Susan L. Mack, MASteven N. Vitto, MA

Muskegon ISD

Be ResponsibleParticipate in activitiesAgree try at least 3 things from today’s

session Be Respectful

Turn off cell phones and take calls in hallwayLimit sidebar conversationsFollow Attention Getting Signal

Be SafeTake care of personal needs

Acknowledgements Brandi

Simonsen Rob Horner George Sugia Ed Kame’enui Geoff Colvin Randy Sprick Marzano

Steve Goodman

Mary Bechtal

Brandi Simonsen Rob Horner George Sugia Ed Kame’enui Jeffrey Colvin Randy Sprick Marzano

Partners A and B

First A tell B your name,District you work for and it’s location Your educational role, grade level, Why you are here/ what you hope

to take back from today

Switch and B tell A Share with others at your table

“A Leader is best when people barely know that he exists;…

Not so good when people obey him or acclaim him;….

Worse when they despise or don’t respect him.

Fail to honor people you lead, they fail to honor you…

But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say:

We did this ourselves!”Lao-Tsu, 604 BC

Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school?

Consider your upbringing. How did your parents deal with inappropriate behavior?

Scale of 1-10

1 10

Through what lens do you see your students, classroom, behavior?

Is teaching more or less stressful than in the past or than you thought it would be?

How do you handle frustration? How SHOULD students act?

ParaverbalsPosturePositioningFaceTone of VoiceWhat You Say

MindfulnessHeightened sense of situational

awareness A conscious control over one’s

thoughts and behavior relative to the situation

Read the sentence on the next slide only once and count the number of F’s in it

FINAL FOLIOS SEEM TO RESULT FROM YEARS OF

DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE

DID YOU FIND 8?

With-it-nessThe disposition of the teacher to

quickly and accurately identify problem behavior or potential problem behavior Scanning Roaming Eye contact

Emotional ObjectivityRealistic attitudes toward students

and student teacher relationshipsCalm approach toward student

behaviorA nonpersonalized perspective of

the behavior of student(s)Professional view of students as

young learners Not warm and gushy Not distant and aloof

Eulogy

Why? “They can’t get your goat if they don’t

know where it’s tied” If you exhibit an emotional reaction, it is

highly likely to be reinforcing to certain students ESPECIALLY for students who like power and

control

How? Self-awareness & Self-talk – REHEARSE

“I am the adult” “I am the professional” “I will stay calm” “This is a troubled student and I need to help

him/her” “Hmm, what is the function of this behavior?” “5 cleansing breaths” “Self time-out” “I don’t really like what this kid is doing, but

it’s my job to help him be successful” “What a challenge. I love challenges”

Write down 7 things you know about PBS

A and B compare and explain your list,

Share list with others at your table

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-

wide expected behavior5. Continuum of procedures for encouraging

expected behavior6. Continuum of procedures for discouraging

rule violations7. Procedures for on-going data-based

monitoring & evaluation

School-wide

Sugai, Horner

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation )

Develop Predictable Routines Teacher routines: attention getting signal,

volunteers, communications, movement, planning, grading, etc.

Seven critical times: Student routines: personal needs,

transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)

The level of student freedom should not be based on teacher preference or familiarity.

The level of student freedom should be based on student need.

When in doubt, always start with a higher level of direction and restriction.

High Level of Freedom Classroom Management Plan

Small class size (22 or less) Students demonstrate a higher level of maturity Students tend to enjoy school Parents are involved and supportive in education No students with behavior problems or emotional

impairments

Medium Level of FreedomClassroom Management Plan

Medium class size (22 to 30) Students demonstrate a moderate level of maturity A mixture of attitudes toward school – most feel “okay”

about it Most parents are somewhat supportive of school One or two students with behavior problems or

emotional impairments

Low Level of FreedomClassroom Management Plan

Larger class size (30 +) Students demonstrate a lower level of

maturity Students tend to feel apathetic or negative

toward school Parents are uninvolved or antagonistic Three or more students with behavior

problems or emotional impairments

Level of Student FreedomExample: Sharpening your pencil High Level of Freedom

1) When someone is not teaching or speaking to the class.2) When you need to sharpen your pencil

Medium Level of Freedom1) When there is no line at the pencil sharpener.2) Sharpen quietly with no talking.3) Respect personal space of others along your way.

Low Level of Freedom/High Direction & Restriction1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.

Establish

Teach

Prompt

Monitor

Evaluate

Establish Expectations 3-5 Expectations

Positively statedShort and simpleAligned with School wide Expectations

Define ExpectationsWhat does it mean to Be Prepared?

MatrixWhat does each behavior look like during

different routines of the day?

Too often, many assumptions are made about what students already know.

Good rule of thumb is to always assume ignorance

Therefore, whenever there is doubt, make sure part of the intervention is a teaching intervention!

Expectations

Teach Expectations Teach expectations in the context of

each classroom routineDefine the rule and explain whyProvide examples and non examplesRole PlayPracticeProvide visual prompts

Actively involve students in the lessonsCheck for understanding

Provide students with visual PROMPTS (posters, illustrations, etc.)

Use PRECORRECTION which includes verbal reminders, behavioral demonstrations rehearsals, or examples of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely (Colvin, Sugai, Good, Lee)

Monitor students’ behavior in natural setting Move around Scan Interact

ReinforceCorrect

Evaluate the effect of instruction Are the rules being followed? If there are errors:

Who is making themWhere are the erros occurringWhat kind of errors are being madeLook for patterns

Establish Behavioral Expectations/Rules

Teach Rules in the Context of Routines

Prompt or Remind Students of Expected behavior

Monitor Student's Behavior in the Natural Context

Establish Procedures for Encouraging Rule Following

Establish Procedures for Responding to Rule Violations

Evaluate the effect of instruction

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

StudentsThese are things you should do in any school environment!!!

Provide high rates of opportunities to respond– Vary individual v. group responding– Increase participatory instruction (enthusiasm,

laughter) Consider various observable ways to engage

students– Written responses – Writing on individual white boards – Choral responding– Gestures– Other: ____________

Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards

Specific and Contingent Praise

Group Contingencies

Behavior Contracts

Token Economies

• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement