lori lynass, ed.d. jinna risdal ma, ncc.. teacher – updated job requirements expert in numerous...
TRANSCRIPT
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.
www.pbisnetwork.org
www.soundsupportsk12.org