lori lynass, ed.d. jinna risdal ma, ncc.. teacher – updated job requirements expert in numerous...

Lori Lynass, Ed.D.

Jinna Risdal MA, NCC.

TEACHER – Updated Job Requirements

• Expert in Numerous Subjects• Computer Programmer/Copy Machine

Technician• Surrogate Parent• Emergency Medical Technician• Theatrical Performance Abilities• Behavior Analyst• Can Go Seven Hours Without Using

Bathroom

Effective Teachers:

• Spend more time promoting responsible behavior than responding to irresponsible behavior (Beaman & Wheldall, 2000; Walker & Gresham, 2004).

• Recognize that misbehavior occurs for a reason, and they takw that reason into account whne deciding how to respond (Alberto & Troutman, 2006; Scheuermann & Hall, 2008)

Characteristics of a Well - Managed Classroom

• Students are deeply involved with their work.

• Students know what is expected of them and are generally successful.

• There is relatively little wasted time, confusion or disruption.

• The climate is work-oriented but relaxed and pleasant

The Challenge• Exclusion and punishment been the most

common responses to conduct disorders in schools.

– Rose, (1988); Nieto, (1999); Sprick, Borgmeier, & Nolet, (2002)

• Exclusion and punishment have been found to be ineffective at producing long-term reduction in problem behavior

– Costenbader & Markson (1998)

We Lack Consistency and We Spend Too much Time Being

Reactive

Ever Heard These?

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phoebe, I’m taking your book away because

you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

PBIS objective….

Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable– Outcome-based

– Data-guided decision making

– Evidence-based practices

– Systems support for accurate & sustained implementation

In Your Classroom

You can have a child within every level.

What does your Classroom Look like?

Even students with EBD fall within the triangle.

A Comparison of Approaches to

Academic and Social Problems

We Assume:• Student learned it wrong• Student was (inadvertently)

taught it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ re-teach• Adjust presentation. Focus on

the rule. Provide feedback. Provide practice and review

Finally We Assume:• Student has been taught skill • Will perform correctly in future

We Assume:• Student refuses to cooperate• Student knows what is right and has

been told oftenNext We:• Provide a “punishment”• Withdraw student from normal

social context• Maintain student removal from

normal contextFinally We Assume:• Student has “learned” lesson and

will behave in future• Colvin, 1988

Change in Practice – How Staff Members Interact with Students

Every time any adult interacts with any student, it is an instructional moment!

PBIS emphasizes…– Teaching behaviors like we teach academics

– Modeling and practicing expected behaviors

– Reinforcing expected behaviors

– Precorrecting to ensure positive behaviors are displayed

Is Tier One in Place in the Classrooms?

• Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations

• Teaching classroom routines & cues taught & encouraged

• Ratio of 4-5 positive to 1 negative adult-student interaction

• Do Staff Agree with and Understand Classroom and Office Managed Behaviors

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent pre-corrections for chronic errors• Effective academic instruction & curriculum

Structure the Classroom for Success

Vision

Organization

Classroom Management

Instructional Management

Response to Problem Behaviors

Creating the Vision:When you know where you are headed,

you can guide students to their own success.

Human Behavior:

• Serves A Function

• Is Taught and Learned and Thus Can Be Retaught and Changed

……Yes, For Some Students This Can Be a Longer Process.

……And Yes, Our Behavior Has to Change Too.

The Three Variables of Behavior

• Conditions – What is prompting or enabling the behavior?

• Behavior – What is the person doing?

• Consequences – What is encouraging or discouraging the behavior?

Understanding the Impact of Culture on Behavior

Culture Defined

• The word culture implies the integrated pattern of human behavior that includes thought, communication, actions, customs, beliefs, values and institutions of a racial, ethnic, religious or social group.

Acceptability of Behavior Across Settings

Ethnicity and Behavior• A minimum of 18 studies have shown

disproportionately poorer educational outcomes for African-American, Hispanic-American, and Native-American students compared to White students

• These studies document:– African-American students: disproportionately high rates of

discipline referrals, high rates of special education referrals, low academic achievement

– Hispanic-American students: disproportionately low rates of discipline referrals in elementary schools, higher rates of discipline referrals in middle schools, high rates of depression, low academic achievement

– Native-American students: disproportionately high rates of special education referrals, low academic achievement

Poverty & Behavior

• Children living in poverty face social conditions over which they have little control. It is not their choice where they live. It is not their choice that their parent may be unemployed or disabled. They often have the feeling they want or need to escape this environment and do better; but they feel they have no control over the nature and quality of their lives.

Poverty & Behavior

• Students in poverty may not complete assignments, not study for tests, or not come to school prepared to learn because of poverty related circumstances in the home environment.

• These children may be unable to concentrate or focus. They may be unwilling or unable to interact with peers and/or adults in school in an effective manner. These issues not only have an impact on the learning of the child of poverty but can also impact the learning of other children.

Gender and Behavior

• Male Students Are:– Disciplined more often than female students.– Receive harsher punishments for the same

offenses.– Are more often referred to special education.– Are acknowledged and called on less than

female students.

Culture, Services and Your School

• What are the culturally, linguistically, racially and ethnically diverse groups within the geographic locale served by your school?

• To what degree are these groups accessing services at your school?

• How can your school better serve these populations?

10 Minutes

10 Minutes

MotivationMotivationThe greatest behavior management toolThe greatest behavior management tool

is engaging instruction & positive feedback that is is engaging instruction & positive feedback that is obtainableobtainable

by the student.by the student.

And… Teacher Relationships Matter!And… Teacher Relationships Matter!

Motivation and Behavior

A student who is misbehaving is more motivated to do so.

Motivation

• “Most people are motivated by a mix of intrinsic and extrinsic factors, so we must increase both of these” - Sprick

• Thinking about your job. What are the factors that motivate you for this both intrinsically and extrinsically?

Expectancy X Value

• Expectancy multiplied by Value = Motivation

– Expectancy is the degree to which the student expects to be successful at the given task.

– Value is how much the student values the reward for the success.

– This applies for both academics and behavior.

Establish Guidelines for Success: Expectations

Respect

Responsibility

Safe

Kind

Integrity

Establish Guidelines for Success: Expectations

• Establish 3-5 all encompassing guidelines or expectations for you class.

• If there are established school-wide expectations, then ideally these would also be your classroom expectations.

• Guidelines are known, posted, modeled taught and re-taught.

Clear and Consistent

Expectations

When Considering Expectations:

• Think of the common misbehaviors you see – do these expectations address those?

• What are the cultures represented in your classroom and how would they define these? What are the most important expectations in those cultures?

• How will you make these developmentally appropriate?

Creating Expectations

• Discuss 3-5 possible expectations with a partner(s).

• What are the considerations before solidifying your expectations?– Schoolwide expectations– Culture– Grade/Ages of Students

• If you have expectations – do they need to be clarified with teachers?

10 Minutes

Classroom Rules/Guidelines• Rules build from expectations.

• Before you develop rules, consider the misbehaviors you think will most likely occur.

• Consider grade level and development.

• Who will have input into your rules?

• Are they measureable and observable?

Classroom Behavior Matrix

SeatWork

   Group

Work

Participate Respectfully

Do your share of the workCooperate w. others

Act Responsibly

Put away all materials used

Clean your area

Follow Directions

Look & Listen

Complete Directions

Be Safe

SilentReading

Science Period

Lining Up

Use materialsCorrectly

KYHFOTY

Activity:

Expectation:

Behavior Matrix 

Starting the Day Transition MathIndependent

Work

Respect for Self

Make sure you are ready to

learnNeed Help?

Ask to use Restroom, get

drink

Tell yourself you are good at

MATH

Give it a try and know it is okay

to make mistakes

Respect for Others

KYHFOTYLevel One Voice

Be on Task,0-1 talking level

Listen to othersKYHFOTY

0 talking level, permission

needed

Respect for Property

Jacket and Backpackhung up

Lunch boxesin bin

Put work away, appropriatelyPlace used

material where it belongs

Calculator Care, All chair legs on

floor

Use materials appropriately and put away material when

done

Be Here, Be Ready

Homework in bins and be on

time

Sharpen, replace pencil

End in appropriate

location

Sitting Appropriately,

Ready to discuss Math

Work on Your work and work

somewhere you can finish Math

Establishing Guidelines

• What are the main activities and transitions that students in your setting will engage in?

• Begin to complete the “Mapping Schoolwide Expectations” template.

15 Minutes

Teaching Expectations

3 Step Process for Communicating Expectations

• 1. Teach you expectations before the activity or transition begins.

• 2. Monitor student behavior.

• 3. Provide feedback during and at the conclusion of the activity.

Cycle Begins Again for New Activity

Teaching Expectations• Define and offer a rationale for each expectation • Describe what the behavior looks like and sounds like• Actively involve students in discriminating between

non-examples and examples of the expectations• Have students role play the expected behaviors• Re-teach the expectations often• Reinforce desired behavior

Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Teaching the Expectations

Video of Two Schools

http://www.schooltube.com/video/310a7d73ce81fee

ab669/HNMS-PBISTardies

Teaching Your Expectations

• What will you need to do to be ready to teach the expectations in your classroom?

• Who else needs to be involved in this process?

5 Minutes

Reinforcing Desired Behaviors

Celebrate the Behaviors You Want To See More!

Reinforcement & Motivation

• Build Positive Relationships With Students

• Provide Positive Feedback

• Provide Intermittent Feedback

• Strive to Provide a High Rate of Positive Interactions

Build Positive Relationships!

Research indicates that students have a higher achievement and engage in fewer problem behaviors when they have a positive relationship with the teacher (Cameron & Pierce, 1994; Smith & Lewis, 2004).

Meet the Students At The

Door Each Day if Possible!

Reinforcement Systems: Rationale

• Focuses attention on desired behaviors • Increases the repetition of desired

behaviors • Fosters a positive class climate• Reduces amount of time spent on

discipline• Increases instructional hours

Ratio of Interactions

• Follow the ratio of interacting at least 5x more when a student is behaving appropriately.

• For every 1 negative comment, strive to make 5 positive ones.

Characteristics of Effective Praise

• Good praise follows the “if-then” rule.– Make sure students are doing exactly what

you want them to be doing.– Praise them within 1 or 2 seconds after the

behavior occurs.– If it is an on-going behavior, praise during

the behavior.

Giving Positive Feedback

• Positive feedback needs to be sincere and should be informative.

• State, expectation meet and behavior that is meeting the expectation.

“Ibraheem, nice job on raising your hand and being respectful of the learning of others.”

“Sally, thank you for showing responsibility by cleaning up after finished.”

Reinforcement

• Plan for Reinforcement by Considering:– Individual Reinforcement Options– Group Reinforcement Options– What will be the Criteria for Earning

Reinforcement?– How will Reinforcement be Managed?

5555

INCENTIVESINCENTIVES

• Short-termShort-term– Classroom dollarsClassroom dollars

• Front of lunch lineFront of lunch line• Choose storyChoose story• Electronic LunchElectronic Lunch• Student of the dayStudent of the day• Eat lunch with youEat lunch with you• Call home, note homeCall home, note home

– Caught being goodCaught being good• Students nominate Students nominate

fellow studentsfellow students

• Long-termLong-term– Fall fun dayFall fun day

• PizzaPizza• SkatingSkating

– Spring May daySpring May day• BarbequeBarbeque• Rock climbing slideRock climbing slide• DanceDance• D.J.D.J.• Face paintingFace painting• Softball gameSoftball game

Washington High Franklin Pierce School District

Desired Behaviors Reinforced

Tomcat Tomcat TicketsTickets

Reinforcement

With a Partner Discuss -

• Plan for Reinforcement by Considering:– Individual Reinforcement Options– Group Reinforcement Options– What will be the Criteria for Earning

Reinforcement?– How will Reinforcement be Managed?

15 Minutes

Chapter 5: The First Month

First DayFirst Day

• Be Prepared!Be Prepared!– Social Expectations & InstructionSocial Expectations & Instruction

• Classroom RulesClassroom Rules

– Daily ScheduleDaily Schedule– Classroom LayoutClassroom Layout– Attention SignalAttention Signal– Beginning & Ending RoutinesBeginning & Ending Routines– Student WorkStudent Work

The First MonthThe First MonthWhen you teach students how to behave When you teach students how to behave responsibly during the first month of responsibly during the first month of school, you dramatically increase their school, you dramatically increase their chances of have a productive year.chances of have a productive year.

• Final Preparations, sign, entry activity,plan for Final Preparations, sign, entry activity,plan for greeting, dealing with parents, seatinggreeting, dealing with parents, seating

• Day One – schedule, introduction, attention signalDay One – schedule, introduction, attention signal• Day 2 Through 20 (The First Four Weeks) – Day 2 Through 20 (The First Four Weeks) –

Teaching procedures and routinesTeaching procedures and routines• Special Circumstances- new studentsSpecial Circumstances- new students

First and Foremost

• Relationships Matter!

• Meet students at the door every day.

Family Contacts• Make initial contact with

families and then establish a system for regular contacts throughout the year.– Open House/Curriculum

Night– Introduction Letters– Phone Calls & E-mails– Progress Reports– Good News Postcards/Calls– Meetings

New Students

• How will you communicate expectations to new students and provide them with needed support?– Teach Individually– Reteach Class * Northstar Way Example– Create a Video– Pair them up with another student– Schoolwide “Newcomers Club”

LUNCH

Classroom Environments: How To Get Organized

Has Anyone Had One of These Classes?

Organization“When you have well-organized routines and procedures

for your classroom, you model and prompt organized behavior from your students”

• Arrange a Efficient Daily Schedule• Create a Positive Physical Space• Use a Consistent Attention Signal• Design Effective Beginning and Ending Routines• Manage Student Assignments• Manage Independent Work Periods

THE DAILY SCHEDULEAn effective schedule applies the premack principal:• Provides variety so students stay focused• Considers teacher’s ability to present various activities• Considers maturity level of students

-Write down your schedule of subjects-Balance types of activities (group work and independent work)-Avoid having an activity run too long

* Prepare for problematic times of the day *Teach students what you expect and how they can meet those

expectations

For Each Scheduled Activity Consider:

• What will Happen Before Instruction• During Instruction• After instruction

Effective and efficient beginning and ending procedurescreate an invitational and supportive atmosphere, andcommunicate that time will not be wasted

• Review Expected Behavior

Sample Daily Schedule8:45-9:15 Opening Group/ Goal Reviews9:15-10:00 Choice Time10:00-10:45 Reading10:45-11:00 Recess11:00-11:05 Quick Check-In11:05-11:45 Math11:45-12:00 Math Games12:00-12:30 Lunch12:30-12:45 Silent Reading12:45-1:30 Science1:30-1:45 Structured Choice1:45-2:15 Music2:15-2:45 History2:45-3:05 Goal Review/ Clean-up/Buses

Sample Daily Schedule - Block Class, Math

• 12:30 - 12:40 Warm-up

• 12:40-12:55 Direct Instruction (I Do)

• 12:55-1:10 Guided Practice (We Do)

• 1:10-1:30 Independent Work (You Do)

• 1:30-1:45 Group Activity Applying New Concept

• 1:45-1:50 Pack-up, Transistion

Daily Schedule

• Using the form provided, sketch out a sample daily or class schedule that employs the Premack Principal.

• Is this different than your current schedule?

10 Minutes

PHYSICAL SPACE

• Arrange the physical space in a way that promotes positive student/teacher interactions and reduces the possibility of disruptions

• One of the most effective behavior management strategies a teacher can implement is to circulate throughout the room as much and as unpredictably as possible

• Pay attention to temperature, lighting, aromas, and noise (Jensen, 2005)

• Do you need a “Break” space?

Layout of the ClassroomAffects Learning

Many studies have identified teacher Many studies have identified teacher interaction with students as being connected interaction with students as being connected to student seating location. Those students to student seating location. Those students seated in the front of the room and down its seated in the front of the room and down its center center (action zone)(action zone) are more likely to receive are more likely to receive attention from the teacher.attention from the teacher.

Students facing an instructional area have Students facing an instructional area have easier access to it; those with their backs to easier access to it; those with their backs to instruction can avoid participation.instruction can avoid participation.

The arrangement of the classroom should The arrangement of the classroom should allow teachers access to interact with every allow teachers access to interact with every student.student.

Possible ArrangementsPossible Arrangements

Evertson, & Poole, 2006Evertson, & Poole, 2006

Cubs Notre Dame

ColtsIllinois

Possible ArrangementsPossible Arrangements

Evertson, & Poole, 2006Evertson, & Poole, 2006

ATTENTION SIGNAL

• On the very first day of school, you must teach the students what the signal is and how you expect them to respond

-Can be given at any location in the room-Can be used outside of the classroom-Visual and auditory-”Ripple effect”

- Example: “Class, your attention please” …then move right arm from 9:00 to 12:00…wait for students to stop talking and raise their hands

Implement Effective Instructional Practices

• Have an engaging style of presentation.• Actively involve students in lessons and

provide opportunities to respond.• Have clear objectives and evaluate progress.• Ensure high rates of students success

through differentiated instruction.• Provide students with immediate performance

feedback.

Beginning, Transition & Ending Routines

• Opening, transition and dismissal routines that are welcoming, calm, efficient, and purposeful demonstrate to students that you care about every minute of class time

Critical Instructional Practices for First Five Critical Instructional Practices for First Five Minutes of the DayMinutes of the Day

One day I said, "Justin, why are you One day I said, "Justin, why are you always late to class?" always late to class?"

And he said, "Because, nothing happens And he said, "Because, nothing happens during the first five minutes in this during the first five minutes in this class!" class!"

BEGINNING ROUTINES

Effective and efficient beginning and ending procedures create an invitational and supportive atmosphere, and communicate that time

will not be wasted

• Meet students at the door

• Prepare an activity that students can work on the first few minutes of class while you take attendance

• Have a procedure prepared for - students who are tardy

- students who do not have materials - students who have been absent

*Inform students of these procedures during the first couple of days of school!

ENDING ROUNTINES

• Leave enough time at the end to ensure things end on a relaxed note

• Have procedures for wrapping up the day/class period

• Provide feedback on things they are doing well and things they need to work on

• Have a procedure for dismissal

Manage Student Assignments

• Assigning Classwork and Homework– How will you manage this? – How will students who are absent know

what to do? – How can students track this? – How can struggling students get help?

Manage Student Assignments

• Establish System for Collecting Completed Work

• Keep Records and Provide Feedback

• Dealing With Late/Missing Assignments – Have a Policy For This and A Way For Parents to Stay Informed.

Manage Independent Work Periods

• Be Sure Assigned Work Can Be Completed Independently, Provide Assistance or Modify Work.

• Keep Independent Work Times Developmentally Appropriate.

• Provide Guided Practice First.• Develop System For Getting Help.• Teach & Review Expected Behavior.

Monitor Your Progress

• Monitor the Following:– Students meeting expectations– Reinforcement– Consequences – Tardies– On-Task Behavior– Ratio of Positive/Negative Interactions– Family/Student Satisfaction

Responding to Problem Behaviors

Classroom Assessment

• Take 10 minutes and complete the provided assessment.

• What are the areas you could focus on?

10 Minutes

10 Minute Break

Reactive and Aversive Solutions often Yield More Problems

• Creates environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic &

social behavior programming

Reactive responses are predictable….

When we experience aversive situations, we select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student

&/or others

Discouraging Problem Behavior

• Clearly defined problem and context– e.g., hat in class, tardies, transitions, etc.

• Precorrection/preventive strategy– for identified risk times or settings

• Consistent procedures– e.g, all staff, settings, minor behaviors

• Teaching Opportunity– focus on appropriate expectation

Correction Procedures

• Analyze and Adjust the Implementation of Your Basic Management Plan

• Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship

• Analyze the Misbehavior and Develop a Function Based Intervention

• Have You Reviewed Desired Behavior?

Consequences to behavior

We need to have an agreed upon continuum for managing behavior, that is enforceable and reasonable.

We also need to understand the function of the behavior, and individualize the response at times. (One size does not fit all)

Responding to Level One Behaviors

• Acknowledge students exhibiting expected behavior• Secure attention & redirect student to expected

behavior• Provide choice between expected behavior and staff-

managed consequence• Deliver staff-managed consequences consistently• Do not make Mountains out of Molehills• Avoid escalating problems • Follow through with office-managed consequences• RETEACH and REINFORCE

Vignettes of Minor Problem Behavior

• Off Task

• Minor Aggression

Teach Correction Procedures for Level One Behaviors

• Teach Students How You Will Respond and Be Consistent– I will make eye contact– I will move closer to you– I will ask you “Are you with me?”– I will point to the in class “Break Space”– I will hand you the Buddy Room Form

Responding to Problem Behavior• What will be your step by step process

for handling minor problem behaviors?

• Could you staff agree on a school-wide system?

15 Minutes

An effective correction system will work for most students and staff, most of the time

It won’t be perfect…there will always be the top of the triangle to keep us humble.

Keep in mind…

Red Zone – The Final Frontier

• We all share this story……• What can we really do?

– Be in youth’s shoes.– Build a relationship.– Set clear limits.– Monitor frequently.– Reinforce desired behaviors.– Work with your student support team.

Mirror, Mirror- Neurons

“Neural Wi-Fi”

Cause & Effect, Logic are “High Road” aspects of social interaction

Fight, Flight, or Freeze and Mirroring are “Low Road” aspects of social interaction

The frontal lobe does not fully develop until the mid-twenties

Mirror neurons pick up on others’ emotional states, assist with empathy and compassion, along with survival

Emotions and the Brain

Vignettes of Escalating Behavior

Secondary Version of Daily Progress Report Card

   Student:___________________ Date:____________ Goal:_________ 

Reading Math

Way to Go! (4): Met expectations with positive behavior. DAILY TOTAL_______Good (3): Met expectations with only 1 reminder or correction. OK (2): Needed 2-3 reminders or corrections.Tough Time (1): Needed 4 or more reminders or corrections.

 Parent Signature:______________________Comments:   

Teacher: ___________ Comments:

Checked in Yes No

Checked out Yes No

Parent Signature

Yes No

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Social Studies/Science/Art Specialist

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Classrooms with poor behavior management produce

negative student outcomes – Classroom management linked to the

number of students at risk for EBD (National Research Council, 2002)

– Poor classroom management place students at risk of current and future behavior problems (Aber, Jones, Brown, Chaudry, & Samples,1998; Ialongo, Poduska, Werthamer, & Kellam, 2001)

Final Thoughts

Upcoming PBIS Trainings/Events

• PBIS Coaches Competencies Training Series - Sept 16th, – ESD 113, Olympia

• Fall PBIS Coaches Institute – Oct 21st, ESD 105 in Yakima– Tier 1, 2, 3 and Data Strands

• 10th Annual NWPBIS Network Conference – Feb 29th- Mar 2nd Portland– Skill Building and General Sessions on a variety of PBIS/RTI

Topics• www.pbisnetwork.org

Thank You!

Lori Lynass, Ed.D.

lynassl@gmail.com

www.pbisnetwork.org

www.soundsupportsk12.org