1. Classroom and Behavior Management
Copyright © 2008 Mississippi Department of Education

2. Effective Classroom Management
Behavior management
Teaching routines
Ratio of 6-8 positive to 1 negative adult-student interaction
Instructional management
Curriculum & instructional design
Environmental management
Copyright © 2008 Mississippi Department of Education

3. Nonclassroom Systems Teaching expectations & routines
Active supervision
Scan, move, interact
Precorrections & reminders
Positive reinforcement
Copyright © 2008 Mississippi Department of Education

4. Individual Student System
Behavioral competence
Function-based behavior support planning
Comprehensive person-centered planning & wraparound processes
Targeted social skills instruction
Self-management
Individualized instructional & curricular accommodations
Copyright © 2008 Mississippi Department of Education

5. Creating Positive School Climates: Some Features
Create continuum of behavior supports from a systems perspective
Focus on behavior of adults in school as unit
Establish behavioral competence
Copyright © 2008 Mississippi Department of Education

6. Antecedents Classroom
Teacher Manager
Prevention
Procedures, Routines, and Rules
Instructional Strategies, Activities, and Management
Environment
Physical
Copyright © 2008 Mississippi Department of Education

7. Areas To Be Observed in the Classroom
Classroom Arrangement
Efficient Time Management
Smooth Transitions
Clear Expectations
Active Supervision
Consequences for Positive and Negative Behaviors
Clear learning goals communication through visual or auditory means.
Copyright © 2008 Mississippi Department of Education

8. Classroom Arrangement
Seating arrangement for visibility of all students at all times
Smooth student movement in the room
Accessible equipment/books
Instructional displays within eyesight of the students
Copyright © 2008 Mississippi Department of Education

9. Proactive (Antecedent) Strategies
Structure the Physical Space
Seating arrangements
Examples?
Use Proximity Control
Anticipate problems
The “wandering reinforcer”
Motivation and Encouragement
Tell them what you want, what will happen, and give them immediate positive feedback when you get it
Copyright © 2008 Mississippi Department of Education

10. Physical Environment Public/Private Space Arrangement of furniture
Movement in the classroom
Visual lines
Storage
Aesthetics
Copyright © 2008 Mississippi Department of Education

11. Time Management and Smooth Transitions
Minimize time spent on organization and transitions
Spend less time on taking roll, students standing in line, time between one activity and the next
Copyright © 2008 Mississippi Department of Education

12. Procedures, Routines, and Rules Effective Teachers Teach Procedures
Using the washroom
Fire and Disaster Drills
Leaving the building
Heading on the paper
Collecting papers
Bell assignments
Sharpening pencils
Movement in the class
Answering questions
Copyright © 2008 Mississippi Department of Education

13. What variables need to be considered in Organizing the Classroom?
Technology (Powerpoint, computers as tools)
Discussion (Small group vs. Large)
Hands On Experience
Partnering
Seatwork
Peer Tutoring
Lecture
Video/Film
“Grouping”
Copyright © 2008 Mississippi Department of Education

14. Proactive (Antecedent) Strategies
Increase Academic Engaged (Learning) Time
Three basic components:
the percentage of the day scheduled for academics (should be at least 70%)
on-task time of the student (should be at least 85%)
success of the student when academically engaged (should be at least 80%)
Copyright © 2008 Mississippi Department of Education

15. Clear expectations established and visible in the classroom
Components of the school-wide PBS plan
Use of Pre-correction
Antecedent intervention that aims to reduce predictable problem behaviors and increase appropriate replacement behaviors through the daily review of setting specific rules prior to being released into that setting or beginning a new activity.
Copyright © 2008 Mississippi Department of Education

16. Classroom Management How can this be accomplished? (Prevention?)
Using appropriate instructional strategies.
Deciding whether to group students based on ability or other special characteristic.
Being invested in your own job (e.g., “You have to like them.”
Copyright © 2008 Mississippi Department of Education

17. Proactive (Antecedent) Strategies
Characteristics of Good Classroom Rules:
Keep them to a minimum
Keep the wording simple
Represent basic expectations
Keep the wording positive
Make rules specific
Make them observable & measurable
Post the rules in a public place
Tie rules to consequences
Always include a compliance rule
Copyright © 2008 Mississippi Department of Education

18. Classroom Rules
Designed to catch children misbehaving in order to issue punishments or
Guidelines that assist children in examining their behavior and how it affects themselves and others
Copyright © 2008 Mississippi Department of Education

19. Developing Classroom Behavior Standards
Key Factors:
1. Involve students in process
2. State rules clearly, avoid generalities
3. Limit number of standards
4. Gain acceptance from the children
5. Monitor student behavior
6. Communicate
Copyright © 2008 Mississippi Department of Education

20. Developing Standards for Behavior
Discussing the Value of Rules
Developing a List
Getting a Commitment
Monitoring and Reviewing Rules
Copyright © 2008 Mississippi Department of Education

21. Developing Standards for Behavior
Monitor and Review Classroom Rules
Regular review of rules
Individual meetings with students
New Student Meetings
Activities to Review
Display in prominent position in classroom
Review frequently for several weeks
Role play appropriate and inappropriate behaviors
Discuss/Review with each new student entering the classroom or school.
Discuss rules when a teacher or student indicates a violation of the rules in detracting from learning and student rights.
Copyright © 2008 Mississippi Department of Education

22. Instructional Management Skills That Facilitate On-task Behavior
Giving clear instruction
Beginning a lesson
Maintaining attention
Pacing
Using seatwork effectively
Copyright © 2008 Mississippi Department of Education

23. Instructional Management Skills That Facilitate On-Task Behavior
Summarizing
Providing useful feedback and evaluation
Making smooth transitions
Dealing with common frustrations
Planning for early childhood settings
Copyright © 2008 Mississippi Department of Education

24. Proactive (Antecedent) Strategies
Hype
Make a big deal out of desired behaviors and anticipated reinforcers
Pre-correction Strategies
Anticipate problem situations and provide instructions for behavior; link to anticipated reinforcers and reward immediately
Copyright © 2008 Mississippi Department of Education

25. Active Supervision
Scanning – examining the area for rule followers and rule violators
Moving – consistently traveling around the room where problems are more likely to occur
Interacting – initiating brief prosocial interactions with students (e.g., brief praise)
Copyright © 2008 Mississippi Department of Education

26. Classroom Management Factors for grouping:
Consider the “Good” and “Bad” aspects
Should be based on purpose of the lesson
Members of “lowest” group need special attention
Teachers need to be “managers” of groups
Consider time factors, explicitly stated rules, & the size of group
Copyright © 2008 Mississippi Department of Education

27. Teachers often dilute the effectiveness of their instructions by:
presenting instructions as questions or polite requests.
Commands have less impact when stated as questions or requests, because the student may believe that he or she has the option to decline. The teacher who attempts, for example, to quiet a talkative student by saying, "Tanya, could you mind keeping your voice down so that other students can study?" should not be surprised if the student replies, "No, thank you. I would prefer to talk!"
stating instructions in vague terms.
A student may ignore a command such as "Get your work done!" because it does not state specifically what behaviors the teacher expects of the student.
following up instructions with excessive justifications or explanations.
Because teachers want to be viewed as fair, they may offer long, drawn-out explanations for why they are requiring the class or an individual student to undertake or to stop a behavior. Unfortunately, students can quickly lose the thread the explanation and even forget the command that preceded it!
Copyright © 2008 Mississippi Department of Education

28. However, effective instructions
can often increase the probability that student will comply by 50% or greater.
Copyright © 2008 Mississippi Department of Education

29. Effective Instructions
are brief. Students can process only so much information. Students tend to comply best with brief commands because they are easy to understand and hard to misinterpret.
are delivered one task or objective at a time. When a command contains multi-step directions, students can mishear, misinterpret, or forget key steps. A student who appears to be noncompliant may simply be confused about which step in a multi-step directive to do first!
are given in a matter-of-fact, businesslike tone. Students may feel coerced when given a command in an authoritarian, sarcastic, or angry tone of voice. For that reason alone, they may resist the teacher's directive. Teachers will often see greater student compliance simply by giving commands in a neutral or positive manner.

30. Effective Instructions
are stated as directives rather than questions. Perhaps to be polite, teachers may phrase commands as questions (e.g., "Could we all take out our math books now?"). A danger in using 'question-commands' is that the student may believe that he or she has the option to decline! Teachers should state commands as directives, saving questions for those situations in which the student exercises true choice.
avoid long explanations or justifications. When teachers deliver commands and then tack lengthy explanations onto them, they diminish the force of the directive. If the teacher believes that students should know why they are being told to do something, a brief explanation should be delivered prior to the command.
give the student a reasonable amount of time to comply. Once the teacher has given a command, he or she should give the student a reasonable time span (e.g., seconds) to comply. During that waiting period, the teacher should resist the temptation to nag the student, elaborate on the request, or other wise distract the student.
Copyright © 2008 Mississippi Department of Education

31. Basic Premise
Resistance and poor motivation are not student characteristics, they are student cognitions and behaviors and are subject to interpersonal influence. Teachers can (and do) drive resistance levels up and down dramatically by the behavioral responses they choose in the face of resistance and apathy.
Copyright © 2008 Mississippi Department of Education

32. Essential Elements Matrix: Tier 1
Follow-up procedures that include feedback to instructional staff members that include the following:
a scheduled conference,
written information about problematic key features of the checklist,
a plan for improvement, and
follow-up teacher observations demonstrating implementation.
Essential Element 13
Follow-up procedures in place for instructional staff who have not met minimal instructional and behavioral criteria
Copyright © 2008 Mississippi Department of Education

33. Essential Elements Matrix: Tier 1
System of Behavioral Support
(school and district level)
School-wide behavior support plan that addresses the elements of positive behavior support
Copyright © 2008 Mississippi Department of Education

34. 3 TIERS Tier 1: Quality Classroom Instruction
Tier 2: Focused Supplemental Instruction
Tier 3: Intensive interventions specifically designed to meet the individual needs of students
You’ve seen this before for Academics… It’s the same for BEHAVIOR.
What are teachers doing for ALL students to provide quality instruction for behaviors?
Copyright © 2008 Mississippi Department of Education

35. Example (part 1) Student A: Beginning of Third grade
Teacher reviewing second grade skills
Student A can’t quite get it right and therefore does not complete work
Copyright © 2008 Mississippi Department of Education

36. Example (part 1) Student A: Beginning of Third grade
Teacher reviewing second grade skills
Student A can’t quite get it right and therefore does not complete work
Teacher says, “Ok A, let’s review this.”
Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills
Copyright © 2008 Mississippi Department of Education

37. Example (part 1) Student A: Beginning of Third grade
Teacher reviewing second grade skills
Student A can’t quite get it right and therefore does not complete work OR
Teacher says, “Ok A, let’s review this.”
Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills
Teacher says, “Why aren’t you doing what I told you to do? We’ve reviewed this already. You should follow directions.”
Copyright © 2008 Mississippi Department of Education

38. Example (part 2) Student A: Beginning of Third grade
Teacher reviewing classroom rules and expectations
Student A can’t quite get it right and continually forgets to raise his hand before speaking and blurts out loudly
Copyright © 2008 Mississippi Department of Education

39. Example (part 2) Student A: Beginning of Third grade
Teacher reviewing classroom rules and expectations
Student A can’t quite get it right and continually forgets to raise his hand before speaking and blurts out loudly
Teacher says, “Ok A, let’s review this.”
Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills
Copyright © 2008 Mississippi Department of Education

40. Example (part 2) Student A: Beginning of Third grade
Teacher reviewing classroom rules and expectations
Student A can’t quite get it right and continually forgets to raise his hand before speaking and blurts out loudly OR
Teacher says, “Ok A, let’s review this.”
Proceeds to review the skill with the student and then provides practice activities to observe mastery of skills
Teacher says, “Why aren’t you doing what I told you to do? We’ve reviewed this already. You should follow directions.”
Copyright © 2008 Mississippi Department of Education

41. Tier 1: Academic
Do we recognize that we have many students who do not have enriched environments with language and help from home with homework and other academic tasks?
YES
For some of these students, we realize that additional work must be done to teach these skills.
Copyright © 2008 Mississippi Department of Education

42. Tier 1: Behavior
Do we recognize that we have many students who do not have enriched environments with social skills and help from home with behavioral difficulties?
YES
For some of these students, we realize that additional work must be done to teach the appropriate skill.
Copyright © 2008 Mississippi Department of Education

43. What Are We Doing Now For Behavior?
Where is TIER 1? What instruction for behaviors are we providing to ALL students? Are we teaching appropriate behaviors and HOW are we teaching them?
Not reviewing rules a few times and then providing consequences when they are not followed
ALSO, does demonstration of mastery one time means that the skill will be used 100% of the time and no longer needs practice?
Copyright © 2008 Mississippi Department of Education

44. What does it look like and how is it done?
TIER 1 for Behavior is Positive Behavior Supports (also called Positive Behavior Intervention & Supports)
What does it look like and
how is it done?
Copyright © 2008 Mississippi Department of Education

45. What is Tier 1 for behavior (PBIS)?
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students.
(Sugai, 2004)
Copyright © 2008 Mississippi Department of Education

46. PBIS is…
Not specific practices or curriculum…it’s a general approach to preventing problem behavior
Not limited to any particular group of students…it’s for all students
Not new…it’s based on a long history of behavioral practices and effective instructional design and strategies
(Sugai, 2004)
Copyright © 2008 Mississippi Department of Education

47. PBIS addresses: High rates of problem behavior
Ineffective and punitive discipline procedures
Lack of staff support and cohesion
Negative school climate
High use of crisis/reactive management procedures
Copyright © 2008 Mississippi Department of Education

48. Messages!
Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable
Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success
(Sugai, 2004)
Copyright © 2008 Mississippi Department of Education

49. Main Message!
School environments that are positive, preventive, predictable, & effective
Are safer, healthier, & more caring
Have enhanced learning & teaching outcomes
Can provide a continuum of behavior support for all students
Are achievable & sustainable
(Sugai, 2004)
Copyright © 2008 Mississippi Department of Education

50. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
School-wide Positive
Behavior Support
Systems
School-wide
Systems
Copyright © 2008 Mississippi Department of Education

51. What Is Our “Common” Response?
Clamp down on rule violators.
Review rules & sanctions.
Extend continuum of aversive consequences.
Improve consistency of use of punishments.
Establish “bottom line.”
Copyright © 2008 Mississippi Department of Education

52. A Real Life Common Classroom Example . . .
Child starts the day with a green light
For every infraction, light is moved from green to yellow to red
Copyright © 2008 Mississippi Department of Education

53. What does PBIS look like?
> 80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged
Positive adult to student interactions exceed negative
Data and team based action planning and implementation are operating
Full continuum of behavior support is available to all students
(Sugai, 2004)
Copyright © 2008 Mississippi Department of Education

54. Secondary Prevention:
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
≈5%
≈15%
Primary Prevention:
School-/Classroom-Wide Systems for
All Students, Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
≈ 80% of Students
Copyright © 2008 Mississippi Department of Education

55. Aurora, CO, EBD, all schools
Two messages:
1. high rates of problem behaviors & reactive “get tough” management
2. teaching to the corner 55

56. School-wide & Classroom Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Copyright © 2008 Mississippi Department of Education

57. Define Behavioral Expectations
Develop 3-5 inclusive, positively stated expectations
Easy to remember
Apply to all students in all settings
Define what each expectation means (behaviorally) in each relevant school environment
Copyright © 2008 Mississippi Department of Education

58. Redesign Learning & Teaching Environment
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
When you do the presentation slides, the “school rules” move and show more appropriate school rules/expectations 58

59. Teach Behavioral Expectations
Directly teach concrete social skills expected in each relevant school environment
Copyright © 2008 Mississippi Department of Education

60. Copyright © 2008 Mississippi Department of Education

61. Acknowledge/reward Appropriate Behavior
Appropriate behavior needs to be beneficial to the student
Some use formal systems; Some rely on social reinforcers (e.g., Praise, recognition, privileges)
All students should be acknowledged
Goal: 4-5 positives for every aversive
Copyright © 2008 Mississippi Department of Education

62. Monitor and Correct Behavioral Errors
Clear set of consequences for problem behavior
Correct problem behavior quickly
Tie correction to the school expectations (what to do instead next time)
Copyright © 2008 Mississippi Department of Education

63. Use Information for Decision-making
Collect data on office referrals that require administrative involvement
Provides useful information for refining school-wide discipline system
Provides objective evaluation of success
Provides positive feedback to students, staff, administration, and families

64. Benefits of a good Tier 1
Fewer students in Tier 2 with individual interventions.
Teachers spending less time correcting minor offenses that may or may not lead to an office referral!!!
Resulting in more instruction time!
More positive school environment
Copyright © 2008 Mississippi Department of Education

65. “I like workin’ at school.”
After implementing PBS, a Principal in Connecticut reports that teacher absences dropped from 414 ( ) to 263 ( ). 65

66. “I like it here.”
Over the past 3 years, 0 teacher requests for transfers
Copyright © 2008 Mississippi Department of Education 66

67. GROUP COST BENEFIT: Administrators
Office Referral Reduction across several schools using PBS = 2000
If one referral = 15 minutes of administrator time, then
2000x15 = 30,000 minutes
500 hours or 71 seven-hour school days of administrator time recovered and reinvested.
Copyright © 2008 Mississippi Department of Education 67

68. GROUP COST BENEFIT: Instruction
Office Referral Reduction across a district using PBS = 2000
If students miss approximately 30 minutes of instruction for each office referral then
2000x30 = 60,000 minutes
1000 hours or 142 seven-hour school days of instruction time recovered!!!
Copyright © 2008 Mississippi Department of Education

69. What could a reduction of ISS and OSS mean?
Let’s just say…
One school has 75 referrals resulting in ISS and 25 resulting in OSS
ODR (for each referral) = 30 minutes
ISS = 2 days of no instruction (some kids get 1 day, some may get 3)
OSS = 3 days of no instruction (some getting anywhere from 1-9 days)
216 minutes of instruction per day
216 minutes of instruction per day is a number from a presentation on PBIS.org and is just an approximation used for an example of the possible amount of instruction lost.
Copyright © 2008 Mississippi Department of Education

70. What could a reduction of ISS and OSS mean?
Current loss of instruction
51,600 minutes
860 hours
123 7-hour school days
If we could just reduce the number of referrals that result in either ISS or OSS by 1/3 we could save
approximately 41 days of instruction!
Copyright © 2008 Mississippi Department of Education

71. What if the teacher doesn’t send the student to the office?
Let’s just say…Teacher A corrects his/her students approximately 20 times per day
Spends approximately 30 seconds per correction.
20x30 = 600 seconds = 10 minutes per day
10 minutes x 180 days = 1800 minutes of lost instruction time!!!
These numbers are completely arbitrary and just used for example purposes.
Copyright © 2008 Mississippi Department of Education

72. “We found some minutes?”
After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.
Copyright © 2008 Mississippi Department of Education 72

73. “She can read!”
With minutes reclaimed from improvements in proactive PBS discipline, elementary school invests in improving school-wide literacy.
Result: >85% of students in 3rd grade are reading at/above grade level.
Copyright © 2008 Mississippi Department of Education 73

74. Questions so far???
Copyright © 2008 Mississippi Department of Education

75. Example School District
Example PBIS Proposal
Example School District
Copyright © 2008 Mississippi Department of Education

76. Step 1: Define 3-5 Positively Stated Expectations
Example 2
Be Respectful of Self, Other, and Property
Be Responsible and Prepared at all Times
Be Ready to follow directions and procedures
Example 1
Respectful
Responsible
Safe
Copyright © 2008 Mississippi Department of Education

77. MATRIX Expectations SETTING All Settings Hallways Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs appropriately.
Wipe your feet.
Sit appropriately.
TEACHING
MATRIX
Expectations 77

78. Respectful Classroom Hallway Cafeteria Playground
1. Follow directions first time given.
1. Follow directions.
1. Take turns.
2. Use inside voice.
2. Eat your own food.
2. Invite others to play.
3. Talk only with permission.
3. Use polite language.
3. Wait to be dismissed.
3. Put-ups not put-downs.
Copyright © 2008 Mississippi Department of Education

79. Responsible Classroom Hallway Cafeteria Playground 1. Be prepared.
1. Stay in line with class.
1. Wait in line.
1. Tell if someone is hurt.
2. Listen during lessons.
2. Watch where you are walking.
2. Clean up after yourself.
2. Get in line to go in when teacher says.
3. Do your work.
Copyright © 2008 Mississippi Department of Education

80. Safe Classroom Hallway Cafeteria Playground
1. Keep hands and feet to self.
2. Sit in chair correctly.
2. Watch where you are walking.
2. Keep food on your tray.
2. Use equipment the right way.
3. Follow teacher instructions.
3. Walk.
3. Stay in area.
Copyright © 2008 Mississippi Department of Education

81. P Perseverance Holding to a course of action despite obstacles
• Stay positive • Set goals • Learn from mistakes
R Respect To show consideration, appreciation, and acceptance
• Respect yourself • Respect others • Demonstrate appropriate language and behavior
I Integrity Adherence to an agreed upon code of behavior
• Be responsible • Do your own work • Be trustworthy and trust others
D Discipline Managing ones self to achieve goals and meet expectations
• Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework
E Excellence Being of finest or highest quality
• Do your personal best • Exceed minimum expectations • Inspire excellence in others
    
Copyright © 2008 Mississippi Department of Education 81

83. Create your own rules/expectations matrix
Copyright © 2008 Mississippi Department of Education

84. Step 2: Procedures for Teaching Expectations
Pre-teaching skills DAILY
Skill Review: first 15 minutes of the school day
Design brief lessons to teach the rules by:
Teaching the skill
Providing examples and non-examples
Conducting Activities: Role playing, modeling, performance feedback
Teach in the moment!
Copyright © 2008 Mississippi Department of Education

85. After the lesson: During the Day
Pre-Teaching Example
Skill: Getting help (How to ask for assistance for difficult tasks)
Example: If you don’t understand the directions of your assignment, raise your hand and wait for the teacher to call on you.
Non-example: If you don’t understand the directions of your assignment, yell out to the teacher to come help you.
Activities:
1. Ask 2-3 students to give an example of a time when they needed help.
2. Ask students to indicate or show how they can get help
3. Encourage and support appropriate discussion (PRAISE AND FEEDBACK!!)
After the lesson: During the Day
Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (Pre-teaching!)
When you see students having difficulty with a task (e.g., off-task, complaining) ask them to indicate that they need help (Reminder!)
Whenever a student gets help the correct way, provide specific PRAISE to the student.
Copyright © 2008 Mississippi Department of Education

86. School-wide Response to Appropriate Behavior
CARDS, DOLLARS or BUCKS, TOKENS, TICKETS
For any instance of observed appropriate behavior anywhere in the school building, teacher delivers “Token”.
Delivery:
Be in proximity to student, praise for appropriate behavior (BE SPECIFIC)
Put name on card, deliver to student.
Praise again
Reward:
Could have a drawing per class or per grade
Could use as “money” to buy rewards
Copyright © 2008 Mississippi Department of Education

87. Class-wide Response to Appropriate Behavior
Fill up the jar!
Each class will have 2 jars. For appropriate behavior, the class as a whole, and individuals will have the opportunity to fill the jar.
When the jar is filled…everything stops…Class reward…
Copyright © 2008 Mississippi Department of Education

88. Fill Up The Jar: Logistics
What to place in the jar?
Marbles
Beans
How can they earn the opportunity to fill the jar?
ANY instance of appropriate behavior (group or individual)
What is the reward?
Class votes
Reinforcer Pool (Choose a few different ideas, write them down and put in a box. When the class earns the reinforcer, pick from the box)
Copyright © 2008 Mississippi Department of Education

89. Fill Up The Jar: Example
Class walks in from recess quietly, and sits down at desks.
Teacher: I love the way this class came in so quietly and sat in your chairs ready to learn! Let’s fill up the jar! (Place a marble, jelly bean, etc.) into the jar so the class can see.
Teacher: Great job class! We are getting closer to filling up the jar and earning a reward! Excellent work!
Copyright © 2008 Mississippi Department of Education

90. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.
Copyright © 2008 Mississippi Department of Education 90

91. Acknowledge & Recognize91

92. When?
Daily!
Students may only get to turn in the tokens every 9 weeks, but they are acknowledged daily for their appropriate behavior.
Why reward students for things they should do anyway?
Just because they “should” doesn’t mean they do or they have the appropriate skills.
Copyright © 2008 Mississippi Department of Education

93. Why?
Reinforcement – a stimulus that will increase the future probability of the behavior.
Football players work for stars on their helmets
Adults work for rewards and praise… They just don’t need it as frequently.
Play video PBS 2.0
Copyright © 2008 Mississippi Department of Education

94. What about the teachers?
Apply principles to adult behavior!
Regularly acknowledge staff behavior
“G.O.O.S.E.” (Get Out Of School Early)
Or “arrive late”
Procedures
Kids/staff nominate
Kids/staff reward, then pick
Copyright © 2008 Mississippi Department of Education 94

95. Developing Habits
The goal is for students to develop positive behavior habits.
Some students will also have to get rid of bad habits.
Simple habits can be developed in days (e.g., remembering to wash hands).
More difficult habits can take several months to a year before you get a final result, especially if a current habit must be replaced!
Copyright © 2008 Mississippi Department of Education

96. 96

97. How do we Begin? Develop a School Leadership or PBS Team
Complete a Needs Assessment Survey with Teachers
Schedule Regular meetings with the Team to review progress and troubleshoot
Copyright © 2008 Mississippi Department of Education

98. How do we Begin? (cont.) Develop/Finalize School Expectations
Get input from all staff
Staff “Buy-In”
Develop School Wide Response to Positive Behavior (e.g., Cards, Dollars, Tickets)
Guidelines of Distribution
Details of how student rewards are provided
Copyright © 2008 Mississippi Department of Education

99. How do we Begin? (cont.)
Develop teaching strategies for expectations and provide to teachers
Teacher Rewards
Parent Involvement
Budget
Copyright © 2008 Mississippi Department of Education

100. How do we Begin? (cont.)
Review of data and use of data to make decisions!!!!
Review with team and present to staff
What data to review
number of referrals per day and month, location, type, etc.
Teachers’ and students’ perceptions
Copyright © 2008 Mississippi Department of Education

101. You have your rules/expectation matrix… Develop the following
Team Members
How to get staff buy-in
School-Wide response to Positive Behavior and Guidelines for Distribution
Teacher Rewards
If you currently have a PBS plan in your district, is there an area that could be improved?
Copyright © 2008 Mississippi Department of Education

102. CRITICAL COMPONENT TREATMENT FIDELITY/INTEGRITY
INTERVENTION OR POSITIVE BEHAVIOR PLAN MUST BE DONE!!!
ALSO, IT MUST BE DONE IN THE MANNER IN WHICH IS WAS INTENDED
What can happen if it is not done correctly?
Copyright © 2008 Mississippi Department of Education

103. The following slides include two schools that had high treatment integrity followed by one school that did not.
Copyright © 2008 Mississippi Department of Education

104. Baseline
Year 1
Baseline
Year 1

105. Copyright © 2008 Mississippi Department of Education

106. Baseline
Year 1

108. Preparation for the First Day of School or First Day of Implementation
Posters of rules for every area in every school
Materials (cards, tokens, bucks) for all staff members in each school
Materials to Fill Up The Jar (if you choose to use it)
Jars and Beans/Marbles for every class in every school
Copyright © 2008 Mississippi Department of Education

109. QUESTIONS/COMMENTS?
Copyright © 2008 Mississippi Department of Education