Getting StartedBOQ New Team Checklist 2009

A. PBIS TeamB. Faculty/ Staff CommitmentC. Effective Procedures for Dealing with Problem

BehaviorD. Information SystemE. Develop Expectations and RulesF. Develop Lesson Plans for Teaching Expectation and

RulesG. Establish Acknowledgement SystemH. Plan for ImplementationI. Crisis PlanJ. Evaluation

Critical Element/TrainerPresentations

PBIS Implementation Goal

F. DevelopLesson Plansfor TeachingExpectations/Rules

25. A behavioral curriculum includes concept and skill level instructionLesson plans are developed and used to teach rules and expectations.

26. Lessons include examples and non-examples

27. Lessons use a variety of teaching strategiesLesson plans are taught using at least 3 different teaching strategies (e.g., modeling, role-playing, videotaping)

28. Lessons are embedded into subject area curriculumNearly all teachers embed behavior teaching into subject area curriculum on a daily basis.

29. Faculty/staff and students are involved in development & delivery of lesson plansFaculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings.

30. Strategies to reinforce the lessons with families/community are developed and implementedThe PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home).

Developing a System for Teaching Appropriate

Behavior

Objectives

• Understand why and how to teach appropriate behavior

• Identify how to develop lesson plans for teaching school-wide expectations and rules

• Identify how to embed expectations in the curriculum

• Explore creative ways to teach behavior• Understand how to use data to make decisions

about teaching

Character Education

• Easy to change moral knowledge..... ...difficult to change moral conduct

• To change moral conduct...– Adults must model moral behavior– Students must experience academic success– Students must be taught social skills for success

Once you have developed school-wide expectations, it is not enough to just post the words on the walls

of the classroom…

YOU MUST TEACH THEM!

My School’sExpectations…

1. Be Safe2. Be Responsible3. Be Respectful

Behavioral Errors

• More often occur because: Students do not have appropriate skills- “Skill

Deficits” Students do not know when to use skills Students have not been taught specific

classroom procedures and routines Skills are not taught in context

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

Why Develop a System forTeaching Behavior?

• Behaviors are prerequisites for academics• Procedures and routines create structure• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• Adults average 25- Joyce and Showers, 2006

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Why Develop a System forTeaching Behavior?

• We can no longer assume:• Students know the expectations/rules and

appropriate ways to behave• Students will learn appropriate behaviors

quickly and effectively without consistent practice and modeling

Why Develop a System forTeaching Behavior?

• We must assume:• Students will require different curricula,

instructional modalities, etc… to learn appropriate behavior

• We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills

How Do We Teach Behavior?

• Introductory Events– Teaching school to expectations and rules

• On-going Direct Instruction– Specially designed lessons, character education

• Embedding in Other Curriculum• Booster Trainings• Keeping it Out There

– Visual Displays – posters, agenda covers– Daily announcements

Introductory Events

• All faculty and students participate

• Decide on method that will be most effective for your school

• Consider Importance/Impact - Activity/event should be a high priority… not given a few minutes in some other activity

Creative Ideas:“Putting it into Practice”

• Provide students with a script that includes actions and words expected

• Rotate students through different settings-Teach the behaviors in the setting where the behaviors are expected to occur

• Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)

• Recognize staff for creative activities• Video students role-playing to teach expectations and

rules and show during morning show

Specially Designed Lessons

• Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior

• Build on what you have (I.e. character ed.)• Develop a system for expanding behavior

lesson plan ideas throughout the year• Determine the minimum requirements for

teaching behavior (i.e. how often)

Lesson Plans: Two Levels• Level 1: Concept Development (Expectations)

– Broad expectations– Applicable to all settings

• Level 2: Skills (Rules)– Observable behaviors– Rules for specific settings

*****Lessons must be taught in setting that behavior occurs- For example, if you are teaching cafeteria rules, students need to be in the cafeteria *******

Expectations & behavioral skills are taught & recognized in natural context

SETTING

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tions

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Guidelines for Teaching Expectations: Concept Level

• Teach As You Teach Core Academics: • Define in terms that students will understand• List critical attributes• Provide examples and non-examples• Enhance concept development • Check for understanding• Extend concept development• Acknowledge efforts• Re-teach and restructure teaching

Guidelines for Teaching Rules: Skill Level

• Identify problem settings

• Review school-wide expectations

• Describe the specific, observable skill(s) for a targeted location and provide examples and non-examples

• Engage students in an activity that will allow them to practice the desired behavior

• Reward appropriate behavior

Expectations and Rules:Mr. Michael’s Class

Expectations Rules

Be Respectful of Self and Others

Use a positive voice and language

Raise your hand to share your ideas

Follow Directions of all School Staff

Complete all assigned tasks

Stay Safe Stay in assigned area

Keep hands and feet to yourself

Strategies for Success

• Describe specific, observable behaviors for each expectation

• Plan for modeling the desired behaviors• Provide students with written and graphic cues in the

setting where the behaviors are expected• Acknowledge efforts• Plan to re-teach and restructure teaching• Allow students to participate in the development

process• Use “teachable” moments that arise in core subject

areas and in non-academic times

Why Embed Expectationsinto Curriculum?

•Behavior curriculum does not have to be separate•Helps to eliminate time crunches•Provides a rationale for student- helps students to see how the expectations fit into everyday life•Meets best practices approach

-Hands on activities-Meets all learning styles (oral, visual, kinesthetic)-Higher order learning activates (synthesize, analyze, etc.)

Embedding Expectations into Current Daily Curriculum

Social Studies•Have students research different cultures to find out how they define “Respectful”•Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved

Embedding Expectations intoCurrent Daily Curriculum

Language Arts and Reading

•Use a novel that has an expectation as a theme•Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect•Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s

Embedding Expectations intoCurrent Daily Curriculum

Fine Arts (Music, Art, Computers, Graphics)

•When choosing a school play, choose one with a theme centered around one of the school expectations or write your own play•Have the students compose a song/rap with the expectation•Have students come up with a campaign for promoting expectations to the entire student body

Embedding Expectations intoCurrent Daily Curriculum

•Science and/or Math•Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, & teachers; make graphs; and reach a conclusion about the hypothesis•Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc.

Activity 7Current Practice• How does your school teach expectations?• How do you use “best practices” to teach social skills?

– Teach directly in settings ? (i.e. bus expectations taught on bus)

– Faculty and Staff Model appropriate behavior?

• How would you start to embed into subject area curriculum?

• What would be some strategies for reinforcing this strategy at home and in the community?

• Review Examples- Blank forms• Define Action Steps