1. Colleen Conti & Cathy Huttner

4. ◦ What do I want my classroom to look like? ◦ How do I want children to treat me as a person? ◦ How do I want children to treat one another? ◦ What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society? ◦ How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?  How can I change my instruction to help pupils develop the skills I am trying to teach? Bottom line = ask yourself if students have pre- requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

5. 1. Focus on what you want students to do “instead” (replacement behaviors) 2. Look for patterns of behavior that suggest “functional relationships” 3. Teach replacement behavior and provide multiple opportunities to practice 4. Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

6.  PBIS materials are posted  Reinforcers  Re-teaching  Engagement  Caring Relationship Building  Positives: Negatives This is how you build your foundation

7. PBIS materials are posted

8. These are teaching tools. If you don’t actively use them as teaching tools then they are just decorations!  Classroom Behavioral Matrix  Hallway Behavioral Matrix  Classroom Routines and Procedures  Daily Schedule  Voice Level Poster

9.  Make smooth, rapid transitions between activities throughout the class period or school day  Teach/practice transition behaviors both within class and between class and other locations in the building  Establish predictable schedules - illustrate with icons, time, etc. Clear set-up and instructions for:  Student directed activities  Whole group activities  Independent activities What are YOUR UNIQUE ways to set up routines and procedures? 9

10. Teach, Practice, Reinforce EXPECTATIONS Classroom Procedures/Routines ArrivalDismissalTransitions Independent Seat Work Whole Group Work Small Group Work Bathroom /Drinks Be Respectful Be Responsible Be Safe 10

11. - Find the blank samples of classroom Procedure and Routine forms in your packet -Get in grade level groups -Discuss with your grade level partner(s) ideas and language to use in completing a Procedures and Routines form. -Complete a Procedures and Routines form of your own choosing that reflects your current practices in your current classroom. ACTIVITY

12. Reinforcers How and When are they Used?

13. Step 1 ◦ Hand them out often!!! ◦ Conditioned Reinforcement - They have to make the connection that the Tickets are linked to good things; the tickets themselves do not have any intrinsic value. Step 2 ◦ Hand out and link with behavioral expectation – state the behavior that complied with expectation Step 3 ◦ Decrease Reinforcement - Become more intermittent about the tickets over time with observed increases in compliant behavior Step 4 ◦ Increase criterion to earn – tell them what you’re doing here. “You are good at this now so now I expect more! Now when kids go above and beyond they get a ticket”, or you begin to use tickets differentially based on your data ex: HW isn’t coming in SO challenge them to improve their compliance with the reinforcement of tickets being provided SPECIFICALLY for GAINS IN THAT behavior

14. Behavioral instruction –  PRESET THEM!!!! in behaviorally stated terms.  Examples of behaviorally stated terms/feedback,  “John you earned a ticket for having your pencil out and your notebook open. That shows me responsible behavior. Good job!” The behavioral statement is the part in red.  Reinforce the kids who are doing what they are supposed to do  Reinforce those kids who TURN THEIR BEHAVIOR AROUND  USE differentially for that kid who never raises their hand and they raise their hand – boom, a ticket!  You can choose to give a ticket to any kid that met their 80% points for the day  You can challenge the class that if everyone gets 80% or better on points for the day EVERYONE will get a ticket. What are YOUR UNIQUE ways to use tickets?

15. Re-teaching

16.  Re-teaching in the class room is re-teaching in the moment Can be done individually, small group or large group Some re-teaching can be done quietly/privately if you assess that is best for a particular student

17. Simple Correction a)Signal an expectation is not being followed (a student is yelling out an answer): “The expectation in class is that we all act responsibly by listening and talking at appropriate times.” Reference/gesture towards the classroom expectations poster. b)Ask for an alternative appropriate response (“What do you need to do when you want to answer a question in class?") c) Provide an opportunity to practice the skill and provide verbal feedback ("That's much better, thank you for raising your hand and waiting quietly.")

18. Engagement

19.  Give me a thumbs up  Give me the 5, 4, 3, 2, 1  Exit tickets  Restatement – individually or as a group - Students repeat information in unison when teacher prompts  Give directions one step at a time.  Write directions on the board  Use index cards for kids to write their answers – who’s right, great, who isn’t right, pull aside and do a quick reteach. What are your UNIQUE ways to check for engagement?

20. Building Caring Relationships

21.  Greeting students at the door at beginning and end of class  Calling students by their names  Demonstrating genuine interest by eye contact tone of voice and proximity  Caring gestures (ex: high 5, fist bump)  Demonstrate interest in the whole child – family, siblings, community (ex: “How did your soccer game go this weekend?” What are your UNIQUE ways to check for engagement?

22. How do we want to treat our kids? “A gentle answer turns away wrath, a harsh answer stirs up anger.” Kindness Calm Understanding “The Bank”—4 deposits to every withdrawal Honesty Fairness Reinforce the positive

23. 5:1 Gets the job done!!!

24. Students should experience predominately positive interactions (ratio of 5 positives for every negative) on all locations of school. Positive Interactions=  Behaviorally specific feedback as to what the student did right (contingent)  Smile, nod, wink, greeting, attention, hand shake, high five (non-contingent) Negative Interactions=  Non-specific behavioral corrections  Ignoring student behavior (appropriate or inappropriate)

25. Interact in a friendly, supportive manner at all times---students, parents, guests and colleagues Initiate positive interactions by: Making eye contact Smiling nodding, winking Welcoming Offering a greeting Asking if assistance is required Provide positive feedback regarding appropriate student behavior Maintain an attitude of respect and support, even when correcting student behavior

26.  Interact with students 5 times more often when they are behaving appropriately than when they are behaving inappropriately (5:1 ratio)  Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given  Negative interactions are not wrong and are sometimes necessary; the key is the RATIO  Positive interactions include : verbal praise, nonverbal acknowledgement, non-contingent attention

27.  Informal Fidelity Checklist: Tier 1  Tier 1 Classroom Behavior Support Plan  Tier 1 Targeted Behavior Support Plan (in development)