Creating a positive and proactive culture in your classroom and organization/agency

1. Creating a positive and proactive culture in your classroom and organization/agency

2. Guiding Question • How can program-wide PBS support the needs of children?

3. When you were a child… • Think of one person in particular who made a positive impact on you… • How did they help you feel special? • What did they do or say? • What was it about this person and your relationship that made them special? Think about this positive relationship, Pair to discuss, and plan to Share

4. It begins early… • Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school • Early problem behavior is predictive of future challenges • Best predictor of delinquency in adolescence, gang membership, incarceration • Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face Adapted from Technical Assistance Center on Social Emotional Intervention

5. Delaware’s pre-K expulsion rate is 8.9 times that for K-12 students and much higher than the national rate of 3.2 (Gilliam, 2005)

6. Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties. (Kazdin & Kendall, 1998) From the Center on the Social and Emotional Foundations for Early Learning

7. “If a child doesn’t know how to read, we… “If a child doesn’t know how to count, we... “If a child doesn’t know how to multiply, we... “If a child doesn’t know how to throw a ball, we... “If a child doesn’t know how to behave,we……..... “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

8. A comprehensive approach to support, that clarifies expectations, teaches how expectations can be met, builds on strengths, ensures needs are met, plans for and celebrates success, and makes problem behaviors unnecessary. Positive Behavior Support (PBS)

9. Teaching Pyramid Intensive Individualized Interventions Children with persistent challenges Individualized Positive Behavior Support Social Emotional Teaching Strategies Social Skills Curricula Children at-risk High quality Early Education Designing Supportive Environments All children Building Positive Relationships

10. Communication and needs What behaviors push your buttons?

11. What might the child be trying to communicate through this behavior? • Get attention? • Get something? • Avoid something? • Other?

12. Challenging Behavior Communicates • Communicates a message when a child does not have language (or has limited language). • Used instead of language by a child who has limited social skills or has learned that challenging behavior will result in meeting his or her needs.

13. Challenging Behavior Works • Children engage in challenging behavior because “it works” for them. • Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

14. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

15. Program-wide LevelCritical Elements: Identification of program-wide vision and expectations that are developmentally appropriate Strategies for embedding the pyramid approach (promotion, prevention, intervention) throughout the program Curriculum approaches that promote vision and expectations and acknowledge children’s achievement of the expectations Strategies for providing support to children in the classroom From the Center on the Social and Emotional Foundations for Early Learning

16. Program-wide Level Critical Elements (Cont.) Dunlap, Glen. Fox, Lisa. Hemmeter, Mary Louise. (2004) Program Wide Approaches for Addressing Children’s Challenging Behavior, presentation, National Training Institute, Clearwater Beach, Fla. Strategies for responding to challenging behavior Team based, individualized approach for addressing ongoing challenging behavior Professional development plans Strategies for supporting teachers Process for monitoring outcomes- data collection

17. Outcomes of Program-wide PBS • A culture of support is created throughout the program. • Staff become intentional and purposeful in interactions with children in order to build on their strengths. • Staff turn over is reduced; staff satisfaction is increased. • The number of children identified as having challenging behavior and referred for mental health services decreased. • Program spends less time and resources on intervention level and more on prevention level of the Pyramid. From the Center on the Social and Emotional Foundations for Early Learning

18. Establish team Secure administrative support and participation Steps of Program-wide Implementation

19. Tasks of the Program-wide PBS Team • Assess the current status of behavior management practice • Examine patterns of behavior • Develop a school-wide plan • Obtain staff commitment • Obtain parental participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed

20. What does Program-wide PBS mean for the whole staff? • Consistent expectations across the building • Classroom/setting application individualized by each teacher or staff person • Active teaching of expectations and acknowledgement of positive behavior • All staff are knowledgeable about issues across the school/program and can contribute to solutions

21. PBS Promotes Change • Child level • Increases knowledge of key social emotional skills • Increases later academic success • Decreases challenging behavior • Classroom level • Increases positive relationships between teachers and children • Improves the classroom environment (happy, positive) • Increases teacher productivity and self esteem • Program or Center-wide level • Increases program quality • Improves relationships with families • Decreases teacher turnover • Family level • Increases quality time with children • Increases positive interactions • Reduces negative reinforcement From the Center on the Social and Emotional Foundations for Early Learning

22. What does Program-wide PBS look like?

23. Program-wide PBS • Promotes positive relationships • Designs environments that support learning • Teaches children key social emotional skills to develop resilience • Confidence • Ability to communicate emotions • Ability to control anger • Capacity to develop good peer relationships • Ability to listen to instructions and be attentive • Concentration and persistence on challenging tasks • Ability to solve social problems From the Center on the Social and Emotional Foundations for Early Learning

24. Effectively using expectations • Establish positive behavioral expectations • Define expectations within routines or settings • Create Cool Tools to teach the key expectations within each routine using effective practices • Provide visual reminders of expectations and post at eye level • Acknowledge students for exhibiting expectations

25. Program-wide PBS Establish norms & expectations Be Responsible Be Cooperative Be Safe

26. Program-wide PBS • Establish norms & expectations for younger children • Simple • Clear • Concrete (not abstract) • Pictures and words

27. Establishing Expectations for your ProgramCreate a list of 3-5 Expectations • Look at DATA first • Which behavior problems occur daily? • What are parents’ concerns? • Reflect culture of the program or school (e.g. Tied to mission statement or slogan) • Typical character traits or values (Kindness, Responsibility, Friendship)

28. Expectation Development: Team Time Review your data Create your 3-5 behavioral expectations based on your data

29. Routine-based Behavior Matrix

30. Setting-based Behavior Matrix

31. Matrix Development: Team Time • Review your expectations • Review your data • Location/activity/time of day • Create your behavioral expectations in each location and/or routine of the day

32. Teaching Expectations Key Concepts • “What you expect is what you get.” • Expectations are developmentally appropriate • Expectations set the stage for learning and behavior control. • Expectations need to be taught. • Apply standard instructional practices for teaching expectations • Extend Center-wide expectations to classrooms

33. Teaching Strategies • Adult Modeling • Modeling with Puppets • Songs • Flannel Board Activities • Role Play • Prompts • Use of Games • Use of Children’s Literature • Social Stories Adapted from Technical Assistance Center on Social Emotional Intervention

34. Cool Tool Lesson Plan Template Purpose of the Lesson / Why it’s important: 1. 2. Teaching examples: 1. 2. 3. Kid Activities / Role Plays: 1. 2. 3. Follow-up / acknowledgement activities: 1. 2. 3.

35. Teaching Expectations • Brainstorm fun and creative ways for teaching your expectations • Be ready to share! From the Center on the Social and Emotional Foundations for Early Learning

36. Fun Ways to Teach • Play “rule charades” • Make a big book about school rules • Homework– what are your rules at home? • “I spy” rules From the Center on the Social and Emotional Foundations for Early Learning

37. Cool Tool Development: Team Time • Review your matrix • How will you teach the behaviors in each location or during each activity? • Think creatively • Role plays • Skits • Videos • Pictures

38. What makes you do your best work?

39. Building Positive Relationships with Young Children • JIGSAW activity • Participants are divided into groups of 2 to read sections of the article. • They are given 5 minutes to read the part • They are then asked to summarize their section (1 minute summary)

40. Building Positive Relationships • Promote positive classroom climate • Recognize positive behavior • Give more positives (deposits) than corrections (withdrawals) Every child needs someone to be “crazy about them!”(Urie Bronfenbrenner)

41. Bulletin Boards Hallway displays T-shirts Photo Displays Classroom books Plays Songs Roll Out Assembly Classroom celebrations Family lesson plans Playground party Video production Family newsletter Staff acknowledgement Promoting Expectations Adapted from Technical Assistance Center on Social Emotional Intervention

42. BOGGLE GAME! Working in small groups of 3-4: Write a list of ways that you acknowledge children in your school/program/practice After 2 minutes, each group will say, aloud, their entire list Any duplicate listings will be crossed out The group with the most remaining acknowledgements will win a prize

43. Acknowledging Expectations • Promoting positive expectations requires us to pay attention to children demonstrating the positive behaviors • Remember to reinforce the expectations by acknowledging children for using them

44. Examples of AcknowledgingExpectations • Teacher praise – specific to action • Sign - Thumbs Up • Hugs, pat on the back, high five • Individual – extra time at favorite activity • Demonstrations of teacher approval • Access to special activities • Social recognition (class-wide or program-wide) • Parent contact (special note home or call home) • Pom-pom jar (leading to group incentive when full) (older children) • Star sticker printed with program expectations (take home acknowledgement) (older children)

45. Remember, adults love to be acknowledged and appreciated too!Example of staff recognition • Team members or all staff nominate “star employees” for using positive practices • Ballots are put into raffle for monthly drawing • Ballots are given to the person nominated so they know they were recognized • Affirmation statements about co-workers to be shared with staff

46. Acknowledgement Matrix Development: Team Time • How will you acknowledge positive behaviors: • High frequency • Intermittent • Long term • Staff acknowledgement

47. Collaborating with Families • How will families be involved in the development and evaluation of the school discipline plan? • How will parents’ views be made part of developing school-wide expectations and acknowledgment systems? • Are there or will there be parents on the team? • What can be done to increase the likelihood of parent participation on the team (conference calls; occasional evening meetings)? • How will parents’ views be elicited for program evaluation? • How will information about the program be disseminated to families? • How are parents involved in the classroom? • How are the program policies culturally respectful to all families?

48. Collaborating with Families Continued • Plan for presentations to be made to parents. • Open House • Parent committee meetings • Policy Council Meetings • PTA/PTO Meetings • Community Days • Newsletters • Plan a system for staff to contact parents about positive student behavior. Encourage staff to do this frequently and acknowledge their efforts. • Postcards home • Agenda books • Phone calls • Emails

49. Collaborate with Community Providers • Mental Health Consultants • School District • Private programs • Agencies • Others

50. Next Steps • Create an environment where EVERY child feels good about coming to school • Design an environment that promotes child engagement and learning • Use data to evaluate your program effectiveness • Focus on teaching children what TO DO! • Teach expectations and routines • Teach skills that children can use in place of challenging behaviors • Acknowledge children for positive behaviors • Collaborate with community providers and families From the Center on the Social and Emotional Foundations for Early Learning