1. School-Wide Positive Behavioral Interventions & Supports:
New Team Training
Plans for Teaching Expectations and Rules
Who we are:
Positive Behavioral Interventions and Supports Maryland
In coordination with Sheppard Pratt Health System, Maryland State Department of Education and Johns Hopkins University
Assist schools with implementing PBIS through continuous training and coaching support

2. Critical Elements Faculty/Staff Commitment
PBIS Team
Faculty/Staff Commitment
Effective Procedures for Dealing with Problem Behaviors
Data Entry and Analysis Plan Established
Expectations and Rules Developed
Acknowledgement System Established
Develop Plans for Teaching Expectations/Rules
Implementation Plan
Classroom Systems
Evaluation

3. 2014-2015 BoQ Action Planner The 10 Critical Elements
BENCHMARKS OF QUALITY
A, IP, N
Notes
Lesson Plans
for Teaching
Expectations/
Rules
Progress Monitoring
29. A behavioral curriculum includes teaching expectations and rules
30. Lessons include examples and non-examples
31. Lessons use a variety of teaching strategies
32. Lessons are embedded into subject area curriculum
33. Faculty/staff and students are involved in development and delivery of behavioral curriculum
34. Strategies to share key features of PBIS with families/community are developed and implemented
p. 13

4. Interventions = changes in staff procedures & practices
The change is an instructional process
We change STUDENT behavior
by changing
ADULT behavior
Interventions = changes in staff procedures & practices

5. “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?
The following quote by Tom Herner expresses our difficulties with dealing with challenging behavior. Read quote. Do we regard behavior as a skill deficit that needs to be taught or do we perceive it as something that needs to be punished? If we perceive it as something to be punished then it is very clear that we regard it differently than any of the other behaviors or skills that we address at school. As a result, we tend to approach it in less-effective and less-professional ways. Appropriate behavior should be taught just like reading, swimming or driving.
Why can’t we finish the last sentence as automatically as we do the others?”
John Herner (NASDE Preent ) Counterpoint 1998, page 2

6. Developing a System for Teaching Appropriate Behavior
Once you have developed school-wide expectations, it is not enough to just post the words on the walls…
YOU MUST TEACH (and RETEACH) THEM!
Can’t just put the expectations and rules on the wall and walk away..
If you emphasize “it” the students will see it’s importance
If you model “it” the students will learn how to do “it”.
Consistently provide students with feedback, emphasizing students who are doing “it”.

7. Why Develop a System for Teaching 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 ? Times (Joyce and Showers, 2006)
Adults average ? (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 ? times (Harry Wong) 8
We can’t assume:
that students know the expectations/rules and appropriate ways to behave
That students will learn appropriate behaviors quickly and effectively without consistent practice and modeling
We must assume:
Students will require different curricula, instructional modalities supports, etc., to learn appropriate behavior
We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills 25 28

8. Develop an efficient teaching system
Provide initial lesson plans and/or lesson plan format to teach specific behaviors identified on the Matrix
CAFETERIA
Be on time
Keep my area clear
Keep my place in line
Use good manners
Dispose of food in the proper manner
Use appropriate voice level
Listen to announcements
Be prepared to leave on time
Throw my trash away
Clean my area
Pay for my food
Social skill lessons are based on school data
Behavioral instruction is infused into all instruction
Procedures are understood and practiced by administrators, staff, students, and families

9. & ACKNOWLEDGE (FEEDBACK)
Teaching Academics
DEFINE (TELL)
Simply
ADJUST (RETEACH)
For efficiency
MODEL (SHOW)
People will say that they don't feel comfortable teaching behavior. they didn't receive any preparation in how to teach students behavior. They only received training on how to teach academic skills to students. So were going to take a minute to elaborate on the similarities between teaching academic and teaching behaviors. so when teach academics you always start by defining whatever it is you're going to teach. You always have an objective. for example today class, I'm going to teach you how to do subtraction with regrouping. And… You're going to model it to your students and you're going to show them that this is how we do it and you do it yourself. You let the students practice with you and you do it together. We know that that's not enough to just teach it. They actually have to practice doing it for themselves. As they're practicing, you're going over and monitor and acknowledge how students are doing so you're either providing useful corrections if they're misusing a strategy or you are providing positive feedback when they have it right, pointing out the things they do right and then also giving them tips and prompts and redirecting them when they need it. And then as students go on we adjust for efficiency. Maybe you have some students who learn first time you modeled and practiced and monitor in they've got it. There's some other students that might need some different strategies. You may need to use manipulatives or another approach. That process for teaching academics should be really familiar with teachers.
MONITOR
& ACKNOWLEDGE (FEEDBACK)
Continuously
PRACTICE
In setting

10. & ACKNOWLEDGE (FEEDBACK)
Teaching Behavior
DEFINE (TELL)
Simply
ADJUST (RETEACH)
For efficiency
MODEL (SHOW)
Teaching behavior is very similar to teaching academics. So if we were going to start with the defining a behavior, we'd have an objective that we're teaching, for example I'm going to teach you how to respectfully walk in the hallway and just like academics the teacher starts by modeling. So you see me walking on the right, I have a silent voice and my hands and feet are kept to myself. Just like with academics, it's not enough to just model it, we have to practice it and with behavior it's important to practice it in the setting. So we're not going to sit in the classroom and tell them about how to walk in the hallway. It doesn't make any sense. We're going to go to the hallway to practice walking together and the teacher is going to provide that feedback so it's either useful corrections or positive acknowledgment of students who are doing it right. so maybe Cathy was making a mistake and although she wasn't touching other people she was dragging her hands across the walls ripping all the wonderful posters that the PBIS team worked so hard to create! So you would provide that correction. Keeping your hands to yourself doesn't just mean not touching other people, it also means keeping our hands free from the walls. And then you would have to adjust for efficiency. So you're going to monitor for success and you're going to keep an eye on this skill as students go forward and continue to practice it daily. But there may be times when students might need a different strategy. Maybe there's some cluster areas where they come around a corner and we have to put tape on the floor, or maybe we have to put up some kind of physical barrier to keep students from running into each other. Just like with academics there might be a different strategy needed for teaching behavioral expectations. The main point is that teaching behavior and teaching academics are fundamentally the same. It doesn't matter if you're teaching reading, math, physics, music, whatever, it's all the same process. We just have to think about our role as behavior instructors, we need to be just as explicit as we are with academics. So many times we like to say okay I modeled it, and I told them what the expectation is, they should know it now. Our job as educators is to follow through, practice it with the students, monitor and acknowledge and of course know that teaching the skill once at the beginning of the year isn't going to be enough.
MONITOR
& ACKNOWLEDGE (FEEDBACK)
Continuously
PRACTICE
In setting

11. The Art and Science of Teaching
Lesson Plan to Address Behavior
Expectations and/or behaviors from our Matrix:
Context/Setting:
TEACHING = Tell + Model + Practice + Feedback + Re-teach
TELL This component provides the what and why. This should be a brief opener to the lesson.
What is the skill?
Why is it important? In school? In other areas of life?
MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?
Examples
Non-examples
GUIDED PRACTICE Student Activities/Role Playing or other activities
FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.
RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)
Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.
Adults may also want to cover using pre-correction, reminding, prompting, signaling, effective responding
The Art and Science of Teaching
This is an excellent template teachers and teams can use to organize the instructional process for the desired behavioral skill and can be found on p. 12 in your workbook. This can be used for your lesson planning activity at the end of this module.

12. How will we teach behavior? When will we teach behavior?
Kick-off events
Teaching staff, students and families the expectations and rules
On-going direct instruction
Data-driven and scheduled designed lessons
Pre-correction
Re-teaching immediately after behavioral errors
Embedding into curriculum
Booster trainings
Scheduled and data-driven
Continued visibility
Visual Displays – posters, agenda covers
Daily announcements
Newsletters
Knowledge V. Deficit

13. McCombs Middle School Teaching Schedule
DATES
6th Discover
6th Explorer
Team 7
Team 8
Monday 8/30 2 3 4 5
Tuesday 8/31 6 7 8 9
Wednesday 9/1 1 2 3 4
Thursday 9/2 5 6 7 8
Friday 9/3 9 1 2 3
Tuesday 9/7 4 5 6 7
Wednesday 9/8 8 9 1 2
other examples - Each month your school focuses on teaching one expectation during homeroom. Create rotations for re-teaching during the school year when data shows high incidences of referrals
hold whole school assemblies during the first month of school, each week focus on a different expectation
 go on a journey, have a passport book to check off areas where they've been to get lesson on expectations
Thursday 9/9 3 4 5 6
Friday 9/10 7 8 9 1
Teaching Areas:
1 – Cafeteria
4 – Restroom 7 -- Bus
2 -- Hallway 5 – Auditorium 8 -- Office
3 -- Outside 6 -- Before/After 9 -- Rewards

14. Teach in Context
…in the cafeteria
…in the restrooms

15. Embed into the curriculum

16. Using Instructional Videos- The Art
Elementary & Middle School example:
High School example:
Facilitator, please open the video folder and play “Dancing the Expectations” for elementary and middle school teams
Please open the video folder and play “The Tardy Project” for middle and high school.

17. Lesson Plan to Address Behavior
Expectations and/or behaviors from our Matrix:
Context/Setting:
TEACHING = Tell + Model + Practice + Feedback + Re-teach
TELL This component provides the what and why. This should be a brief opener to the lesson.
What is the skill?
Why is it important? In school? In other areas of life?
MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?
Examples
Non-examples
GUIDED PRACTICE Student Activities/Role Playing or other activities
FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.
RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)
Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.
Adults may also want to consider using pre-correction, reminding, prompting, signaling, effective responding
This is an excellent template teachers and teams can use to organize the instructional process for the desired behavioral skill.

18. McCombs Middle School Teaching Schedule
DATES
6th Discover
6th Explorer
Team 7
Team 8
Monday 8/30 2 3 4 5
TuPBISay 8/31 6 7 8 9
WednPBISay 9/1 1 2 3 4
Thursday 9/2 5 6 7 8
Friday 9/3 9 1 2 3
TuPBISay 9/7 4 5 6 7
WednPBISay 9/8 8 9 1 2
other examples - Each month your school focuses on teaching one expectation during homeroom and in the ISS room
create rotations for re-teaching during the school year when data shows high incidences of referrals
hold whole school assemblies during the first month of school, each week focus on a different expectation
go on a journey, have a passport book to check off areas where they've been to get lesson on expectations
create binder for teachers to carry for pre-correction, prompting and re-teaching rules for different areas (bring examples)
Thursday 9/9 3 4 5 6
Friday 9/10 7 8 9 1
Teaching Areas:
1 – Cafeteria
4 – Restroom 7 -- Bus
2 -- Hallway 5 – Auditorium 8 -- Office
3 -- Outside 6 -- Before/After 9 -- Rewards

19. 2014-2015 BoQ Action Planner The 10 Critical Elements
BENCHMARKS OF QUALITY
A, IP, N
Notes
Lesson Plans
for Teaching
Expectations/
Rules
Progress Monitoring
29. A behavioral curriculum includes teaching expectations and rules
30. Lessons include examples and non-examples
31. Lessons use a variety of teaching strategies
32. Lessons are embedded into subject area curriculum
33. Faculty/staff and students are involved in development and delivery of behavioral curriculum
34. Strategies to share key features of PBIS with families/community are developed and implemented
p. 13

20. Your Turn Develop Teaching Systems:
Use data to determine “areas” of need
What teaching strategies will you use?
Develop schedule for teaching expectations throughout the year
Who will do what - when?
What resources are needed?

21. Team Time
p Please complete this BOQ with the lesson plan activity for the next 45 min.