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PBS 101: The Power of Expectations. Mary Jean Knoll Lane ESD. Goals of this Training Session. Develop and/or strengthen existing PBS systems at school sites Examine the importance of defining and teaching common rules/expectations Address common implementation mistakes. Challenge …. - PowerPoint PPT Presentation
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PBS 101: The Power of Expectations
Mary Jean Knoll
Lane ESD
Goals of this Training Session Develop and/or strengthen existing PBS systems at
school sites
Examine the importance of defining and teaching common rules/expectations
Address common implementation mistakes
Challenge…
Schools are facing an increasingly challenging population of students with fewer financial resources
How do schools enhance their capacity to
respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools. “Work Smarter”
Values of PBS & Mission for School PBS Teams
1) Improving school/student performance
2) Tying all efforts to the benefit of students
3) Never changing things that are working
4) Always making the smallest change that will have the biggest impact on students/school
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
Components of SW PBS
1. School-wide System SW-PBS Team School Rules Define & Teach:
Expectations Routines
Acknowledgment System Consequences & Decision
Making Handbook
2. Classroom Support Training/ Support
opportunities Individual Teacher
Support
3. Individual Student System Targeted Group
Interventions FBA/BSP – Intensive
Individualized Interventions
Team Process
PBS is active, alive -- not static It’s not something we’ve done – it’s something we’re doing Requires regular team meetings with a team that represents ALL
school staff Team keeps PBS alive through ongoing planning, support, and
decision making to address needs as they arise Looking at data & maintaining & developing programs to meet
needs Constantly asking:
What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?
School-wide Rules: Creating a Culture
Guidelines for Developing School-wide Rules
3-5 Positively Stated Rules Rules should be:
Broad enough to cover all potential behavior Positively stated Easy to remember Catchy – personalized to your school
Common Examples Be Safe, Be Responsible, Be Respectful
Publicly Post School Rules
Post expectations in prominent places
Why Post ? Provides prompts for staff & students Increases accountability for staff and students to use language &
follow rules Signs can reduce confrontation
Defining Behavioral Expectations &Routines
Plan Ahead (before school year & each day)
Before we can teach, reinforce, and enforce anything in our school or classrooms We must clearly define:
fair behavioral expectations & behavioral routines
Based on the culture and physical layout of the school physical layout of the school student school schedule (breaks, lunch, recess, etc.)
Defining Expectations
Base expectations on school rules Outline expectations specific to each setting
Seek input from staff, especially from those who work in specific settings
Positively stated expectations Walk in the hallway v. No running Helps cue staff to recognize positive, not just negative behavior
Focus on clear, specific behaviors Keep hands & feet to self v. Keep body under control
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary/
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.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Behavioral Expectation GridDefining Expected Behavior across Classroom Routines
School Rules
Be Safe Responsible Respectful
Classroom Keep hands and feet to self, know emergency drills
Be prepared and participate
Listen quietly, follow teacher directives, respect others thoughts
Routine
Class entry
Walk quietly into the room and find seat
Take out materials for this class, put other stuff on floor under desk
Talk with an appropriate volume and respectful tone
Routine
Group Instr.
Chair legs on floor
Keep hands, feet and objects to self
Be prepared and ready to participate
Raise your hand to speak & wait patiently; follow teacher directives
Hallway Pass Walk, look out for opening doors, sign out and take pass
Go directly to/from the location of your pass
Talk in a hallway voice, keep hands and feet to self
Setting Fair & Reasonable Expectations
Setting unreasonable expectations leads to inconsistency in enforcing expectations Inconsistency = reduced credibility
If I believe expectations are unfair or unreasonable, I will not enforce them Lining up in hallway
Be careful not to set up expectations that will not be enforced
Increasing Staff Buy-In
Increase Staff Buy-In Give staff (& students) opportunities to provide
feedback and generate ideas in the developments of programs, including: School Rules Poster design
Give regular updates & opportunities for staff feedback at monthly staff meetings
Teaching Behavioral Expectations &Routines
Teaching Behavioral Expectations & Routines Basic Strategy for Establishing Behavioral
Routines1. Why? What is the purpose of the behavior2. Specify Student Behaviors3. Model Desired Behavior4. Coach - Lead - Practice – each individual
student should have an opportunity to practice the routine
5. Test/ Monitor6. Follow-up -- reinforce & reteach regularly
Teaching Behavioral Expectations & Routine
Make lessons fun and engaging, just like any lesson should be
Make instruction developmentally appropriate Lessons can be more challenging with older kids;
may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules
Although, practice is always very valuable Choose skills to teach wisely Presentation & attitude are important
What great teachers do…
Have students physically practice the behavior in the setting
Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it Teacher should demonstrate the wrong way
Have students explain why this is the wrong way Students should practice the right way
What great teachers do…
Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it
Students also need to know if they are doing it the right way or wrong way, so we… Provide immediate feedback when students do it the right
way “great job of ….., that was just like we practiced”
or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way “whoa, remember what we practiced, can you show me
what we’ve been practicing?”
Difference between Teaching & Nagging Nagging = repeatedly stating to a student what they
are doing wrong Reactive response
Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback) Can be used proactively or reactively
Remember that good teaching is one of our best behavior management tools
Fostering Buy-in & Support
Make PBS visible thru frequent updates and communication w/ staff Build a PBS minute into all staff meetings
Seek feedback from all staff Before finalizing decisions, get feedback from staff
Post progress on PBS programs & data on a PBS Bulletin Board in the staff room
Administrative support and participation is essential, but I encourage you to have team members present PBS updates, so it doesn’t appear to be a top/down mandate