1. Kathy Helgeson, Southern Oregon ESDP P B Y
PBS in the Class Room S A P L C R T I
“This is the worst class I’ve ever had!”
Kathy Helgeson, Southern Oregon ESD

2. How familiar are you with PBS?
Know it well. Use/refer to it in my work.
Have the general idea.
Know it doesn’t mean Public Broadcasting System.
Thought it did mean Public Broadcasting System.

3. What do you believe? Behavior issues cause academic problems.
Academic issues cause behavior problems.
Behavior and academics are intertwined.

4. Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals.
(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)
One of the ‘Big Ideas’ driving this dissertation was investigating the interaction b/w reading and behavior support. Although seemingly simple, it’s established in the literature that…
…the issues are intertwined, and that an integrated approach to intervention may be required.

5. Individual plans
that help
"high-flyers"
be successful
Small groups
of students who
need more help
to be successful.
Primary Prevention -
What we do for
all students

6. The cyclical relationship between reading and behavior can
impact the outcome of
10 million
(17.5%)
of the nation’s children,
who will encounter reading problems
the first three years of their education.
National Reading Panel, 2004
20%

7. Academic Support Behavior Support
Intensive
6+ ODRs
Full Functional Behavioral Assessment (FBA)
Wrap-around services
Targeted
2-5 ODRs
Simple FBA
Group systems for efficient and flexible intervention programming
Continuous progress monitoring
Data-based teams
School-wide
Consistent expectations taught to everyone
Prevention via social skills instruction
Office Discipline Referrals (ODRs)
Intensive
Alterable variables
Individualized intervention plan
Progress monitoring
Student Study Team support
Targeted
Flexible, instructional grouping aligned with specific skill and need for support
Data-based teams
School-wide
Universal screening
Evidence-based core curricula
Effective instructional strategies

8. Do most of your difficult students behave better when in a consistent, predictable environment? A. Yes B. No C. Not sure

9. What group benefits the most from a consistent and predictable environment? A. Red Zone B. Yellow Zone C. Green Zone

10. Hours of Academic Learning Time
School year hours
Absenteeism & Non-instructional time.
835
True teaching time 835
(25%) Transitions & discipline (15%) -125
(25%) Time off task (10%) - 71
-Teaching & reinforcing expectations and transitions
-Managing appropriate and inappropriate
behavior efficiently
-Management of groups, participation, pacing
170 more hours; about an hour per day

11. The Critical Elements Machine vs. Buffet Establish rules.
Clarify your expectations. (How does it look?)
Create lesson plans & teach.
Design feedback & reinforcement system.
Collect data Is this working?
Machine vs.
Buffet

12. Which of these Critical Elements is most often overlooked in a classroom? Why?
Establishing rules.
Clarifying classroom expectations.
Creating lesson plans & teaching
Designing a feedback & reinforcement system.
Collecting data. Is this working?

13. Mrs. Mutner was very clear on her expectations –
But not particularly positive.

14. Be Safe
Be Respectful
Be Responsible

15. Teach kids what you want, and pay more attention to them
Rules
Teach kids what you want,
and pay more attention to them
when they are doing it
than when they are not.

16. Write a list of all the different activities/locations that require different expectations.

17. State the Obvious

21. Pass out matrix examples. Model a quiet work time expectation lesson
Pass out matrix examples. Model a quiet work time expectation lesson. Do a little cooperative work. – Brainstorm the different kinds of situations you have in your classroom (Direct Instruction, co-op, lab, tests, story time, seat work, etc. Use flip chart to remind students of expected behavior.

22. Co-operative Groups SAFE RESPECTFUL RESPONSIBLE
-Keep yourself to yourself.
-Stay in your work area.
-Talk only about the work.
- Be considerate of other’s feelings.
- Raise hands only if everyone has the same question.
-Everyone contributes.
-Work tasks should be distributed fairly. 
REASON THE EXPECTATIONS ARE IMPORTANT: Everyone can share the work and complete it faster. We can work together more often.
TEACHING EXAMPLES AND NON-EXAMPLES
Demonstrate with students.
Example:
1. Demonstrate staying in the work area.
2. Give examples of considerate, constructive comments.
4. Show how/when to raise hands.
Non-Example:
3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic.
REVIEW: Have several students tell what was taught at these stations.

23. Co-operative Groups Talk only about the work.
Everyone must participate and contribute.
Work tasks should be distributed fairly.
Talk out issues, be considerate of other’s feelings.
Raise your hands only if everyone has the same question.

24. Set Kids Up for Success
Don’t leave it to chance.

25. But we have older kids. They know better.

26. Spend more time focused on what is going right.
Train yourself to look for it…

29. Purpose of Positives Help Adults Build Positive Relationships
Who they are
What they do
Create a positive, inviting environment
Tool to encourage & reinforce desired behaviors
Those learning new behaviors
Role models of positive behavior

30. Why use tangibles? They help you learn to look for the good in kids.
Gotcha!
Why use tangibles?
*Safe
*Respectful
*Responsible
They help you learn to look for the good in kids.
They increase your opportunities to build relationships with kids.
They multiply the positive reinforcement.
It is more effective in helping kids change habits than verbal praise alone.
(but remember - is has to be genuine.)

31. meaningful message that
Creating Bridges
Deliver a
meaningful message that
builds self-esteem
and can
become internalized.
“I know that assignment was hard, but you stayed with it. You’re a hard worker.”
“Thanks for standing up for someone else You did the right thing. You should be proud of yourself.”

32. Business and Reinforcement
“How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before?
Get to know your employees as people.
Have some fun together.
Work is NOT the opposite of fun.

33. Good things might come your way if you're doing the right thing.
Bigger isn’t better.
Intermittent random reinforcement is most effective in changing behavior.
Good things might come your way
if you're doing the right thing.

34. In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected? A. Giving out rewards B. Having clear and consistent consequences for problem behavior C. Teaching expectations directly, and reinforcing students who comply

35. When using rewards in your classroom, are you “buying” student behavior? A. Yes B. No C. Depends on how it’s done Discuss with those around you…

36. The goal of classroom management is to develop a group of students who are responsible, motivated and highly engaged in meaningful tasks.
Not just to minimize disruptions and keep teaching…

37. Focus on Prevention
+++-

38. Create systems in which the smallest efforts give you greatest impact.

39. Collecting Data or “How’s it working?”
Out of class/Official discipline referrals
Behavior Log
Frequency– collect data occasionally on specific students
Do you think you have adequate data about classroom behaviors?
A. Yes
B. No

40. Classroom Behavior Off Task Talking Out Disrespect Other Bell Work
Math
Language Arts

41. Classroom Behavior Off Task/ Non-Productive Talking Out/Visiting
Defiance Disrespect
Other
Bell Work
Direct Instruction
Independent
Work

42. Playground Behavior Off Task/ Non-Productive Talking Out/Visiting
Defiance Disrespect
Other
Bell Work
Direct Instruction
Independent Work

45. Is an FBA a part of a child study meeting?
Often
Occasionally
Not at all

46. Mary Contrary o IEP - o o Pre-correction o Reteaching
o Group Counseling
o Brief FBA
o Check In – Check Out o
Is this student getting what we say we do for all students?
o Explicit teaching of behavioral expectation? o Success?
o Reinforcement for appropriate behavior? o Belonging?
o Non-contingent reinforcement? o 4:1 Positive Interactions?
o Warm, inviting atmosphere? o Social skills curriculum?
o Positive relationship with at least one significant adult?

48. To what extent do you think adults control student behavior?
A great deal
About 50/50
A little, as a minor factor
Not at all

49. Maslow's Hierarchy of Needs
Learning
Self Esteem
Belonging
Safety
Physical Needs (Food, Shelter)

50. Talk about something non-academic. Give an extra responsibility.
Say “Hello” everyday.
Don’t expect instant results, but stay with it anyway.
Talk about something non-academic.
3 minutes 3 time a week.
Give an extra responsibility.
Show trust when you can.
Make home a home visit.
Find out more about where this kid lives.
Have some fun together.
Give more of the real you.
Tell your stories - you are the M&M.
Make positive parent contacts.
Write notes, call, send a postcard.
Be the best teacher you can be…
Set kids up for success.
Don’t get MAD – you are the professional.
Smile and Laugh!

51. “At 211 degrees, water is hot. At 212 degrees, it boils.
The Power of 212
And with boiling water, comes steam. And with steam, you can power a train.”
212 The Extra Degree, by S.L. Parker

52. Contact Information
Kathy Helgeson Southern Oregon ESD