Transcript Slide 1

PBIS Tier 1
Teacher Role
Jon Jagemann
September 9, 2014
http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
Tiered System of Support
• Tier 1: All Students
• Tier 2: One Adult/
Multiple Students
• Tier 3: Multiple Adults/
One or Two Students
What is PBIS?
Technical answer: PBIS provides an operational
framework for improving student academic and
behavior outcomes. PBIS is NOT a curriculum,
intervention, or practice, but IS a decisionmaking framework. This framework guides
selection, integration, and implementation of
the best research-based academic and
behavioral practices and interventions for
improving student academic and behavior
outcomes for all students.
Okay, what does that really mean?
• Expectations for everyone in all settings
• Teaches students how to achieve these expectations, so they
don’t have to guess
• Acknowledges students displaying positive behaviors
• Works closer with students in need of greater intervention
• Everyone working together proactively
• Builds a community in your building
• PBIS is a framework, not a program. Programs fit within the
framework
• Interventions are not punishments
School-wide PBIS
Essential Elements
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Dedicated teams to carry on the PBIS efforts in the building
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Sustained faculty commitment
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3-5 school wide expectations
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Area specific rules with posters, i.e., gym, hallway, restrooms
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Classroom specific expectation matrix created by teacher and students
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Building ‘T-Chart” of Classroom vs. Office Managed Behaviors
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Positive behavior recognition/acknowledgement system maintained school-wide
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Building-wide and classroom lesson plans and system for teaching behavior
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Big 5 Data is analyzed monthly by building teams
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PBIS language and practices supported throughout building
Set
Expectations/
Procedures
Build
Relationships
Teach
Expectations
/ Procedures
Set the Expectations
• Selected by school
• MPS School-wide Expectations
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Be Safe
Be Respectful
Be Responsible
Optional School Selection
• Do you know your school’s expectations?
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Define the Expectations
• Define clearly what the expectations look like
in all settings throughout the school.
-School-wide Behavior Matrix
• Classroom rules and procedures should be
aligned to the school-wide expectations
– Classroom Behavior Matrix
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Expectation Posters for Adults
Classroom Matrix
• List the behavior expectations
• What behaviors do you want?
• When do you want to see them?
• All rules fit under the school-wide expectations
– Be Safe, Be Respectful, and Be Responsible
• Stayed in a positive
• What you want to see/ not what you don’t want to see
• Practice, Practice, Practice
• Consistency
Whole Group
Be
Safe
Be
Respectful
Remain in seat
Keep materials on or below
your desk
Raise your hand to share
Small Group
Assessment
Stay with your assigned group
Remain in you seat
members
Use materials for their
intended use
Keep materials on or below
your desk
Raise your hand to share or for
Quiet until all have completed
questions
the assessment
Actively listen to all members
Actively listen to all members
Raise your hand if you have
of your group
of the classroom
questions
Use a 4 foot voice level
Be
Responsible
Stay focused on the assigned Work cooperatively with
task
group members
Bring supplies everyday
Hand-in your work
Perform the duties of your
individual role
Have materials ready before the
assessment begins
Read all directions ,use your
time wisely, & check your work
when finished
Get Creative!
How might you display this for your classroom?
• Each column on a separate flip chart
• Each column on a separate Power Point slide
• Shared with parents
• Created as an art project and posted
throughout room
• Others?
Behavior Lessons
Telling is not Teaching
• Weekly all staff and students participate
• School-wide: 10-15 minute weekly lesson created at the
school or found online
• Lessons focus on areas of need identified by data
• Students allowed opportunities to practice
• Lesson topics rotated
• Lessons can be videos, role play, discussion, scenarios,
free-writing, etc.
• Booster sessions scheduled throughout year
Classroom Behavior Lessons:
Teaching Procedures
Remember:
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Telling is NOT teaching!
We need to teach the procedures, just like
teaching math
Break it down into steps
Repeat instruction as needed
I Do, We Do, You Do model
Procedures to Consider
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Entering the classroom
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Getting to work immediately
End of class dismissal
Participating in class discussions•
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Going into groups
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Turning in papers/ homework
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When you finish work early
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How/ when to use the pencil
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sharpener, tissue, garbage
• During announcements
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Asking a question
Responding to fire,
severe weather, and
tornado drills
Leaving the classroom
When visitors arrive
Keeping a notebook
Interruptions
Getting classroom
materials/ supplies
Teacher getting entire
class’s attention
From The First Days of School, by Harry Wong
Pre-Correction
• When entering an area
– hallway, cafeteria, etc
• When transitioning within a classroom
– going into small groups, changing activities
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Stop, teach the expectations (use poster)
Wait to see expectations in students
Acknowledge following expectations
Transition
**Use the Classroom Matrix**
Re-direction
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Strategy when students fail to meet expectations
First, remind of expectations
Allow for student to meet the expectation
Implement classroom level strategy
Strategies:
– Proximity to student
– Moving student
– Call home
– Behavior Contract
Escalating Situations
• Often adults play a crucial role in escalating
situations, without even realizing it.
• Students are “fishing” for a response
• Adults needs to not bite and “fish” for their
own response
• Think of it as dominoes, and what would
happen if you would remove the second
domino?
Increasing Compliance
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Use a direct request/ I statements
Distance
Two requests
Teacher voice/ volume
Allowing time
More start requests, instead of stop requests
Non-emotional/ calm requests
Descriptive requests
Reinforce compliance/ acknowledge
From: WI PBIS Network
T-Chart
• Created by staff and reviewed often
• Lists what is Classroom Managed vs Office Managed
Behaviors
– Classroom Managed Behaviors receive a classroom
response (aren’t ignored)
– Office Managed Behaviors receive an office response
(aren’t automatically a suspension)
• Must be followed with fidelity by all parties
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Acknowledgement Systems:
Three Levels
• Immediate/High frequency/Predictable/Tangible
–Delivered at a high rate for a short period while teaching
new behaviors or responding to specific problem behavior.
–Name behavior and tie back to school-wide expectation
upon delivery.
• Intermittent/Unexpected
–Bring “surprise” attention to certain behaviors or at
scheduled intervals.
–Used to maintain a taught behavior.
• Long-term Celebrations
–Used to celebrate/acknowledge school-wide
accomplishment.
–ALL kids, all adults.
Acknowledgements do NOT equal “stuff.”
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Purposes of Acknowledgments
• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur again in
the future
• Strengthen positive behaviors that can compete
with problem behaviors
• Prompt for adults to recognize positive behavior
• Build relationships
• Engage students in school
High Frequency Acknowledgement
• Verbal to students
– Every time you see a behavior that you would want the
student to repeat next time
– Be specific, use student name when possible
• High-five, knuckles, hand shake, etc
• Participate in school’s acknowledgement
– Pass out ticket or “gotcha” slips
– Can draw these for prizes, display these, read these on the
announcement, send home, save up for a PBIS store, etc
– All staff participate
Verbally acknowledge
• All positive behaviors should always be verbally
acknowledged
– “I appreciate you showing respect by being quiet in the
hallways.”
• When verbally acknowledging…
– Use PBIS terms (thank you for showing respect by…….)
– Have enthusiasm /Mean it (don’t fake it)
– Publish acknowledgement (calls home, notes home,
mention to mentor, other teachers, etc)
– Be consistent
Classroom Acknowledgement
System
• Classroom Raffle (sit in teacher’s chair, choose
your seat, homework pass, first in line)
• Marbles in a jar
• Classroom Rubric using Expectations
• Class Period Challenges
• Class Period Traffic Light
Acknowledged as Adults
• Insurance companies reduce your premium
for not having any accidents
• Frequent buyer card at Subway
• Earn vacation hours
• Thank you letters
• Earn points on a credit card
Building Relationships
• http://youtu.be/xRygxI9OPyA
• How is this clip reflective in your classroom
climate?
• Do you think your students have made similar
observations about attention from adults?
Activities for Building Relationships
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Meet and greet at the door
Student survey of interests
Anagram nametags
Acknowledging students with their name
wherever you see them (hallways, etc)
Weekly questions about you
Weekly ice breaker questions
Student of the Week
Personal notes on assignments
Birthday chart
Non-tangible Relationship Building
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Look for commonalities/ speak on differences
Be yourself
Open up to your students
Go to their sporting events or part-time jobs
Showing/ telling students you know they can do well
Smile
Develop classroom pride (display student work)
Classroom Décor (lighting, music, etc)
Tone of voice/ decorum with students
Partner Discussion
What is one area around PBIS Tier 1 you can
work on implementing with greater fidelity
starting tomorrow with your classroom?
We have to work with and connect with every
student that enters our classroom.
What is Tier 2?
Additional support for those students the data
indicates are not responding to Tier 1 supports
alone:
• Check-In/ Check-Out (CICO)
• Individualized CICO
• Social Academic Instructional Group (SAIG)
• Behavior Assessment/ Intervention Plan
(BAIP)
Check-in/Check-out
Relatively easy & quick to implement for up to 7-10% of all students
throughout the course of the year.
Description:
• Each adult volunteer checks in and out with multiple
youth (up to 10 students); should not take more than
two minutes
• All youth get same intervention
• Same check in and out time
• Same school-wide behavioral expectations as goals
• Same number of opportunities for behavioral feedback
• Same Daily Progress Report (DPR)
Teacher Role with DPRs
THE INTERVENTION IS THE REGULARLY
SCHEDULED, POSITIVE INTERACTION OF THE
CLASSROOM TEACHER WITH THE STUDENT
– Show excitement over intervention
– Remove excuses for students to not participate
– Focus on positives
– Provide corrective feedback
Tier 2 Progress Monitoring
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DPR for all Tier 2 interventions
Collected daily/ weekly
Scores entered on Exceed
Exceed data should be monitored to see
whether students are responding to
interventions.
Support
Your RtI/PBIS External Coach is:
Mrs. Katara Woods
Questions
Resources
• MPS RtI Website
– http://www5.milwaukee.k12.wi.us
• MPS PBIS YouTube Channel
– http://youtube.com/mpspbis
• MPS PBIS Pinterest Page
– http://pinterest.com/mpspbis/
• MPS PBIS Twitter Feed
– http://twitter.com/mpspbis/
• Contact your School’s External Coach
PBIS Tier 1
Teacher Role
MPS Board of School Directors
Senior Team
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Darienne B. Driver, Ed.D., Acting Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives