Enhancing Success and Safety in Schools

1. POSITIVE BEHAVIOR SUPPORT Teaching Skills for Success Mission Statement Function of Behavior Intervention Strategies Encouragement Strategies Enhancing Success and Safety in Schools Code of Conduct Conflict Resolution Research Intermediate Unit I One Intermediate Unit Drive Coal Center PA 15423-9642 Donna Whoric: 800 328 6481, ext. 238 whoricd@iu1.k12.pa.us

2. CODE OF CONDUCT I participate in class activities. I use my cell phone for emergency purposes. I share information with the entire class.

3. Challenge

4. 100 YEARS FROM NOW… A Hundred Years From Now ...it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove... but the world may be different because I was important in the life of a CHILD. Donna Whoric, Behavior Consultant, Intermediate Unit I 2

5. POSITIVE BEHAVIOR SUPPORT Objectives 1. Participants will understand that appropriate behaviors must be taught. 2. Participants will identify key prevention strategies. 3. Participants will practice intervention strategies with respect and dignity. Donna Whoric, Behavior Consultant, Intermediate Unit I 3

6. PREVENTION STATATEGIES 4

7. KWL CHART Know Want Learned 5 Donna Whoric, Behavior Consultant, Intermediate Unit I

8. Tertiary, Individual Student Systems for Students with High-Risk Behavior Secandary,Group Interventions Specialized Group Systems for Students with At-Risk Behavior Primary,Univer-sal Supports Whole School, Classroom, and Non-Classroom Systems for All Students, Staff, & Settings SYSTEMS OF BEHAVIOR SUPPORT 80-90% of Students 5-15% 1-7% Positive Behavior Support,University of Oregon 6 Donna Whoric, Behavior Consultant, Intermediate Unit I

10. MYTHS OR FACTS? Myths or Facts about Discipline?1. Punishment has power.“I can make you.”2. Role bound authority has power. “Because I’m your mother.”3.Emotional intensity has power. “I really mean it this time.” Randy Sprick, Safe and Civil Schools Historical Approach to Discipline A More Promising Approach to Discipline *Reactive*Negative*Exclusionary *Proactive*Positive*Instructional Discipline =? What is Positive Behavior Support? “Process for understanding the purpose of challenging behaviors and developing a plan that promotes the development of new skills while reducing the individual’s need to engage in challenging behavior.” Dunlap, Vaughn, & O’Neill, 1998 Nothing excuses inappropriate behavior! 7 Donna Whoric, Behavior Consultant, Intermediate Unit I

11. Let’s Take a Look Randy Sprick

12. BEHAVIOR SUPPORT ASSUMPTIONS Behavior Support Assumptions Assumption 1: There is no place for ridicule or humiliation of children in the process of managing behavior. Assumption 2: Inappropriate behaviors are learned and predictable. Assumption 3: A learner’s inappropriate behavior is his/her best effort to be successful in meeting his/her needs. Knoster, Timothy A Quick Glance: Establishing An Ecology of Behavior Support in Schools Pennsylvania Department Education Donna Whoric, Behavior Consultant, Intermediate Unit I 8

13. PROBLEM BEHAVIORS A B C List Problem Behaviors Antecedent Behavior Consequence COMMON INTERVENTIONS List Common Interventions to Inappropriate Behaviors Donna Whoric, Behavior Consultant, Intermediate Unit I 9

14. QUESTIONS: PAST… PRESENT What were the issues in school? Who were the delinquents? What methods were used by students (with each other) for conflict resolution? What were the drugs? What were the headlines? What were attitudes towards parents? Family Student School Peers Community Donna Whoric, Behavior Consultant, Intermediate Unit I 10

15. IDENTIFY NEEDS IDENTIFY BASIC NEEDS OF ALL PEOPLE IDENTIFY WHAT HAPPENS WHEN NEEDS NOT MET Abraham Maslow Donna Whoric, Behavior Consultant, Intermediate Unit I 11

16. BASIC NEEDS William Glasser The Quality School Fun Freedom Power, Achievement Belonging Survival Abraham Maslow’s Hierarchy of Needs Self-Transcending Self- Actualization Esteem Belongingness Safety Needs Physiological Donna Whoric, Behavior Consultant, Intermediate Unit I 12

17. THE FOUR GOALS OF MISBEHAVIOR Power Attention Let’s Fight! Look at me! Communication To Get/To Avoid Sensory Leave me alone! Revenge I’ll get even! Avoidance Behavior is a choice! Rudolf Driekers, Children the Challenge Donna Whoric, Behavior Consultant, Intermediate Unit I 13

18. Knoster, Timothy A Quick Glance: Establishing An Ecology of Behavior Support in Schools Pennsylvania Department Education . Donna Whoric, Behavior Consultant, Intermediate Unit I 14

19. THE GOOD NEWS • There are many schools that have well-managed classrooms and school buildings, regardless of: • a. size • b. socioeconomic influences c. student composition • d. geographic setting • NOT A PRODUCT OF CHANCE!!!! • Punishing problem behavior without a school-wide system is associated with increased: • a. aggression • b. vandalism • c. truancy • d. tardiness • e. dropouts • Mayer & Sulzer-Azeroff • Approaches that are effective include: • a. social skills training • b. academic/curricular restructuring • c. behavioral interventions. • Lipsey (1992), Tolan & Guerra (1994), Gottfredson • AND... • Classroom Management • Wong, Brophy, Goodlad Donna Whoric, Behavior Consultant, Intermediate Unit I 15

20. VIOLENCE PREVENTION • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

21. INVITING SCHOOL SUCCESS Discussion: Consider your perception of what an ‘inviting school’ would look like. Write down several specific aspects to discuss i n your group. Reflect on your experiences of the past few days. Identify any that you would classify as inviting or disinviting. Pretend that you are a visitor to your school. After being in the building for 15 minutes, what initial impression do you think you would have of your school? What caused those perceptions? Describe the characteristics of a student-teacher relationship that reflects mutual respect. What are specific ways to enhance this kind of relationship? Purkey, William, Inviting School Success Donna Whoric, Behavior Consultant, Intermediate Unit I 16

22. CODE OF CONDUCT CODE OF CONDUCT 17

24. THE CODE OF CONDUCT The Code of Conduct 1. I am responsible. 2. I am safe. 3. I am respectful. ___Created by teacher and students. ___Written in the first person. ___Identifies the appropriate behavior. ___Taught to students. ___Used for self-evaluation ___Reviewed daily/weekly. ___Displayed in the classroom. ___Sent to parents. Albert, Linda; Cooperative Discipline Positive Behavior Support,University of Oregon Donna Whoric, Behavior Consultant, Intermediate Unit I 18

25. Panther PRIDE • P – Preparation • R – Respect • I – Integrity • D – Dedication • E - Excellence

26. ________________was caught following the P.A.W.S. guidelines. P = Please listen A = Always be prepared W = Work/act responsibly S =Show respect Caught by: ________________ P.A.W.S.

27. T-CHART Code: I am responsible Skill: Put away materials 1. Materials on shelves 2. Labeled items 3. Turn taking 4. Clean area 5. Check-list/pictures of materials Looks like Sounds like 1. “Excuse me” 2. “Good job!” 3. Quiet voices 4. “It’s my turn” 5. ”I know where it is!” Code: I am respectful Skill: Hand raising Sounds like Looks like 1. Hand raised in air 2. Seat on seat 3. Feet on floor 4. Material on desk 5. Pleasant expressions 1. Student asking/answering 2. Teacher asking/answering 3. “Nice hand raising!” 4. Smiles 5. One person talking at a time Donna Whoric, Behavior Consultant, Intermediate Unit I 19

28. PROCEDURES/ROUTINES • Examples: • attendance/tardiness procedures • heading papers • assigning and collecting work • homework • procedures for when there are classroom visitors • transitioning individual to group work • lining up • attention signal • sharpening pencils • organizing desks/workspace • restroom breaks • preparing for and returning from recess/assembly • requesting assistance • Additional: Donna Whoric, Behavior Consultant, Intermediate Unit I 20

29. T-CHART Code: Skill: Looks like Sounds like Positive Behavior Support,University of Oregon 21 Donna Whoric, Behavior Consultant, Intermediate Unit I

30. THE EFFECTIVE TEACHER THREE CHARACTERISTICS • Positive Expectations • Classroom Management • Mastery Teaching How do positive expectations impact your role? Harry Wong, The First Days of Schools 22 Donna Whoric, Behavior Consultant, Intermediate Unit I

31. Let’s Take a Look Harry Wong

32. CLASS MEETINGS 23

33. THE CLASS MEETING THE BASICS ___Form a circle. ___Agenda setting. ___Set the code. ___Select partners. ___Pose the problem/question. ___Personal reflection. ___Signal for quiet. ___Partner talk. ___Whole group discussion. ___Close the meeting. WAYS TO CLOSE A CLASS MEETING 1. Review: If the meeting produced an agreement, review it. 2. Round the horn: “Let’s go around for final, brief comments: you may pass if you wish.” 3. Remembering:“What’s something somebody said that you thought was a good point, even if you didn’t agree with it? Take a moment to think . . .then share.” 4. Learning: “Think of something you learned from today’s meeting . . .” Then go around, or ask for volunteers. 5. Questions: “What’s a question that’s still on your mind?” 6. Complete the sentence: Invite all to complete a sentence starter (e.g., “At the end of this meeting, I think . . .” or, “I feel . . .” or, “I hope . . .”). 7. Partners: Students respond to any of the above, then share it with their class meeting partner (or change partners). 8. Future topics:“Suggested topics for our next meeting?” 9. Silence:“Take a minute to think about today’s meeting . . . a new idea you got . . . something you’ll do differently as a result of our discussion .. . Write it down or just keep it in mind.” 10. Evaluation:“What did you like about today’s meeting? What made it a good discussion? What could we do better or differently next time?” Thomas Lickona, Educating for Character Donna Whoric, Behavior Consultant, Intermediate Unit I 24

34. THE CLASS MEETING CLASS MEETING EVALUATION 1. Circle the word that best describes this class meeting: Excellent Very Good Good Fair Poor 2. Circle the word that describes what you think of this meeting: Wow So-so Yuk 3. Complete these sentences: a. This class meeting was ________________________________________________________________ b. In our meeting we decided ________________________________________________________________ c. I helped this meeting by ________________________________________________________________ d. I think the class meetings have helped ________________________________________________________________ e. Since we have class meetings, people have ________________________________________________________________ f. Our class meeting would be better if ________________________________________________________________ Thomas Lickona, Educating for Character Donna Whoric, Behavior Consultant, Intermediate Unit I 25

35. THE CLASS MEETING Thomas Lickona, Educating for Character Donna Whoric, Behavior Consultant, Intermediate Unit I 25

36. ENCOURAGEMENT STRATEGIES 26

37. THE 3’c OF ENCOURAGEMENT • Confidence Builders • Acknowledge Achievement • Learning is Tangible • Make Mistakes O.K. • Success-Revisit It • Acceptance • Attention • Appreciation • Affirmation • Affection • Students • The Class • The School • The Community • The Environment • The World Capable Connected Contributing Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I 27

38. READING ABOUT THE 5 A’s Read 5 A’s Article Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I

39. APPLYING THE 3 C’s Time CONTRIBUTING CAPABLE CONNECTED Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I 28

40. MISSION STATEMENT • A Mission Statement should be that statement which says and documents what is most important to you, and guides your interactions with students, parents, staff, and community members. • The mission statement also reflects your core values. • It does not reflect the environment around you because that will change. • It directs all your actions and reactions in a changing work environment. • It is also the standard that you evaluate your daily performance. Adapted from Steven R. Covey, The 7 Habits of Highly EffectivePeople Donna Whoric, Behavior Consultant, Intermediate Unit I 29

41. Let’s Take a Look Mr. Holland’s Opus

42. INTERVENTION STRATEGIES “What am I going to do with this kid?” 30

43. DATA COLLECTION 31

44. ABC Chart Name______________________Dates ________ Setting ___________________________________ Time Antecedent Behavior Consequence Donna Whoric, Behavior Consultant, Intermediate Unit I 32

45. FUNCTION OF BEHAVIOR Attention Power Avoidance Revenge Communication Sensory 33

46. THE FOUR GOALS OF MISBEHAVIOR Look at me! Let’s Fight! Leave me alone! I’ll get even! Mistaken Goal Chart What do I usually do? (Clue 2) Remind, nag, scold, rescue Fight back, give in Retaliate, punish severely, withdraw Give up trying, refer student What does the student do? (Clue 3) Stops temporarily Continues, stops on own terms, Continues, intensifies, stops on own terms Continues avoiding tasks Goal Attention Power Revenge Avoidance of Failure How do I feel? (Clue 1) Irritated, annoyed Angry, frustrated Anger, hurt, disappointed, sense of dislike Professional concern, frustration What’s the student message? “Look at me!” “Let’s fight” “I’ll get even!” “Leave me alone.” Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I 34

47. ATTENTION 35

48. ATTENTION Describe the student’s attention seeking behavior: Antecedent Behavior Consequence ______________________________________________________________________________________________________________________________ Prevention Intervention Linda Albert, Cooperative Discipline 36 Donna Whoric, Behavior Consultant, Intermediate Unit I

49. ATTENTION INSTRUCTIONAL STRATEGIES Notice Appropriate Behavior ___Use proximity praise. ___Use compliance praise. ___Make recordings. ___Give a standing ovation. Clarify Desired Behavior ___Use “when-then” statements. ___Use “target-stop-do”. Legitimize the Behavior ___Create a lesson. ___Go the distance. ___Have the class join in. ___Use a diminishing quota. Do the Unexpected ___Turn out the lights. ___Play a musical sound. ___Lower your voice. ___Change your voice. ___Talk to the wall. ___Use one-liners. ___Cease teaching briefly. Distract the Student ___Ask a direct question. ___Ask a favor. ___Give choices. ___Change the activity. Minimize the Attention ___Refuse to respond. ___Give “The Eye”. ___Stand close by. ___Use name dropping. ___Send a general signal. ___Send a secret signal. ___Give written notice. ___Use an “I message”. ___Consider seating arrangement. Linda Albert, Cooperative Discipline Donna Whoric, Behavior Consultant, Intermediate Unit I 37

50. ATTENTION: INTERVENTION • Component Skills: • Moving • Scanning • Encouraging • Proximity praise with follow-up • Characteristics of Effective Attention • Be sincere • Use eye contact • Make it descriptive • Vary the statements Research: Before grade 3: Attention for appropriate behaviors is evident. Beginning grade 3: More attention for inappropriate behavior 38 Donna Whoric, Behavior Consultant, Intermediate Unit I