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Roosevelt PBIS

Roosevelt PBIS. Allison, Brian, Lindsey, Raechel , Tara April 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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Roosevelt PBIS

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  1. Roosevelt PBIS Allison, Brian, Lindsey, Raechel, Tara April 24, 2014

  2. 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. • XXX insert tweet target

  3. Getting real with PBIS Real life roadblocks

  4. Tier 1 Supports for ALL

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

  6. Video – Lindsey

  7. Review of Flow Chart

  8. Behavior Matrix

  9. Classroom Celebration Ideas

  10. 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

  11. 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.

  12. 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

  13. Is PBIS making a difference? • Video from Students’ perspective: (5 min.) http://www.youtube.com/watch?v=MMOzUmyl_n4

  14. Tier 2 Supports

  15. 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).

  16. 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

  17. Remember when your school used to look like this?

  18. 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: 

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