Positive Behavior Interventions and Support (PBIS) Important Information for Sites

Positive Behavior Interventions & Support (PBIS)  Proactive:Effective teachers focus on preventing problems instead of constantly dealing with them.  Classroom organization  Collection & use of meaningful data  Positive: Effective teachers build collaborative relationships with students  Provide students with meaningful, positive feedback to enhance motivation and performance.  Instructional: Effective teachers directly teach expectations at the beginning of the year.  Review expectations throughout the year  Treat misbehavior as an opportunity to teach replacement behaviors

What Schools Should Have in Place on Day 1  School Guidelines for Success  Expectations  Procedures  Rules and Consequences (for classroom)—not to be confused with the Student Discipline Matrix— interventions should ALWAYS take place in the classroom first, unless behavior issue is very severe.  Plan for type of reward system to be used

Establishing Classroom Rules, Procedures, & Routines  Expectations (change according to specific activity)—Direct Instruction, group work, independent work, etc.  Rules (always in effect)  No more than 5-6  Stated in the positive form  Refer to specific and observable behaviors  Posted in a prominent place in the classroom (and on students’ point sheets)  Language is not vague or broad  Not confused with classroom procedures or expectations  TEACH, MONITOR, GIVE FEEDBACK—FREQUENTLY!!!!  Especially after breaks

Rule Examples  Compliance: Follow directions  Work completion: Complete quality assignments and tasks  Respectful interactions:  When interacting with others check body language, voice tone, and words  Respect the personal space of others  Arrive on time to class  Language: Talk appropriately at appropriate times  Materials: Bring paper, pencil, book to class ***Teach what “good” and “appropriate” means—use examples and non-examples ***Teach what “materials” are—use examples and non-examples. What will students look like and sound like when they follow your class rules!

Common Classroom Procedures to Define  Attention Signal  Beginning and Ending Routines  Procedures for Student Work  Managing Independent Work Periods  Personal Procedures Relevant to Individual Classrooms

CHAMPS FOR EXPECTATIONS  C onversation: What is allowed? Any? Volume level?  H elp: How does the student get help if needed during specific activity? How does the student get questions answered? Get your attention?  A ctivity: What is the activity, and what are the objectives? What will the student be able to do after the activity is completed?  M ovement: Is movement allowed? If yes, what type & when? Pencil sharpener? Trash basket? Turn work in? Restroom? Other...  P articipation: What does exemplary participation look like and sound like?  S uccess: If students follow the CHAMPS expectations, they will be successful! Teach the CHAMPS Expectations for each type of activity—e.g. Direct Instruction, Group Work, Independent Work, etc. These can be on a flip-chart

Five Behavior Response Systems  Mild behaviors that just need REDIRECTION  Mild Classroom Rules Violations  Progressive Responses  Feedback on point sheet  Level System/Token Economy

Motivation  Build positive relationships with students  Provide positive feedback  Provide intermittent celebrations  Strive to provide a high ratio of positive interactions

Ratio of Interactions  Strive for a 5:1 ratio of positive to corrective feedback  Tough kids need even greater feedback  Two types of positive interactions  Non-contingent attention (unearned)—most powerful (e.g. greeting students, talking to students)  Positive feedback (earned)—be really explicit—relate positive feedback to specific classroom rules—not just saying “good job”

Effective Positive Feedback  Accurate  Specific and Descriptive (give examples and non-examples—about what you see and hear the student doing/saying)  Contingent  Age appropriate  Given immediately  Given in a manner that fits your style  Never humiliate students  Try to avoid statement...”I like the way...” make the behavior about the student, not about you  Most students not ready for self-monitoring—only when student is academically and socially ready