PBS in the Class Room

1. P PBS intheClassRoom P B Y S A P L C R T Kathy Helgeson, Southern Oregon ESD I “This is the worst class I’ve ever had!”

2. How familiar are you with PBS? • Know it well. Use/refer to it in my work. • Have the general idea. • Know it doesn’t mean Public Broadcasting System. • Thought it did mean Public Broadcasting System.

3. What do you believe? • Behavior issues cause academic problems. • Academic issues cause behavior problems. • Behavior and academics are intertwined.

4. Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)

5. Primary Prevention - What we do for all students Individual plans that help "high-flyers" be successful Small groups of students who need more help to be successful.

6. The cyclical relationship between reading and behavior can impact the outcome of 10 million (17.5%) of the nation’s children, who will encounter reading problems the first three years of their education. National Reading Panel, 2004 20%

7. Intensive Alterable variables Individualized intervention plan Progress monitoring Student Study Team support Targeted Flexible, instructional grouping aligned with specific skill and need for support Progress monitoring Data-based teams School-wide Universal screening Evidence-based core curricula Effective instructional strategies Intensive 6+ ODRs Full Functional Behavioral Assessment (FBA) Wrap-around services Targeted 2-5 ODRs Simple FBA Group systems for efficient and flexible intervention programming Continuous progress monitoring Data-based teams School-wide Consistent expectations taught to everyone Prevention via social skills instruction Office Discipline Referrals (ODRs) Behavior Support Academic Support

8. Do most of your difficult students behave better when in a consistent, predictable environment?A. YesB. NoC. Not sure

9. What group benefits the most from a consistent and predictable environment?A. Red ZoneB. Yellow ZoneC. Green Zone

10. Hours of Academic Learning Time 1170 School year hours - 335 Absenteeism & Non-instructional time. 835 835 True teaching time 835 - 209 (25%) Transitions & discipline (15%) -125 626 710 - 157 (25%) Time off task (10%) - 71 469 639 • -Teaching & reinforcing expectations and transitions • -Managing appropriate and inappropriate • behavior efficiently • -Management of groups, participation, pacing 170 more hours; about an hour per day

11. The Critical Elements • Establish rules. • Clarify your expectations. (How does it look?) • Create lesson plans & teach. • Design feedback & reinforcement system. • Collect data. Is this working? Machine vs. Buffet

12. Which of these Critical Elements is most often overlooked in a classroom? Why? • Establishing rules. • Clarifying classroom expectations. • Creating lesson plans & teaching • Designing a feedback & reinforcement system. • Collecting data. Is this working?

13. Mrs. Mutner was very clear on her expectations – But not particularly positive.

14. Be Safe Be Respectful Be Responsible

15. Rules Teach kids what you want, and pay more attention to them when they are doing it than when they are not.

17. State the Obvious

22. SAFE RESPECTFUL RESPONSIBLE -Keep yourself to yourself. -Stay in your work area. -Talk only about the work. - Be considerate of other’s feelings. - Raise hands only if everyone has the same question. -Everyone contributes. -Work tasks should be distributed fairly. Example: 1. Demonstrate staying in the work area. 2. Give examples of considerate, constructive comments. 4. Show how/when to raise hands. Non-Example: 3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic. Co-operative Groups REASON THE EXPECTATIONS ARE IMPORTANT:Everyone can share the work and complete it faster. We can work together more often. TEACHING EXAMPLES AND NON-EXAMPLES Demonstrate with students. REVIEW: Have several students tell what was taught at these stations.

23. Co-operative Groups • Talk only about the work. • Everyone must participate and contribute. • Work tasks should be distributed fairly. • Talk out issues, be considerate of other’s feelings. • Raise your hands only if everyone has the same question.

24. Set Kids Up for Success Don’t leave it to chance.

25. But we have older kids. They knowbetter.

26. Spend more time focused on what is going right. Train yourself to look for it…

29. Purpose of Positives • Help Adults Build Positive Relationships • Who they are • What they do • Create a positive, inviting environment • Tool to encourage & reinforce desired behaviors • Those learning new behaviors • Role models of positive behavior

30. Gotcha! Why use tangibles? *Safe *Respectful *Responsible • They help you learn to look for the good in kids. • They increase your opportunities to build relationships with kids. • They multiply the positive reinforcement. • It is more effective in helping kids change habits than verbal praise alone. (but remember - is has to be genuine.)

31. Creating Bridges Deliver a meaningful messagethat builds self-esteem and can become internalized. • “I know that assignment was hard, but you stayed with it. You’re a hard worker.” • “Thanks for standing up for someone else. You did the right thing. You should be proud of yourself.”

32. Business and Reinforcement “How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before? Get to know your employees as people. Have some fun together. Work is NOT the opposite of fun.

33. Good things might come your way if you're doing the right thing. Bigger isn’t better. Intermittent random reinforcement is most effective in changing behavior.

34. In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected?A. Giving out rewardsB. Having clear and consistent consequences for problem behaviorC. Teaching expectations directly, and reinforcing students who comply

35. When using rewards in your classroom, are you “buying” student behavior?A. YesB. NoC. Depends on how it’s doneDiscuss with those around you…

36. The goal of classroom management is to develop a group of students who are responsible, motivated and highly engaged in meaningful tasks.

37. Focus on Prevention +++-

38. Create systems in which the smallest efforts give you greatest impact.

39. Collecting Dataor “How’s it working?” • Out of class/Official discipline referrals • Behavior Log • Frequency– collect data occasionally on specific students Do you think you have adequate data about classroom behaviors? A. Yes B. No

40. Classroom Behavior

41. Classroom Behavior

42. Playground Behavior

45. Is an FBA a part of a child study meeting? • Often • Occasionally • Not at all

46. Mary Contrary o IEP - o o Pre-correction o Reteaching o Group Counseling o Brief FBA o Check In – Check Out o o o Is this student getting what we say we do for all students? o Explicit teaching of behavioral expectation? o Success? o Reinforcement for appropriate behavior? o Belonging? o Non-contingent reinforcement? o 4:1 Positive Interactions? o Warm, inviting atmosphere? o Social skills curriculum? o Positive relationship with at least one significant adult?

48. To what extent do you think adults control student behavior? • A great deal • About 50/50 • A little, as a minor factor • Not at all

49. Maslow's Hierarchy of Needs Learning Self Esteem Belonging Safety Physical Needs (Food, Shelter)

50. Say “Hello” everyday. • Don’t expect instant results, but stay with it anyway. • Talk about something non-academic. • 3 minutes 3 time a week. • Give an extra responsibility. • Show trust when you can. • Make home a home visit. • Find out more about where this kid lives. • Have some fun together. • Give more of the real you. • Tell your stories - you are the M&M. • Make positive parent contacts. • Write notes, call, send a postcard. • Be the best teacher you can be… • Set kids up for success. • Smile and Laugh!