1. School-Wide Positive Behavioral Interventions & Supports: New Team Training Classroom Systems Day 2

2. Critical Features 1. PBIS Team 2. Faculty/Staff Commitment 3. Expectations and Rules Developed 4. Develop Plans for Teaching Expectations/Rules 5. Acknowledgement Program Established 6. Effective Procedures for Dealing with Problem Behaviors 7. Data Entry and Analysis Plan Established 8.Classroom Behavior Systems 9.Implementation Plan 10.Evaluation

4. Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. – “Show me you are listening” Establish a signal for obtaining class attention Teach effective transitions. Procedures and Routines

5. Anchored to the School Wide rules

6. EXPECTATIONS Classroom Procedures/Routines Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Identify Attention Signal…….Teach, Practice, Reinforce Be Respectful Listen to others Use inside voice Use kind words Ask permission Enter/exit classroom prepared Use inside voice Listen to others Accept differences Use kind words Encourage others Use quiet voice Follow directions Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Be prepared Follow directions Be a problem solver Make choices that support your goals Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part  Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet, and objects to self Organize your self Walk Use Materials Carefully Keep hands, feet, and objects to self Stay at seat Keep hands, feet, and objects to self

7. Classroom teachers use immediate & Specific Praise Descriptive Specific Contingent upon student demonstration of expected behavior (Gable, Hester, Rock, & Hughes, 2009; Hawkins & Hefflin, 2010) 7

8. “ When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal.” ~Bob Algozzine

9. Are prevention strategies in place? Active supervision Prompting Pre-correction Opportunities to respond 9

10. Why Focus on Response Strategies & Error Correction? “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006)

11. Considerations for Error Correction Embrace correction as a tool to truly help students; correction is not punitive, it is instructional. Always correct privately; use preferred adult behaviors that maintain respect for the student. MO SW-PBS

12. Responding to Inappropriate Behavior Re-direct Re-teach Provide Choice Student Conference Done privately Match to frequency & severity of behavior Increase rates of teaching and praise MO SW-PBS

13. The 10 Critical Elements BENCHMARKS OF QUALITY A, IP, NNotes Classroom Systems Progress Monitoring 42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms. 43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) 44. Expected behavior routines in classroom are taught BoQ Action Planner

14. 45. Classroom teachers use immediate and specific praise 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors 47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventi ons for problem behavior that are documented and consistently delivered BoQ Action Planner

15. Team Time 15