staff,
students and community
• Posting expectations & matrix components
per location provide reference tools for precorrection & correction of misbehavior
• Include expectation language in schoolbased materials: agenda books, code of
conduct, school promotional items (pencils,
t-shirts, etc.)
• Represent expectations in various ways to
support understanding (pictures/art, words)
Teaching
Expectations:
Creating Cool
Tools
Core
Feature
PBIS Implementation Goal
G. Lesson
29. A behavioral curriculum includes Teaching expectations and
Plans for
rules
Teaching
30. Lesson Plans include examples and non-examples
Expectations/
Rules
31. Lessons use a variety of teaching strategies.
32. Lessons are embedded into subject area curriculum
33. Faculty/staff and students are involved in development &
delivery of behavioral curriculum
34. Strategies to share key features of SWPBS program with
families/community are developed and implemented.
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!
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
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
Remember…
“You are a primary model for appropriate
behavior.”
The IRIS Center
http://iris.peabody.vanderbilt.edu
How do you teach behavioral expectations?
Respect
Ourselves
Respect Our
Community
Respect Our
Environment
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• Teach in the actual settings where
behaviors are to occur
• Teach the words by demonstrating
the actions using examples and nonexamples.
• Model and practice to fluency
• Build a social culture that is
predictable and focused on student
success
Teaching Expectations/Rules Using
an Instructional Approach
Define
Observable, measurable
Teach
Identify, prior knowledge, model, structured
practice, acknowledge
Remind
Pre-correct, prompt behaviors/rules prior to
entering natural context
Supervise, feedback/acknowledgement, data
Monitor
Evaluate
Data, modifications needed, non-responders
needing more support
SETTING
Expectations
Teaching
Matrix
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
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
Introductory Events
• All faculty and students participate
• Consider school context - 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
Specially Designed Lessons
• Provide initial lesson plans 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
• Skill of the month, Booster Sessions
• Determine the minimum requirements for teaching
behavior (i.e. how often)
Teach in the Natural Setting
• Lessons must be taught in setting that behavior occurs
• For example, if you are teaching cafeteria expectations,
students need to be in the cafeteria
• Have the staff that monitor the area, teach the lesson!!!
Creative Ideas:“Putting it into Practice”
• Provide students with a script that includes actions and
words expected
• 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
• Play “rule charades”
• Writing about an expectation or making a cartoon
• Matching cards with behaviors to expectations
• Using literature
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
Designing a Cool Tool/Behavior
Lesson Plan
Step one: Select the skill to be taught
 Skills are taken directly from the behavioral matrix
 Select skills based on the trends in your data
Step two: Write the lesson plan
 Name the skill & align to school-wide expectation
 Also align with SEL standards
Responsibility is the expectation
• Name the expectation: (Take) Responsibility
• Name the location: Hallway
• Name the skills: Students who take responsibility:
– Move silently
– Walk with hands at your sides
– Own their choices
Cool Tool Template
Purpose of the Lesson / Why it’s important:
1.
2.
Teaching examples:
1.
2.
3.
Student Activities / Role Plays:
1.
2.
3.
Follow-up / acknowledgement activities:
1.
2.
3.
Acknowledgement
Plan
Keep in Mind
• 10 Key Features of PBS
• “Recognition of Positive
Behaviors” is one
component of Key Feature
#3
• There are many other pieces
of the pie!
What motivates students?
Discussion
• What systems of positive reinforcement
are in place in your school?
• Do they affect all students? Do they appeal to all
grades?
• Who is resistant to participate?
• In your view, what is the most powerful
source of reinforcement for students?
“Supports for All, Some and a Few”, Sprague, 2006
Purpose of
Reinforcers/Acknowledgements
• Recognizing desired behavior is a strategy to
prevent behavior problems.
• Teach new behavior
• Strengthen replacement behaviors that
compete with habitual undesirable behavior
• Create frequent positive interactions
between staff and students
Prevention creates more
positive than negative
consequences
Reinforcement
(success)
Punishment
Can rewards be harmful?
• Rewards can be used badly
• If rewards are delivered ambiguously (not clearly tied
to performance of expectation)
• If what we deliver is not a “reward” from the
student’s perspective
• If partial rewards are delivered when full reward is
expected
• If reward is used as bribery
• If large rewards are delivered briefly and then
withdrawn completely
Horner & Goodman, Using Rewards within
School-wide PBIS, www.pbis.org
What do we know about
rewards?
• Rewards are effective when used:
• To build new skills or sustain desired skills, with
• contingent delivery of rewards for specific behavior, and
• gradually faded over time.
• Akin-Little, Eckert, Lovett, Little, 2004
• “In terms of the overall effects of reward, our metaanalysis indicates no evidence for detrimental effects of
reward on measures of intrinsic motivation.”
• Cameron, Banko & Pierce, 2001 p.21
Horner & Goodman Using Rewards
within School-wide PBIS www.pbis.org
Effective Use of Rewards
• Rewards are effective when
• Tied to specific behaviors
• Delivered soon after the behavior
• Age appropriate (actually valued by student)
• Delivered frequently
• Gradually faded away
Horner & Goodman, Using Rewards within
School-wide PBIS, www.pbis.org
Strategic Use of Praise and Rewards
• Use strategically to recognize and reinforce social and
emotional competencies that underlie prosocial behavior
• E.g., students routinely recognized with praise and
rewards for demonstrating empathy, caring,
responsibility, and respect
• Pair reward with verbally labeled praise
Guidelines for Use of
Reinforcers/Acknowledgements
• Tailor the system of acknowledgements to your
school population
• Select ones that are grade appropriate
• Intersperse public vs. individual acknowledgement
for behavior
• Pair verbal praise w/ acknowledgement
• Vary acknowledgements (individual, classroom,
grade level)
Acknowledgement Plan
 Every faculty and staff member acknowledges
appropriate behavior.
 At least 5 to 1 ratio of positive to negative contacts
 System that makes acknowledgement easy and
simple for students and staff.
 Different strategies for acknowledging appropriate
behavior (small frequent rewards more effective)
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Beginning of class recognition
Raffles
Open gym
Social acknowledgement
Rob Horner, University of Oregon
www.pbis.org
High Frequency Acknowledgements
• Way to quickly and easily reinforce when
students meet the expectations; catch them
being good
• Frequent acknowledgements must be tied to the
School-wide expectations
• These acknowledgements must have value (not
necessarily trinkets, emphasize social
opportunities)
High Frequency Acknowledgements
• Keep the system simple
• Build in opportunities for data collection
• Start Small
• Emphasize the following:
• The importance of enhancing social skills & self-discipline
• The link between appropriate behavior and academic
success
• The link between SW PBS and other SW initiatives (e.g.,
multicultural education & character education)
Adapted from Florida PBS Project
Activities for staff and student
relationship building
• Supporting everyday relationship building:
• Finding/asking about student interests/extracurricular
activities
• Students providing 1-minute reports on areas of their
interest (i.e. sports, drama)
• Attending extracurricular events
• Highlighting student talents (i.e. bulletin board with
newspaper articles)
Activities for staff and student
relationship building
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Community and service learning activities
Pep rallies
Students earn the chance for staff to do silly things
Staff and student team challenges
• Fund raisers
• Hallway decorating
• Sporting event attendance
Promoting Positive Contacts
Home
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Positive Behavioral Referral
Phone call logs
Positive post cards (labels pre-made for each student)
Names listed in a parent newsletter
Unexpected/Intermittent
Acknowledgements
• Special focus on each expectation
• Special focus and increased reinforcement based on
referral data – target the problem areas
• Random Classroom Checks
• Random Drawings for students and staff
• Increased worth of acknowledgements given by
substitute teachers
Unexpected Example: Agenda
Drawings
• All agendas are numbered.
• Students are expected to record homework daily for each
subject in their agenda book.
• If there is no homework assigned students should write
“none”.
• If a student is absent they need to write absent in their
agenda.
• Periodically we will call agenda book numbers and students
will bring their book to the office.
• Students who have used their agenda books daily will be
given a prize.
Long Term Celebrations
• Bigger Celebrations for which students can save
their frequent acknowledgements to gain access
• Weekly, monthly, marking period, ½ year, end of
year, DSTP
• You could set criteria: 98% attendance, Less than
1 referral, Passing all classes
• Examples – Popcorn movie parties, sporting
events, field trips, dances, games, etc.
Acknowledgement Plan
• Write acknowledgement plan in narrative form – for
new staff or students and substitutes to help understand
the process
• Remember to evaluate and change your
acknowledgement plan as needed
• Survey students and staff
• PBS team - use data to make a specific
acknowledgement plan (i.e. tardies, cuts, cafeteria clean
up)
Staff Reinforcement Plan
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Staff teams
Staff challenges
Tailgate
Staff fridge
Staff member of the month
Hall of fame
Parking spot of the month
Attendance at student sporting events
Staff Reinforcement Plan
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Raid the supply closet
Blue Jeans day
Professional Development Opportunity
Sub for a Sub
Small tokens in teacher’s mailboxes
Staff socials
Letters to teacher’s classrooms
Chain links in the hallway
Staff notebook that floats around the mailboxes to note nice
messages to each other
Positive Relationships
Recognize the critical importance of preventing behavior
problems. This is evident throughout school policies and
evidence-based practices, especially in preventive
classroom management, clear school-wide expectations,
and school-wide teaching and recognition of positive
behaviors. It also is seen in
• positive teacher-student,
• student-student, and
• school-family relations.
The Research on Positive
Relationships
• Teachers with a more relational approach to discipline
have less defiant behavior in their classrooms – which is
explained by adolescent’s trust in authority (Gregory &
Ripski, 2008)
• Teachers who show sensitivity, empathy and praise are
most likely to establish strong relationships with students
(Rey et al., 2007)
Relationship Building Reduces
Problem Behaviors
• “teachers … trained using precorrection, reinforcement
(catch them being goods) for appropriate behaviors, and
active supervison … resulted in a 42% reduction in
problem behaviors” (Oswald et al., 2005).
Home School Collaboration
Advantages of working with parents (guardians, other adults
serving parental role):
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•
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Students’ attitudes and behavior are greatly
influenced by parents
Parental involvement is often necessary to truly
change a student’s behavior
Unquestionably, parents can be valuable resources
Measures Used for
Relationship Building
• Delaware Assessment of Strengths and Needs
• School Climate Survey
• Teacher-Student Relations
• Student-Student Relations
• Respect for Diversity
• Teacher-Home Communications
• Staff Relations
Teacher-Student Relationships
• Caring and supportive adult-student relationships. Adults
demonstrate warmth, respect, support, and caring
toward all students (irrespective of gender, race,
ethnicity, socioeconomic background, disabilities,
previous history of behavior). Every student has a
supportive relationship with at least one adult at school.
How are we building positive teacherstudent relationships?
Be that one
person for a
student
• Bond to improve behavior
• Know students as individuals
• Teach by example & self-reflect
as role model
• Focus on positive role models
(Lickona, 2004)
Student-Student Relationship
Building
• Positive relationships with others. Positive relations with
others are expected, taught, and encouraged and
planned opportunities (e.g., extracurricular activities,
class meetings, structured recess activities) are provided
to develop positive relationships.
Home-School Relationship Building
Home-school communication. Clear, positive, bidirectional and regular communication is established
with parents. Parents are routinely informed about the
schoolwide discipline/PBS program, classroom
activities, and their children’s positive behaviors.
Parents know who to contact with questions or
comments about the schoolwide program and the
school regularly encourages their input.
Parent-School Collaboration
Home-school collaboration.
Positive and collaborative
relationships established with
parents. Parents’ roles in
developing the school
discipline/PBS program are
established, and their
feedback is regularly solicited
as part of program evaluation.
Fall Workshop Agenda
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Teaching and Recognition
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning opportunities to teach
problem solving strategies
• Developing Self-Discipline