Transcript PBIS in Early Childhood - NorthWest PBIS Network

Kindergarten and Preschool
*Review the “Components of a Successfully Managed Classrroom” checklist
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To align K and preschool level social skills
and behavior instruction with K-6 PBIS
practices
To support teachers of young students with
strategies and practices for implementation
to improve behavior outcomes for students
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Self Assessment
Welcome, introductions
Overview
Teaching Behavioral Expectations
Teaching Social Skills
GLAD
Matrix
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Talk at your table group and discuss the top
three problem behaviors in your classroom
setting
Share out
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Who are our students?
What behaviors do we see?
When do behaviors occur?
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1458 Total Kindergartners Enrolled
554 total incidents
169 individuals (11.5% of Enrollment)
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63 ELLs (37%)
12% SPED
1% Alaska Native/American Indian
6% Asian
21% Black/African American
42% Hispanic/Latino
6% Multiple
3% Pacific Islander
20% White
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Positive Behavior Interventions and
Supports
◦ Behavior RtI
Every time any adult interacts with any student, it
is an instructional moment!
PBIS emphasizes…
• Teaching behaviors like we teach academics
• Reteaching, modeling and practicing expected behaviors
• Reinforcing expected behaviors
• Predicting “at risk” times and precorrecting with prompts and cues
to ensure practice of positive behaviors
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Teaching Behavioral Expectations
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Teaching Social Skills
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Why teach behavior?
How to teach behavior (I do, we do, you do)
◦ What is “explicit” instruction?
How to set up the environment
◦ What is “structure”?
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Resources
◦ Boardmaker (SLP)
◦ Literature
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Strategies
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Video review- checklist
Exit Slip
GLAD
Matrix
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Maximize structure in your classroom.
Post, Teach, Review, Monitor, and reinforce a
small number of positively stated
expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to
acknowledge appropriate behavior.
Establish a continuum of strategies to
respond to inappropriate behavior.
Behavior Matrix for Early Learners
Area of Focus
School Wide Rules/Expectations
Be Safe
Hallway/Walking around
the school
Whole Group (circle time,
carpet time, etc.)
Small Group (centers,
stations, etc.)
Be a Learner
Be a Friend
Instructional Components
◦ Self regulation
◦ Problem solving
◦ Emotional literacy
Instructional Strategies
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Second Step
Kelso’s Choice
Tucker Turtle
Academic Connections and Literature
Methodology
◦ Why pictures, demonstration and practice are
important
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Project GLAD™ Mission
A curricular model of professional development dedicated
to building academic language and literacy for all
students; especially English learners
Why Use
GLAD?
Project GLAD Strategies
Focus & Motivation
 Prediction-Reaction
Guide
 3 Personal Standards
 Scouts
Input
 Graphic Organizers
(6 Kingdoms, World
Map, Timeline)
 Pictorial Input Chart
Guided Oral Practice
 Chants
 Expert Groups
 Sentence Patterning
Chart (& games)
 Coop Strip
Paragraph (&
Reading Group)
 T-Graph for Social
Skills
 Literacy Awards
 Comparative Input
Chart
 Zero Noise Signal
 Narrative Input Chart
 Picture File Cards
(Word Bank)
 Observation Charts
 10-2 Lecture
 Exploration Report
 Inquiry Chart
 Extended Name Tag
 Cognitive Content
Dictionary
(Picture
Dictionary)
 Guess My Category
 Teacher Made Big
Books
Reading & Writing
 Mind Map
 Numbered Heads
 Personal Interaction
 Process Grid
 Team Tasks
 Story Map
Closure & Evaluation
 Teacher & Student Made
Rubrics
 Personal Exploration
 Action Plan
 Listen and Sketch
 Home/School
Connection
 Learning Logs
 Team Presentations
 Interactive Journals
 Graffiti Wall
 Writer’s Workshop
 Jeopardy or Family Feud
 Group Frame
 Team & Student Made
Big Book
 Strip Book
 Memory Bank
 Found Poetry
 Clunkers and Links
 DRTA
 ELD Group Frame
 Personal
CCD/Picture
Dictionary
 Ear to Ear Reading
 Where’s My Answer
PRE/K GLAD Strategies
FOCUS AND MOTIVATION
1. Observation Chart
2. Big Books
3. Morning Message
4. Inquiry Chart
5. Picture Dictionary
6. Super Scientist Awards (Or Take-Home Awards)
INPUT
7. Pictorial Input (Small and Large)
8. Comparative Input
9. Narrative Input
GUIDED ORAL PRACTICE
10. Songs and Chants
11. Process Grid
12. Picture File Cards
13. Center Enhancement
14. Oral Sentence Patterning Chart
15. T Graph for Social Skills
EMERGENT READING AND WRITING
16. Learning Log
17. ABC Chant
18. Listen & Tell/Listen & Sketch
19. Assessment Frame
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What is Reinforcement?
Reinforcement Continuum
◦ Diet of Recognition
◦ Reinforcement
◦ Capitalizing on opportunities for reinforcement
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Consequence Plan
◦ Reteach- Reinforce
◦ Individual student plan- School PBIS team- District
Process
“Attend to what you attend to”
Who’s job is it to teach students
to behave appropriately?
• Creating a positive, safe, and effective
school climate is everyone’s
responsibility
• If students are not demonstrating
appropriate behavior, we teach them
• PBIS is about the whole school working
together to create a positive school
climate
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Turn and talk- what 3 things can I implement
this school year?
Evaluation
 http://csefel.vanderbilt.edu
 www.pbis.org
 www.nwpbisnetwork.org
 https://staffnet.hsd401.org
/teams/pbis