1. Positive Behavioral Interventions and Support (PBIS) Project Class-wide Strategies Introduction

2. Provided by the AISD Safe & Secure Schools Department Our Guidelines for Success … be the student that you would want in your classroom… Conversations: Lots! -Side Conversations okay -Look for social cues - Cell phones and texting – take outside - May I have your attention please – raised hand

3. Provided by the AISD Safe & Secure Schools Department Our Guidelines for Success Help: Ask anytime Activity: Discussion, reflection and planning Movement: Anytime, watch for easy exits Participation: Candid conversations, keep an open mind Student Success: What it looks like

4. Provided by the AISD Safe & Secure Schools Department CHAMPs Self-assessment tool for the teacher Identify and maintain elements that are effective Identify and strengthen areas that are not as effective

5. Provided by the AISD Safe & Secure Schools Department 9 Components Vision Organization Management Plans Expectations Launch – Classroom Management/Discipline Observation Motivation Class-wide Motivation Systems Correction

6. Provided by the AISD Safe & Secure Schools Department CLASS-WIDE Framework TEACH & OBSERVE –Teach Expectations –Launch Your Plan –Observe 4, 5, & 6 STRUCTURE -Vision -Organization -Management Plan 1, 2, & 3 INTERACT -Motivation -Class-wide Motivation 7 & 8 CORRECT 9

7. Provided by the AISD Safe & Secure Schools Department Effective Classroom Management Is: Proactive Positive

8. Provided by the AISD Safe & Secure Schools Department Guiding Principles Classroom organization directly impacts student behavior –Overtly teach students how to behave responsibly –Focus more time and energy on acknowledging responsible behavior than on responding to misbehavior –Prepare responses to misbehaviors to ensure they respond in a brief, calm, and consistent manner

9. Provided by the AISD Safe & Secure Schools Department CHAMPs C – Conversation (Can students talk to each other during this activity?) H – Help (How can students get questions answered during this activity?) A – Activity (What is the task or objective of this activity?)

10. Provided by the AISD Safe & Secure Schools Department CHAMPs M – Movement (Can students move about during this activity?) P – Participation (How do students show they are fully participating? What does it look like?) S - Success (What does student success look like? How is it measured?)

11. Provided by the AISD Safe & Secure Schools Department The goal of proactive and positive classroom management is to develop students who are: Responsible Motivated Highly engaged in meaningful tasks

12. Provided by the AISD Safe & Secure Schools Department Not all students come to us motivated and/or responsible. Some are responsible and highly motivated. Some are responsible, but only moderately motivated. Some are like Huck Finn or.

13. Provided by the AISD Safe & Secure Schools Department We must accept the students as they are, while helping them move to where they need to be.

14. Provided by the AISD Safe & Secure Schools Department No Simple Solutions Punitive consequences are not enough. Role-bound authority is not enough. Wishing and hoping are not enough.

15. Provided by the AISD Safe & Secure Schools Department CHAMPs offers techniques and strategies that can improve student behavior, attitude and motivation.

16. Provided by the AISD Safe & Secure Schools Department Effective Classroom Management Vision and High Expectations Structure and Organization Monitoring Procedures Procedures to energize and reinforce Procedures for course corrections

17. Provided by the AISD Safe & Secure Schools Department Our students are on a Journey with us The students who are motivated and responsible are like crew members The students who are responsible, but not terribly motivated are like passengers And our Huck Finn (or ) is our hostage

18. Provided by the AISD Safe & Secure Schools Department Vision When you know where you are headed, you can guide students toward their own success Task 1: Understand How to Shape Behavior Task 2: Understand Motivation Task 3: Identify Long Range Classroom Goals Task 4: Develop Guidelines for Success Task 5: Maintain Positive Expectations Task 6: Implement Effective Instructional Practices Task 7: Initiate and Maintain Family Contacts

19. Provided by the AISD Safe & Secure Schools Department Task 1: Understand How to Shape Behavior “Exposing all students to the best circumstances can foster positive behavior and high levels of motivation in both good and bad students.” Structure your class to promote responsible student behavior Effectively acknowledge responsible student behavior Effectively respond to irresponsible student behavior

20. Provided by the AISD Safe & Secure Schools Department Variables That Affect Behavior (A+B=C) Conditions: What is prompting or enabling the behavior? The Behavior: What is the person doing? Consequences: What is encouraging or sustaining or discouraging the behavior? If consequences resulting from a particular behavior are perceived as pleasant, that behavior will increase or occur more frequently. If consequences resulting from a particular behavior are perceived as unpleasant, that behavior will decrease or occur less frequently.

21. Provided by the AISD Safe & Secure Schools Department Fundamental Principles of Behavior Management Effective teachers spend more time promoting responsible behavior than responding to irresponsible behavior Effective teachers recognize that misbehavior (especially any chronic misbehavior) occurs for a reason and they take that reason into account when determining a response to the behavior

22. Provided by the AISD Safe & Secure Schools Department Misbehavior Occurs For A Reason – Determine the Reason The student doesn’t know exactly what you expect The student doesn’t know how to exhibit the responsible behavior The student is unaware that s/he is engaged in the misbehavior

23. Provided by the AISD Safe & Secure Schools Department Misbehavior Occurs for A Reason – Determine the Reason The student is experiencing some pleasant outcome from exhibiting the misbehavior (for example, s/he likes the attention s/he gets from adults or peers) The student is successfully avoiding some unpleasant outcome by exhibiting the misbehavior (for example, s/he is getting out of s/he assigned work)

24. Provided by the AISD Safe & Secure Schools Department Neutralizing Student Arguing Strategy Go “Brain Dead” Choose a Love & Logic “one-liner” Do not attempt to think If the child continues to argue..

25. Provided by the AISD Safe & Secure Schools Department “Go Brain Dead” Remember – There is nothing wrong with a kid that a little reasoning won’t make worse. Never, never attempt to reason with the student, don’t attempt to explain your position. Logic does not work because the student is playing by a different set of rules than you are. They are not interested in facts or logic. They are interested in seeing you give up.

26. Provided by the AISD Safe & Secure Schools Department Love & Logic “One-Liner” Antidotes “I respect you too much to argue” “I bet it feels that way” “How sad” “Nice try” “Thanks for sharing” “Thanks for noticing” “What a bummer” “Could be” “I know” “Probably so”

27. Provided by the AISD Safe & Secure Schools Department Do Not Attempt to Think! Become a broken record, saying the one liner for each new argument the student comes up with. Keep your voice soft. Allow any frustration to be that of the child, not you

28. Provided by the AISD Safe & Secure Schools Department If the Child Continues to Argue For some very strong-willed or manipulative students, it is effective to say – “I argue at 12:15pm or 3:15pm daily. What would be the best for you?” Play broken record with this question Don’t give into the temptation to match wits with the student

29. Provided by the AISD Safe & Secure Schools Department Shape Behavior Be sad, not mad Frontal cortex –logic and thinking, problem solving occurs (Empathy is the only thing we know of that puts people working out of their frontal cortex) Brain stem –autonomic nervous system, fight or flight response When one of these is working, the other is not The key is to make sure two brain stems are not interacting with each other

30. Provided by the AISD Safe & Secure Schools Department Task 2: Understand Motivation A person’s level of motivation on any given task is a product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful

31. Provided by the AISD Safe & Secure Schools Department Understand Motivation Behavior that is repeated is motivated – before does not reoccur when there is no motivation –The student who repeatedly misbehaves is, at the moment, more motivated to misbehave that to behave Motivation for most behaviors is usually a complex mix of intrinsic and extrinsic factors Relationship between a person’s intrinsic motivation to engage in a task and that person’s proficiency at the task

32. Provided by the AISD Safe & Secure Schools Department Understand Behavior EXPECTANCY X VALUE = MOTIVATION Expectancy is defined as the degree to which an individual expects to be successful at the task Value is defined as the degree to which and individual values the rewards that accompany the success The power of this theory is its recognition that a person’s level of motivation on any given task is a product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful

33. Provided by the AISD Safe & Secure Schools Department Concepts to Keep In Mind Your students’ behavior will let you know what they are motivated and not motivated to do. You will have to work on increasing their motivation to engage in positive behavior and possibly on decreasing their motivation to engage in negative behavior.

34. Provided by the AISD Safe & Secure Schools Department Concepts to Keep In Mind Use procedures that address both intrinsic and extrinsic motivation and that are naturally related to the desired outcomes when trying to increase positive student behavior. Students’ motivation to engage in any behavior is related to the degree to which they value the rewards of engaging in that behavior and their expectations of succeeding at it

35. Provided by the AISD Safe & Secure Schools Department Task 3: Long Range Classroom Goals “ Without a destination in mind, you may arrive at a place you don’t want to be.” Identify 4 – 7 major goals that summarize why being in your classroom will be worthwhile Can be a mix of academic/instructional and behavior/social goals Share these goals with students and parents Keep these goals in mind as you move further into the school year

36. Provided by the AISD Safe & Secure Schools Department Sample All 4 th grade students will: –Develop written expression skills that allow them to communicate in both narrative and expository styles –Master all basic addition, subtraction, multiplication and division –Learn to work in cooperative groups –Learn to speak in front of their peers with confidence and style

37. Provided by the AISD Safe & Secure Schools Department Task 4: Guidelines for Success Develop and plan to actively share with your students, “guidelines” that describe basic attitudes, traits, and behaviors that will help students be successful in your classroom and throughout their lives

38. Provided by the AISD Safe & Secure Schools Department Guidelines for Success (Sample) I respect myself and others I am responsible for my actions I keep my hands, body and objects to myself I will always do my best I am a team player

39. Provided by the AISD Safe & Secure Schools Department Guidelines for Success (Sample) Be responsible Expect success and contribute positively Always do your best Respect yourself and others Show pride in yourself, your school and your community

40. Provided by the AISD Safe & Secure Schools Department Students can hit any achievement target that they can see and that will sit still for them. Richard Stiggins

41. Provided by the AISD Safe & Secure Schools Department Task 5: Positive Expectations Ensure that you have and that you convey high positive expectations for the success of all your students

42. Provided by the AISD Safe & Secure Schools Department Always Maintain Positive Expectations Take care of yourself Maintain a positive, but realistic vision of students behaving responsibly Be reflective about your behavior management plan Don’t take it personally Make an overt effort to interact positively with each student

43. Provided by the AISD Safe & Secure Schools Department Always Maintain Positive Expectations Make an overt effort to interact positively with each student Consult with colleagues Implement tasks described in this program

44. Provided by the AISD Safe & Secure Schools Department Task 6: Implement Effective Instructional Practices Be clear about what students are to learn and explain why the task or behavior will be useful to students Relate new task to previously learned skills Give students a vision of what they will be able to do eventually Rally the enthusiasm and energy of students, particularly when asking them to do something difficult or challenging

45. Provided by the AISD Safe & Secure Schools Department Other Effective Practices Actively involve students in lessons – provide Opportunities to Respond Have clear objectives and evaluate student progress Ensure high rates of student success Provide students with immediate performance feedback

46. Provided by the AISD Safe & Secure Schools Department Task 7: Initiate and Maintain Family Contacts Build positive relationships with your students’ families by making initial contact with them at the beginning of the year and maintaining regular contact throughout the year

47. Provided by the AISD Safe & Secure Schools Department Initial contact can be: Face to fact before the first day of school Phone contact before the first day of school Letter sent home within the first week of school Video on CD or DVD sent home or posted on website