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Effective Behavior Teaching Strategies for All Students

Developing new, positively-oriented strategies grounded in research to support at-risk students and enhance success for all learners. Goals include understanding behavior teaching rationale, outlining core curriculum plans, and providing resources for teaching. Key elements of an effective Response to Intervention for Behavior (RtI:B) program are discussed, emphasizing team functioning, buy-in, school-wide expectations, rules, discipline, rewards, implementation planning, data-based decision making, and progress monitoring. The importance of teaching behavior, addressing skill deficits, performance issues, and consistent reinforcement is highlighted. The text advocates for a proactive approach to discipline across school and home settings, emphasizing social and emotional learning as a prerequisite for academic success. The lesson plans and resources provided aim to develop an ideal student profile through customized curricula, engaging students, families, and community in behavior teachings.

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Effective Behavior Teaching Strategies for All Students

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  1. Tier 1Response to Intervention for Behavior (RtI:B)Addressing the Behavior of All Students

  2. District RtI:B Mission Statement Tier 1 Training Across Broward To assist RtI:B teams in developing new, positively-oriented strategies that are grounded in research and support at-risk students while helping ALL students become more successful learners and leaders.

  3. Developing a Systemfor TeachingAppropriate Behavior Section Goals Understand the rationale and guidelines for teaching behavior Start outlining a plan for teaching core behavior curriculum Provide unique resources for teaching lesson plans

  4. Critical Elements of Effective RtI:B 1. Functioning RtI:B/Discipline Team 2. Faculty & stakeholder buy-in & commitment 3. School-wide Expectations with Lesson Plans 4. Location-based Rules with Lesson Plans 5. Effective Discipline Process and Procedures 6. Effective Reward/Recognition Program 7. Implementation Planning 8. Established SPBP Data-based decision making 9. Classroom Management System (CHAMPs) 10. Ongoing Progress Monitoring & Evaluation

  5. “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 or …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

  6. Teaching Behavior • Cultural Differences • Staff and families • School and home context • Need to teach “code switching” • Fear of Academic Failure • May drive students to avoid stressful situations • Need to identify appropriate alternative behaviors to be taught • Time Out of Classroom • Negatively impacts student academic engaged time • Skiba, R. & Peterson, R. (2003). Teaching the Social Curriculum: School Discipline as Instruction. Preventing School Failure, 47(2), 66-73. • FLPBS Website, Resources, Research

  7. Reasons for Teaching Behavior Problem Behavior Skill deficit Performance deficit Skills are not taught in context Skills are not consistently rewarded and encouraged Tolearn a new behavior, it needs to be repeated an average of 8 times Tounlearnan old behavior and replace it with a new behavior, it must be repeated an average of 28 times -Harry Wong

  8. Everyone’s Responsibility • Expectationssupport the school’s mission statement • Proactive discipline improves school & classroom climate

  9. “Social Skills are those behaviors which, within a given situation, predict important social outcomes.”(Gresham, 1986, p. 5)

  10. Social Emotional Learning

  11. Pre-Requisite for Academics

  12. Developing the Core Curriculum • Ideal Student Activity • Brainstorm a list of specific behaviors of an ideal student. • What does an ideal student do? • What specific behaviors are exhibited? • What engagement, social, and emotional behaviors do students need to demonstrate to be successful? • Examples – The student… • takes responsibility for his/her behavior • offers support to peers • speaks out if others are bullied • asks for help with an assignment • Explore Current Curricula Lesson Plans • Skillstreaming, Cloud 9, Second Step, LEAPS, etc. • Lesson Plans Online • Character Counts: Align 6 pillars with Tier 1 Expectations • http://charactercounts.org/lesson-plans/index.html • Florida’s PBIS website • http://flpbs.fmhi.usf.edu/teaching_lesson_plans.asp • Customize Lesson Plans • ‘Ideal Student’ Activity • Involve students, families, community • Make lessons easy for staff to use • Provide initial lessons, incentives for additional ideas • Include family engagement strategies in lessons

  13. Skillstreaming

  14. Skillstreaming

  15. Go LEAPS

  16. Sample Character Ed Lesson

  17. Teaching Behavior Lessons • Set the context - Explain why the lesson is important or relevant • Define concept or skill with examples & non-examples • Have students apply the knowledge or skill • Provide additional practice with feedback • Differentiate instruction based on student need Expectations Concept-Level Lessons Rules Students must rehearse specific skills in the identified setting

  18. What Should it Look Like? • Provide rationale including when it will be useful • Task analyze the skills in the step • Model • Practice (examples & non-examples) along with feedback and until mastery • Provide a cue to use when prompting student use in future • Provide examples of when to use skill outside classroom • Schedule ongoing practice of skill in real-life situations • Provide information for parents and activities for at-home with the skill

  19. Sample Lesson Plan: Expectations

  20. Sample Lesson Plan: Rules

  21. Behavior Curriculum Development

  22. Implementing Lessons • Introductory Events • High profile: School-wide assembly, station rotation • Input from staff and families • On-Going Formal Lesson Plans • Set a Schedule: Minimum requirements for number and frequency of lessons • Use Your Data • Last year’s data (historical trends) • Current data • Staff and family feedback (surveys, focus groups)

  23. Behavior Curriculum Pacing Guide • Twillinger Elementary

  24. Scheduling Lessons

  25. Informal Ways to Support Lessons • Posters or murals • T-Shirts • Agenda or book covers • School pledge/ song/ cheers • Expectations printed on school-wide tokens • Expectations on school marquee and/or hold message • Model the expected behavior • Reward appropriate behavior as it happens • Engage family and community to support lessons • Use technology

  26. Teaching Expectations and Rules

  27. Monitoring Fidelity • Lesson Times on Master Schedule • Behavior curriculum is a priority • Administrator walkthroughs • Permanent Product Samples • Posters, pictures • Essays, etc. • Classroom Monitoring of Lessons Plans Example: Students create a checklist for “Being Prepared” for class. Students fill out their checklists daily to assess their behavior, and graph the results on a wall chart. • Interview sample of students, staff and families

  28. Summary • Behavior instruction must be systematic & ongoing • Use what is already in place, if it works, but incorporate Tier 1 language • Use formal & informal instructional methods • Make lessons easy for staff to deliver • Develop a system to ensure fidelity • Involve students, families, and community in lesson plan development and implementation

  29. Upcoming Webinars

  30. Contact Information Diversity, Prevention & Intervention Lauderdale Manors Resource Center 754-321-1655 or visit our website at: www.browardprevention.org

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