1. Designing Lesson Plans and Acknowledgement Systems SWPBIS Day 2: Universal Curriculum

2. 4 : 1 8/24/2010 2

3. Objectives Understand why and how to teach appropriate behavior. Identify a format for lesson plans. Develop a plan to include of teaching staff in the development of behavior lesson plans. Understand why acknowledgement systems are a critical feedback mechanism for students. Develop acknowledgement system. 8/24/2010 3

4. Consider this… Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish……… Rob Horner 8/24/2010 4

5. Teaching Expectations 8/24/2010 5

6. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! 2nd annual pbis film festival winner—elementary---Stayin In Line http://vimeo.com/groups/pbisvideos/videos/20958391 Bathroom Dance http://vimeo.com/groups/pbisvideos/videos/20956797 My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful 8/24/2010 6

7. Procedures for Academic Problems Assume the student has learned the wrong way Assume student has been taught (inadvertently) the wrong way Diagnose the problem Adjust presentation, use effective instructional strategies, provide feedback, practice and review Assume student has learned the skill Procedures for Behavioral Problems Assume student refuses to cooperate Assume student knows what is right and has been told often enough Provide more negative consequences withdraw student from normal context Provide more negative consequences maintain removal from normal context Assume student has learned his/her lesson 7 The Behavior-Instruction Connection Darch & Kame’enui (2004)

8. Behavioral Errors More often occur because: o Students do not have appropriate skills- “Skill Deficits” o Students do not know when to use skills o Students have not been taught specific classroom procedures and routines o Skills are not taught in context 8/24/2010 8

9. Why Develop a System for Teaching Behavior? Behaviors are companion for academics. Procedures and routines create structure. Repetition is key to learning new skills. 8/24/2010 9

10. Why Develop a System for Teaching Behavior? We can no longer assume: o Students know the expectations/rules o Students will learn appropriate behaviors without practice and modeling We must assume: o We need to teach expectations/rules o Students will need to practice appropriate behaviors 8/24/2010 10

11. “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?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) 8/24/2010 11

12. Teaching the Behavior Matrix Lesson Plan Formats 12

13. Teaching Behavior Skills 1) State behavioral expectations and why needed-student buy-in 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4)Check for Understanding 5)Model Non-examples 6) Students practice appropriate behaviors 7) Reinforce/acknowledge appropriate behaviors 8/24/2010 13

14. Behavior Lesson Format Opening o Motivation o Assessment of Prior Knowledge o Setting of Goal/Expectations Body o Active Modeling examples/non-examples o Prompting/Cueing o Guided Practice with Feedback Close o Repeated Independent Practice o Fading of Prompts/Cues o Systematic Error Correction Procedures I DO Demonstrate WE DO Guided practice YOU DO Independent practice 8/24/2010 14

15. What Are Cool Tools? Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school- wide behavioral matrix 8/24/2010 15

16. Behavioral Lesson Plan Name of Setting or Skill________________________ School-wide expectation/s addressed: 1) Explain expectations & why needed 2) Check for student understanding/buy-in (ask some ???s) 3) Model examples 4) Check for student understanding/buy-in 5) Adult/s model non-examples 6) Check for student understanding/buy-in 7) Model examples 1.Students practice Template Available 8/24/2010 16

17. Direct Instruction Lesson Sequence OPENING Motivation Statement of goal Review of prior knowledge BODY Model: “I DO” Presentation of new materials in small steps Consistent, clear, slow and repetitive Presentation of examples and non-examples Prompt: “WE DO” Consistent and/or simultaneous with the model Questioning and checking for understanding with responses from all Check: “YOU DO” Do one and stop Monitor closely Provide feedback, repetition, and reinforcement CLOSE Review, preview Independent practice to mastery Guided practice with feedback and reinforcement 8/24/2010 17

18. Examples of Lesson Plan Formats Teaching Expectations Annotated Behavior Lesson Format Behavioral Lesson Plan Building Expectations Sample Lesson Plan Cool Tools Direct Instruction Lesson Sequence ***Handout Packet 8/24/2010 18

19. Activity Lesson Plan Format 8/24/2010 19

20. How Do We Teach Behavior? Introductory Events o Teaching school to expectations and rules On-going Direct Instruction o Specially designed lessons, character education Embedding in Other Curriculum Booster Trainings Keeping it Out There o Visual Displays – posters, agenda covers o Daily announcements 8/24/2010 20

21. Tips for Teaching Behavior Practice should be conducted in actual setting whenever possible Real students should never practice non- examples Use high frequency acknowledgments Precorrect with students before activity Have a plan for behavioral acting-out 8/24/2010 21

22. Lesson Planning Groups Example 8/24/2010 22

23. Lesson Planning Groups Example Expectation 1 Be Respectful 8/24/2010 23

24. Lesson Planning Core Team Example Core Team Members Core Team Member #1 & Grade groups/ Departments Core Team Member #2 & Grade groups/ Departments Core Team Member #3 & Grade groups/ Departments 24

25. Activity 1.Develop a Plan for Developing Lesson Plans Plan who will develop the lesson plans for your school 2.Action Plan 8/24/2010 25

26. ACKNOWLEDGEMENT SYSTEMS Section 2: 8/24/2010 26

27. What Does Acknowledgement Mean? Reinforcement o “Any action that follows a behavior and increases the likelihood of future occurrence of behavior.” Verbal, tangible, special privilege, social 27

28. Advantages of an Acknowledgement System Provides a versatile/varied means of communication with each student, as well as a group of students Structures interactions in a consistent manner Provides representation for student of his/her progress Highly visible means of reinforcing behavior, school-wide (for staff, as well as students) 8/24/2010 28

29. Acknowledgement System What is it? A ticket, stamp, hole punch or other VISIBLE object: given to the student (+ reinforcement) and paired with specific verbal feedback and … 8/24/2010 29

30. Acknowledgement System Why do it? Provides instant reinforcement for desired behaviors Focuses attention on desired behaviors Provides a reminder to staff to pay attention to and reinforce desired behaviors 8/24/2010 30

31. Acknowledgement System Who should do it? Anyone and everyone working in the school! Don’t forget…. office staff, custodians, cafeteria staff, substitutes 8/24/2010 31

32. Acknowledgement System Where should it be used? Must be used in common areas: o Hallways o Cafeteria o Entrance and dismissal areas o Playground and outdoor areas o Gymnasium o Office areas (Main Office, Guidance, Nurse etc.) o Auditorium 8/24/2010 32

33. Acknowledgement System When should you use it? Immediately following the display of the desired behavior Use heavily after teaching the skill at the beginning of the year Use throughout the school year varying the target behavior, location, group of students, etc. dependent upon your data Vary the degree of use dependent upon your baseline data 8/24/2010 33

34. Levels of Acknowledgement System Individual Student Group School Staff “The many levels of acknowledgement!” 34

35. Back Up Reinforcers Examples of Back-Up Reinforcers…REWARDS Remember…always pair a back up reinforcer with verbal feedback 8/24/2010 35

36. Think… “What items/symbols could serve as reinforcers in your school building?” Keep these guidelines in mind: 1.Will the reinforcer be easily available? 2.Will the reinforcer be easy to give to students immediately? 3.Will the reinforcer be difficult to duplicate? 4.Will the reinforcer be nontransferable? 5.Will the reinforcer be easy to record? 8/24/2010 36

37. VIDEO EXAMPLE Principal’s 200 Club 37

38. ACTIVITY Plan acknowledgement system 38