Roosevelt PBISAllison, Brian, Lindsey, Raechel, TaraApril 24, 2014

Learning target with Tweets

I can implement ideas and strategies in my classroom and school that are presented here today.

I can deepen my understanding of PBIS through professional dialogue with other participants.

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Getting real with PBISReal life roadblocks

Tier 1 Supports for ALL

Tier I – How we Roll at Roosevelt Tweets Rings Signage Communication Extra PE time Tweetery Eatery Lesson plan videos-playground

Video – Lindsey

Review of Flow Chart

INTERVENTIONS MINOR MAJOR Inappropriate Words

- Use of milder inappropriate language (i.e. shut up, sucks, crap)

- Profanity that is not intended but “slips out”

- Unintended hurtful words (shows remorse)

- Inappropriate clothing (drug/alcohol, sexual, violence)

Inappropriate Words - Repeated use of milder

inappropriate language (i.e. shut up, sucks, crap)

- Using non-verbal profanity

Inappropriate Words - Sexual words or innuendo - Using profane language

purposefully

Fighting/Physical Aggression - Throwing small object with no

intended target - “Play” fighting, rough housing

Fighting/Physical Aggression - Repeated pushing in line - Pushing back toward someone

who initiated contact - Bumping into others intentionally - Shoving/Slapping (no marks or

injury) - Invading personal space

purposefully - Mild body contact - Throwing small object at

someone

Fighting/Physical Aggression - Hitting (slapping)/punching - Throwing harmful object at

someone - Pushing to the ground with injury - Kicking/Biting/Hair

pulling/Intentional spitting - Initiating a fight - Premeditated assault - Assault that leaves a mark or

injury - Threatening gesture with

dangerous object (i.e. a bat, large stick, rock)

Behavior Matrix

INTERVENTIONS MINOR MAJOR Defiance/Disrespect/Noncompliance

- Not following directions - Smirking during problem solving - Hiding or crawling under tables or

furniture

Defiance/Disrespect/Noncompliance - Making noises after being asked

to stop - Walking away from teacher when

being spoken to - Running in the hall after given

repeated reminders - Not following directions after

interventions - Unresponsive even after cool-

down/refuses to process - Leaving room without permission

or prior behavior plan arrangement

- Repeated hiding or crawling under tables or furniture

Defiance/Disrespect/Noncompliance - Complete refusal to follow

classroom to destination such as specials, playground, etc. (hiding or crawling under tables or furniture)

- Total refusal to comply/shuts down/requires removal from situation by an adult

- Leaving building - Hiding in unsafe areas of the

building - Yelling/Arguing with adult

Disruption - Occasional blurting out,

interrupting - Note passing - Playing in front of classroom doors

and windows - Loud voices/Yelling in the

building - Slamming lockers and doors

Disruption - Keeping others from learning

through noise or action - Talking out of turn/Interrupting

constantly - Unnecessary roaming the room,

hall, etc.

Disruption - Throwing chairs, tables, desks,

etc. - Slamming lockers and doors

(intentional, repeated, out of anger)

- Standing on furniture or counters - Closing someone in a locker - Threatening an unsafe action to

self or others - Bomb threat - False fire alarm

INTERVENTIONS MINOR MAJOR Harassment/Teasing/Taunting

- Name calling (i.e. stupid, dumb…) - Not respecting others’ space (too

close)

Harassment/Teasing/Taunting - Name calling (i.e. racial, sexual

orientation…) - Threatening gesture (i.e. showing

a fist) - Intentionally blocking the path of

others - Spreading hurtful rumors - Threatening to hurt others

through words or actions - Intentionally embarrassing

someone through comments or actions (pulling pants, clothing)

- Invading someone’s privacy (i.e. peeking in bathroom stall,..)

- Remarks about race, ethnicity, or religion directed at oneself or one’s own race ethnic group or religion

Harassment/Teasing/Taunting - Targeted/Intentional/Repeated

name calling (i.e. racial, sexual orientation…)

- Direct threats toward personal safety (i.e. threatening to beat up or kill someone)

- Organized teasing toward specific victims

- Ostracism - Inappropriate touching - Sexual comments: written or

spoken - Exposing privates - Any negative racial comments

written or spoken directed at others

- Hate crimes

Property Damage - Fiddling in others’ desks (not

stealing) - Misusing or destroying own

property (pencils, erasers,..) - Unintentional damage, shows

remorse

Property Damage - Making marks on school property - Punching/Kicking lockers - Misusing or destroying others’

property - Making a mess in the restrooms

with water, paper towels, etc.

Property Damage - Going to the bathroom on the

floor, or in an inappropriate area - Intentionally breaking desks or

chairs - Writing on bathroom walls or

stalls (threats, swear words, sexual comments)

- Setting fires

INTERVENTIONS MINOR MAJOR Lying/Cheating/Theft

- Copying someone else’s work - Making up stories - Tattling to get others’ in trouble

Lying/Cheating/Theft - Taking another’s property (minor

value) - Refusing to return a “borrowed”

item - Repeated copying someone else’s

work

Lying/Cheating/Theft - Taking another’s property

(significant sentimental or monetary value)

- Not telling the truth when it involves someone’s personal safety or property damage

Possession of a Controlled Item

Possession of a Controlled Item - Possession of a gun, knife, or

other weapon which is obviously a toy (miniature, water pistol, charm)

- Possession of a formerly combustible or dangerous item that is no longer capable of causing bodily harm or property damage (i.e. empty book of matches, lighter with no fluid, empty alcohol container, spent cartridge) when there is no evidence of recent use.

- Possessing picture of graphic or questionable sexual content

Possession of a Controlled Item - Possession of a gun, knife, other

weapon, matches, lighters, combustible items or any item capable of causing bodily harm or property damage

- Possession of drug paraphernalia - Possession of alcohol, tobacco,

drugs - Possession of pornographic

material

Other

Other - Student engages in any other

minor problem behaviors that do not fall within the above categories.

Other - Student is in an area that is

outside of school boundaries (as defined by school).

- Student leaves/misses class without permission

- Student engages in serious problem behavior not listed in the above categories.

Classroom Celebration Ideas

PBIS Subcommittees Lesson Design:

Designing lesson plans according to the template for areas that are lacking

Communication: Communicating celebrations/acknowledgments to the school

Classroom Celebration: Sharing ideas with other teachers on ideas for classroom

celebrations. Creating a universal way to monitor the number of celebrations in each classroom

School-wide Celebration: Planning and implementing school-wide celebrations at least 3

times per year. Re-teaching:

Coordinating with others to work out time to focus on students that need re-teaching of given skill. Re-teaching of skills in accordance to the data

How Would You Respond if a colleague said this to you?

Use of extrinsic rewards will inhibit development of intrinsic motivation. 

Students don’t need rewards & acknowledgements (i.e. Rings, “You Rock” slips, Celebrations) to do what’s right.

A strong, aversive natural consequence will get the message across. 

Give them time, and maturity will kick in.  If they can’t do it on their own, they shouldn’t be in this

class. Any students who need me to tell them what’s right and

wrong aren’t going to make it in my class. I teach reading. I don’t and shouldn’t have to teach

respect and responsibility.  It’s obvious to me, just look at her family. When I was his age, I had to do it all on my own…no

breaks & privileges in my class.

The Truth is… “The undermining effect of extrinsic reward

on intrinsic motivation remains unproven.”Steven Reiss, 2005

“…programs that show increased intrinsic motivation are those programs that incorporate the elements of good, comprehensive behavioral intervention…”

Akin-Liule, Little, Eckert, & Lovett, 2004

Is PBIS making a difference? Video from Students’ perspective: (5

min.)

http://www.youtube.com/watch?v=MMOzUmyl_n4

Tier 2 Supports

Rules of Behavior: Behavior is learned and serves a specific purpose

(Bandura)  Behavior is related to the context within which it occurs

(Bambara & Knoster)  For every year a behavior has been in place, we need to

expect one month of consistent and appropriate intervention to see a change (Atchison) 

We can improve behavior by 80% just by pointing out what one person is doing correctly. (Shores, Gunter, Jack) 

When we want compliance in our students we should whisper in their right ear (Live Science) 

All behavior has function and falls into two categories: To gain access to or to Escape from (Alberto & Troutman) 

Your reaction determines whether a behavior will occur again. We have to change our behavior (Alberto & Troutman).

Determining the function of the behavior:Goal of determining the function is to target your intervention to meet the student’s needs and to keep the student in the classroom.

The true consequence of a behavior happens within the first 5 seconds.

There are two main functions of behavior to gain or to escape

To determine the student’s function, evaluate what is happening within the first 5 seconds of the behavior happening. What is the student getting or getting out of?

Feed that function in an appropriate way

Remember when your school used to look like this?

Evaluation: Things I can’t wait to go back to school and try: 

Things I want to look up and learn more about: 

Books I would like to check-out: