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Welcome Back!1agendaGeneral Information Registering Training DatesTeam Paperwork5 Binders per Team 5 Champs Books1 Coaching ChampsBASC2-Classroom Intervention GuideFast meeting with CoachesSurvey Links Available

2ITS NOT EASY BEING GREEN

http://positivebehaviorsupportr20.pbworks.com/

3Critical ElementsPBIS TEAMFACULTY COMMITMENTEFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINEDATA ENTRY AND ANALYSIS PLAN ESTABLISHEDGUIDELINES FOR SUCCESS AND EXPECTATION REWARD/RECONGITION PROGRAM ESTABLISHEDLESSON PLANS FOR TEACHING GFS & EXPECTATIONSIMPLEMENTATION PLANCRISIS PLAN EVALUATION

41. DEFINE the behavior you want what does it look and sound like?DefineTeachEncourageSuperviseCorrect2. TEACH the behavior you want... to STAFF AND STUDENTS!3.ENCOURAGE the4.SUPERVISE student behavior.Protect, expect, connect!5. CORRECT student behavior. Calm, brief, respectful!from STAFF AND STUDENTS!PBIS 5 Guiding PrinciplesPBIS 5behavior you want5

CHAMPs6Define

7CHAMPS8Be EffectiveStructureTeachObserveInteractCorrect

Be STOIC

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1. Structure (organize) your classroom to prevent misbehavior.11VisionShaping BehaviorUnderstanding MotivationLong Range GoalsGuidelines for SuccessEffective InstructionFamily ContactsPage 15STRUCTURE12

Lets cover the ground rules of behavior management principles. What do we know about behavior? Well

Chapter 1: Task 1

1313When a behavior is engaged in repeatedly, it demonstrates a level of motivation to engage in that behavior.

If a behavior does not occur, it demonstrates a lack of motivation to engage in that behavior

Understand Motivation14Expectancy X Value = MotivationExpectancy-The degree to which an individual expects to be successful at any given task.Value-The degree to which an individual values the rewards that accompany success of the task.Expectancy Rate 10 X Value Rate 10 =100% Motivation

Expectancy Rate __ X Value Rate __ = ___ MotivationExpectancy Rate __ X Value Rate __ = __ MotivationPg 291515Task 5: Positive ExpectationsUnderstand the importance of having high expectation for all your students.Identified specific ways you can convey theses expectations.Note times during the year when you will objectively examine your expectations.Page 42 - 4316Effective InstructionTeachers presentational styleActively involve students in lessons.Have clear and measurable objectives Ensure high rates of student success on tasks.Give students immediate performance feedback.1717Effective TeachingPresent information to students that will generate enthusiasm and intrinsic motivation on their part. Explain why or how the task/behavior will be useful to themGiving them a vision of what they will be able to do Relating the new task to previously learned skillsRally student enthusiasm and energy for the task/behavior1818Task 7: Family ContactsCommit to establishing positive relationships with your students families.Have a specific plan for how you will make initial contact with your students families at the beginning of the year.Have a specific plan for how you will maintain ongoing contact with your students families throughout the year.

1919OrganizationSTRUCTUREPage 63Daily SchedulePhysical SpaceAttention SignalBeg. and End RoutinesStudent AssignmentsIndependent Work

20 Room ArrangementCan you get to any part of the room quickly and easily?

Can you access every student?

Can students access everything they need quickly and easily?

21Daily ScheduleThe daily schedule reflects a reasonable balance of teacher-directed, cooperative group, and independent work activities.No one type of activity goes on for too long a period of time.Independent and cooperative group activities immediately follow teacher-directed tasks.Steps are taken to proactively manage times of the class/day when students are more likely to misbehave. Daily Schedule22Physical SpaceDesk are arranged to optimize the most common types of instructional activities students will engage in and reflect the level of structure students require.Easy access to all parts of the roomDisruptions caused by activity in high traffic areas will be kept to a minimum.There is space to display student work.Physical Space 23Attention SignalAn attention signal has been identified that has both auditory and visual components to teach students.A specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.

Attention Signal 24Class should begin in a way that makes students feel welcome and has them going immediately to their seats to work on productive tasks.Opening activities will be conducted to meet the following goals:Students will be instructionally engaged while attendance is taken.Procedures for dealing with tardiness will insure that tardy students will not disrupt class or take your attention.Announcements and housekeeping tasks will not take up too much time. Routines 25Entering ClassOpening ActivitiesBe Prepared with Materials Dealing with Students after an AbsenceWrap up/ Clean up at the End of Day/Class Period.Dismissal. What Routines?26How to Go to a Learning CenterComplete your group work first.

Ask permission to do a center.

Pick a center.

Work quietly.

Clean up when finished.

27You must plan for . . . Manage Student Work Manage Independent WorkDesign efficient and effective procedures for assigning, monitoring and collecting student work.

When students are expected work without direct supervision, off-task behavior can easily result.

28Page 90 & 10028ManagementPlanLevel of StructureClassroom RulesCorrect Rule ViolationsCorrective ConsequencesWhen to use REFERRAL?Page 107STRUCTURE29EXAMPLEArrive on time with all your materialsKeep hands, feet, and objects to yourselfWork during all work timesFollow directions immediately

Be SafeKeep hands, feet and objects to selfRemain in classroom unless given permission to leaveBe RespectfulUse appropriate language, tone and voice levelBe ResponsibleBring all needed supplies to classBe in your seat when the bell ringsComplete work on timeTake care of materialsRules for Ms. Smith's English Class

31High School English class tied into school-wide rules

TASK 3: Correct Rule ViolationsPrecorrectionProximityVerbal reprimandDiscussionFamily ContactHumorRestitutionEmotional Reactions33

33 Time OwedTime Out from objectTime out from groupTime out at deskRestitutionPositive PracticeResponse CostDetention Improvement PlanProgressive Consequences:

34Menu for Effectively Responding to Classroom Misbehavior Mild MisbehaviorsModerate MisbehaviorsSevere MisbehaviorsTalking out Off TaskNo Materials No Homework Delay in following directionsDress Code ViolationNon-compliance DisrespectDefianceVerbal AggressionMild Physical AggressionClass DisruptionRepeat OffensesStrong and Repetitive DefiancePhysical AggressionSevere Verbal AggressionSevere/Repetitive Class Disruption (i.e. Temper Tantrum)

ProximityChange Seating/LocationVerbal Reprimand Signal/Gesture/LookRecord Misbehavior Model/Practice ExpectationTEACHING AND PRACTICE OF EXPECTED BEHAVIORDiscussion with StudentPlanned FeedbackReference Behavior Monitor/Feedback SheetSocial Skill Correction ProcedurePre-correctionHumorPlanned IgnoringParental Contact

Previous responses plus:Positive PracticeConference with Teacher (paired with Behavior Improvement Form)TimeoutTime OwedLoss of Privileges, points, etc. (Response Cost)RestitutionTEACHING AND PRACTICE OF EXPECTED BEHAVIOREmotional Reaction (only 2x a year)

Previous responses, plus:Reference Level SystemIndividualized Behavior Intervention PlanTEACHING AND PRACTICE OF EXPECTED BEHAVIORSParental InvolvementDe-Escalation Interagency SupportDetentionSuspensionOffice ReferralBEHAVIORRESPONSEDSC35The FAIR POLICYFair does not mean doing the same thing for all students it means striving to meet the individual needs of each student.

There is nothing more unequal than equal treatment of unequals.

36Its not the SEVERITY of your consequences that will make them effectiveit is the CERTAINTY3738

Pg 195-200Take some time to review and then begin your plan.38

TEACHTask 1: CHAMPs Expectations for Instructional ActivitiesA list of the major classroom activities and/or categories of activities has been developed.For each activity, specific and detailed behavioral expectations for students has been defined.Activities may include:Teacher-directed instructionsGuided practiceCooperative groupIndependent workFinal measurement40Explicit InstructionTeach CHAMPs behavioral expectationsTeach routines and policies

Take the time to teach/role model the appropriate behaviorState the ruleProvide examples and nonexamplesRole-playPre-correction

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Page 157 - 16442ConversationHow much and what type of conversation among students is allowed?

Levels of ConversationLevel 0SilenceLevel 1WhisperLevel 2Soft conversationLevel 3PresentationalLevel 4Outside43TTalkTalk quietly about . . . EEffortThink about reading and writing. Do your best handwriting and spellingAAskPut your question card up, but keep workingMMoveStand or sit at your desk, in your personal spaceAdaptations FOR YOUNGPage 18044ACTIVITYCONVERSATIONHELPINTERGRITYEFFORT VALUEEFFICIENCY

ACHIEVEAdaptations FOR OLDER

Page 18145Task 3: Lessons to Communicate ExpectationsBased on the needs of the students, a plan to teach CHAMPs expectations for activities and transitions is ready to be used by the first day of schoolPage 17746Three-Step Process for Communicating47

Page 15047Looks Like: Sounds Like:48Eyes on speaker, overhead or you own notesEveryone looks as if they are listening to the speakerHands raised before speaking.Everyone is seat, except speaker.If someone disagrees, s/he raises hand to become the speaker. There are no non-verbal expressions of disagreement.Expectations for Teacher Directed Instruction & DiscussionOnly one voice at a time can be head.Presentation voice is used when you are the speaker.Questions and comments from the speaker relate the lesson.No noise other than writing or turning a page of your notes if you are not the current speaker.All verbal participation sounds respectful even when you are disagreeing.

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49Observe

Circulate & ScanUse Data50Use unpredictable patternGive positive feed backAnswer questionsMake gentle reprimands

Task 1: Circulate

51Task 2: Use DataWhen you monitor what is actually going on in your classroom, you are able to make adjustments to your Classroom Management Plan that will increase student success.523:152

INTERACT POSITIVELYPositive RelationshipsPositive FeedbackIntermittent CelebrationsHigh Ratio of InteractionsInteract Positively53Give each student noncontingent attentionGreeting studentsShowing interest in students workInvite students to ask for assistanceHave conversation with students outside of classMake a special effort to talk to students with whom you interacted regarding misbehavior.54Task 1: Build Positive Relationships54Task 2:Positive FeedbackThe feedback must be accurateThe feedback must be specific and descriptiveThe feedback must be contingentThe feedback must be age appropriateThe feedback must be given in a manner that fits your personal style5555If any student seems to be responding to my positive feedback with an increase in inappropriate behavior, I am prepared to make modifications to the feedback I am giving. 56Task 4: Ratio of InteractionsPlan to interact at least three times more often with each student when they are behaving appropriately, rather than misbehaving.

Watch for the tendency to fall into the Criticism Trap.5757Classwide Motivation . . .

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Correction CorrectingAnalyze and Adjust your PlanAnalyze the MisbehaviorAnalyze and Adjust the Strategies

59Correct fluently -Correct:Consistently everyone gets the same treatmentCalmly we are the adults!Immediately delay tactics are not effectiveBriefly say it and walk away!Respectfully no power struggles60SuggestionsCreate a consequence hierarchy

Dont take away all of anything

Consequences should be tied to the infraction

Consequences should be natural, something that would happen to any of usChronic behavior serves a function

Once you discover the function you can design a comprehensive interventionTask 3: Analyze the Misbehavior and Develop an Intervention

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Pg 37463AwarenessMake sure the student knows what behavior you expect him to exhibit (the target or goal behavior).Respond to instances of the misbehavior in a manner that lets the student know he is not meeting the goal.

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64AWARENESS3.Monitor the student's behavior so that you, the student, and the student's family have an objective basis for discussing progress.

4.Provide positive feedback when the student is successful or makes improvements. If positive feedback doesn't seem sufficient to motivate the student to stop exhibiting the behavior, consider using some kind of incentive (reward).

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Pg 38966ABILITYAt a neutral time, have a discussion and/or provide lessons on the goal behavior(s). Correct errors in a manner that provides instruction. 3.Make accommodations to increase the student's chance of success.

4.Provide positive feedback when the student is successful or makes improvements. Set up reward-type incentives if simple positive feedback seems insufficient to motivate the student.

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67ATTENTIONIs ignoring is an appropriate response.Discuss plan with the student.When the misbehavior occurs, continue what you are doing and provide positive feedback to other students. When the attention-seeking misbehavior ceases, give the student attention.

5.Maintain frequent interactions with the student when he is not misbehaving.

6.Monitor the students behavior to determine whether progress is being made.

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68PURPOSEFUL/HABIUTALRemove any positive or satisfying aspects of demonstrating the misbehavior. Demonstrate to the student that positive behavior leads to positive results. Respond to the misbehavior by assigning appropriate corrective consequences.

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Pg 38370Teach the Staff

71Options for CHAMPs Training SessionsOption #1: Six 3-hour sessionsCan be offered campus- or district-wide for staff development credit hoursOne module is presented at each sessionParticipants complete self-assessments and peer discussion tasks at the end of each module in the session.Each session ends with an implementation activity to be done in the classroom in time for the next session.

Options for CHAMPs Training SessionsOption #2: Monthly Faculty StudySimilar to Option #2 but spread throughout the school yearStudy 1 module per monthCould be conducted on early release daysIncreases whole faculty participationGives enough time to study each module in depth over 9-10 meetingsParticipants complete self-assessments and peer discussion tasks at the end of each module in the session.

73Options for CHAMPs Training SessionsOption #3: Voluntary Study GroupNot a formal training sessionDoes not require an official presenterJust needs a motivated group of peopleAt each session, one person can be responsible for guiding the discussionCan meet weekly, biweekly, or monthly depending on the groups needsParticipants complete self-assessments and peer discussion tasks at the end of each module in the session.

Options for CHAMPs Training SessionsOption #4: Summer training with follow-up1-2 training days in summer (CHAMPs Modules 1-4: Essential Elements)With a half-day follow-up in the fall (CHAMPs Modules 5 and 8: Motivation)And a half-day follow-up in the spring (CHAMPs Module 7: Correcting Behavior)Participants complete self-assessments and peer discussion tasks at the end of each module in the session.

How do we implement CHAMPs?Apply the triangle to staffGoal: At least 80% of staff know and can effectively implement CHAMPs concepts in classroom setting.Universal level for staff = training with coaching support!

76How do we do that?Review data: discipline referrals, survey results, and Common Area Observations and School-wide Evaluation Tool results.What are areas that all staff need training on?Supervisiongreeting students, purposefulEncouraging student behavior using the SW rules Correcting student behavior calmly, briefly using SW rulesSpecific issues such as enforcing dress code, recognizing and intervening in bullying situationsCHAMPs Implementation RequirementsWhat you need to doWhat we hope to see = evidence of implementationSee page 53 in the Coaching Classroom Management book

Maintaining the Effort!Use the self-assessments in the modules for on-going awareness and improvement.Orientation and training for new teachersEx: In one school, each of the CHAMPs chapters has been assigned to an expert, a staff person who understands the content and is excited about teaching it to others. These people teach and field questions on that content area.

Encourage

80How do we maintain the effort?Look at strengthswhat and who?Support people who are already doing a great job! Make sure they are encouraged and stay at your school! Focus on how to make more of those classrooms/people!Let them teach others!Through staff development, they can share lessons and strategies in instruction and behavior management81Supervise

82Develop a Support System for the ClassroomHow can we support teachers in instruction and behavior management?Lead teachers or district staff form a team to provide support to staff.Who can access the system?How do staff get help? Staff can request help, and some will get help based on data student achievement and behavior.By Teaching and Coaching Those in Need of SupportApply the 5 PBS Principles to this issue, too.Definewhat would an ideal classroom at our school look like? According to research, what are best practices in instruction and classroom management? See CHAMPs!!! Its all research-based!Teach- Look at data and see who needs staff development and coaching. Whole faculty? Selected teachers? In what areas of instruction and behavior management?84By Teaching and Coaching Those in Need of Support (cont.)Encouragesupport all staffstrong leaders, new teachers, those in need.Supervise- Dont expect it if you dont check it! Not necessarily evaluativejust knowing someone is watching, so we do our best!Correct- Not necessarily evaluative unless progress isnt being made over time or coach and teacher have a conflict. Then need administrator support.Prior to next slide:Activity: 2 posters of each around the room, everyone needs a marker, make your way through the 5 postersWhat is the role of the Administrator in Classroom Management?What is the role of the Coach in Classroom Management? What is the role of the Teacher in Classroom Management?What is the role of the Student in Classroom Management?What is the role of the Parent in Classroom Management?

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Administrators Role/TasksWalk-ThroughDual Role

.86Coaches support teachers in instruction and classroom management.They can be anyone---content area specialists, counselors, psychologists, teachers, etc.Who does and could serve as a coach at your campus and district?Train Coaches

87Have Multiple CoachesA teacher who asks for help can get it quickly while the need is greatest and before unnecessary damage is done.Teachers can choose to work with a coach with whom they are comfortable.Coaching done by people who are respected helps support teachers who are often practicing in isolation in their classroom without much support or collaborative problem-solving.Everyone Knows Their RoleAdministrators role = climate of collaborative, continuous improvement (See Section 1 CCM)Coachs role = support teachers through walk-throughs, specific and objective feedback (3:1 ratio), listening ear, problem-solving springboard (See Section 2 CCM)Teachers role = ask for help, choose a coach, listen to the coach, take in the feedback, choose and genuinely, whole-heartedly implement a solution! (see page 88 CCM)Define who is on team and how team will operateGet staff adoption on this and put in handbook as an official procedure.Teach procedures to staff and advertise team members. Coaching Team Procedures

Observe student behavior.Observe student engagement.Observe teacher behavior.CHAMPs Classroom Walk-Through Checklist

911.Observe student behavior.

Are at least 90% of students actively engaged in the lesson?Are at least 95% of students behaving respectfully toward each other and the teacher?Are at least 95% of students complying with the teachers posted expectations?

Looking for these piecesspecific things.2. Observe student engagement.

How many student opportunities to respond does the teacher provide?How many student responses are correct?What are other instructional strategies that have been taught in staff development that should be implemented in the classroom?

933. Observe teacher behavior.

Is the teacher actively observing (circulating and scanning)?Is the teacher using praise effectivelyare the ratio of interactions with students at least 3:1 positive to negative?Is the teacher correcting misbehavior fluently calmly, consistently, briefly, and immediately?

94Correct

95CHAMPs Coaching ToolsSection 2, Chapter 5The Basic 5 Behavior Benchmarks, p. 95Basic 5 Observation Form, p.96Basic 5 Feedback Form, p.98Sample Menu of Interventions, p.99Academic Engagement Monitoring Form, p.100Opportunities to Respond Monitoring Form, p.102Ratio of Interactions Monitoring Form, p.104-105Misbehavior Monitoring Form, p.107-108CHAMPs Status Check, p.111-112

96Advanced Coaching Tools Section 2, Ch.7ExamplesCorrect Academic Responses, p.154Disruptions, p.156-157Praise, p.158Reprimands, p.159Opportunities to Respond, p.160Academic Engagement, p.16197Advanced Coaching Tools Section 2, Ch.7The Classroom Check-Up (CCU), p.141Teacher Interview, p.142-143CCU Ecology Checklist, p.144-145CCU Behavior Benchmarks, p.147CCU Observation Form, p.148-149CCU Feedback Form, p.152

98Coaching Plan for Our CampusWho can be coaches?Are they evaluative or non-evaluative?What type of coachinginstructional, CHAMPs-based, classroom, individualTime available to be in the classroom?What are the procedures for accessing the system, getting help? What are roles of coach, teacher, and administrator?How will we publish the list to all faculty and teach them how to use the coaching system appropriately?See page 42 for an example.CONVERSATION

Can students engage in conversation with each other during this activity?If yes, about what? With whom? How many students can be involved in a single conversation?How long can the conversation last?

HELP

How do students get questions answered? How do students get your attention?

If students have to wait for help, what should they do while they wait?

ACTIVITY

What is the expected end product of this activity? (Note: This may vary from day to day.)

MOVEMENT

Can students get out of their seats during the activity?

If yes, acceptable reasons include:

Pencil

Restroom

Drink

Hand in/pick up materials

Other

Do they need permission from you?

PARTICIPATION

What behaviors show that students are participating fully and responsibly? What behaviors show that a student is not participating? Transition Expectations

Transition: ___________________________________________________

Describe the transition. What will be different after the transition?

How long should this transition require? Be specific.

What behaviors would indicate a student is participating?

What behaviors would indicate a student is not participating in this transition?