Welcome Back!

1. Welcome Back!

2. Registering • Training Dates • Team Paperwork • 5 Binders per Team • 5 Champs Books • 1 Coaching Champs • BASC2-Classroom Intervention Guide • Fast meeting with Coaches • Survey Links Available General Information

3. http://positivebehaviorsupportr20.pbworks.com/ “IT’S NOT EASY BEING GREEN”

4. PBIS TEAM • FACULTY COMMITMENT • EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE • DATA ENTRY AND ANALYSIS PLAN ESTABLISHED • GUIDELINES FOR SUCCESS AND EXPECTATION • REWARD/RECONGITION PROGRAM ESTABLISHED • LESSON PLANS FOR TEACHING GFS & EXPECTATIONS • IMPLEMENTATION PLAN • CRISIS PLAN • EVALUATION Critical Elements

5. PBIS 5 Guiding Principles 2. TEACH the behavior you want... to STAFF AND STUDENTS! Teach Define Encourage 3.ENCOURAGE the 1. DEFINE the behavior you want… what does it look and sound like? behavior you want… from STAFF AND STUDENTS! PBIS 5 Correct Supervise 4.SUPERVISE student behavior.Protect, expect, connect! 5. CORRECT student behavior. Calm, brief, respectful!

6. CHAMPs

7. Define

8. CHAMPS

9. Structure • Teach • Observe • Interact • Correct Be STOIC Be Effective

10. Pg xv

11. 1. Structure (organize) your classroom to prevent misbehavior.

12. STRUCTURE Vision Shaping Behavior Understanding Motivation Long Range Goals Guidelines for Success Effective Instruction Family Contacts Page 15

13. Let’s cover the ground rules of behavior management principles. What do we know about behavior? Well… Chapter 1: Task 1

14. Understand Motivation When a behavior is engaged in repeatedly, it demonstrates a level of motivation to engage in that behavior. If a behavior does not occur, it demonstrates a lack of motivation to engage in that behavior

15. Expectancy X Value = Motivation Pg 29 Expectancy-The degree to which an individual expects to be successful at any given task. Value-The degree to which an individual values the rewards that accompany success of the task.

16. Understand the importance of having high expectation for all your students. • Identified specific ways you can convey theses expectations. • Note times during the year when you will objectively examine your expectations. Task 5: Positive Expectations Page 42 - 43

17. Teacher’s presentational style • Actively involve students in lessons. • Have clear and measurable objectives • Ensure high rates of student success on tasks. • Give students immediate performance feedback. Effective Instruction

18. Present information to students that will generate enthusiasm and intrinsic motivation on their part. • Explain why or how the task/behavior will be useful to them • Giving them a vision of what they will be able to do • Relating the new task to previously learned skills • Rally student enthusiasm and energy for the task/behavior Effective Teaching

19. Commit to establishing positive relationships with your students’ families. • Have a specific plan for how you will make initial contact with your students’ families at the beginning of the year. • Have a specific plan for how you will maintain ongoing contact with your students’ families throughout the year. Task 7: Family Contacts

20. STRUCTURE Organization Daily Schedule Physical Space Attention Signal Beg. and End Routines Student Assignments Independent Work Page 63

21. Can you get to any part of the room quickly and easily? • Can you access every student? • Can students access everything they need quickly and easily? Room Arrangement

22. The daily schedule reflects a reasonable balance of teacher-directed, cooperative group, and independent work activities. • No one type of activity goes on for too long a period of time. • Independent and cooperative group activities immediately follow teacher-directed tasks. • Steps are taken to proactively manage times of the class/day when students are more likely to misbehave. Daily Schedule Daily Schedule

23. Desk are arranged to optimize the most common types of instructional activities students will engage in and reflect the level of structure students require. • Easy access to all parts of the room • Disruptions caused by activity in high traffic areas will be kept to a minimum. • There is space to display student work. Physical Space Physical Space

24. An attention signal has been identified that has both auditory and visual components to teach students. • A specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal. Attention Signal Attention Signal

25. Routines Class should begin in a way that makes students feel welcome and has them going immediately to their seats to work on productive tasks. Opening activities will be conducted to meet the following goals: Students will be instructionally engaged while attendance is taken. Procedures for dealing with tardiness will insure that tardy students will not disrupt class or take your attention. Announcements and housekeeping tasks will not take up too much time.

26. Entering Class Opening Activities Be Prepared with Materials Dealing with Students after an Absence Wrap up/ Clean up at the End of Day/ Class Period. Dismissal. What Routines?

27. Complete your group work first. • Ask permission to do a center. • Pick a center. • Work quietly. • Clean up when finished. How to Go to a Learning Center

28. Manage Student Work Manage Independent Work Design efficient and effective procedures for assigning, monitoring and collecting student work. When students are expected work without direct supervision, off-task behavior can easily result. You must plan for . . . Page 90 & 100

29. STRUCTURE Management Plan Level of Structure Classroom Rules Correct Rule Violations Corrective Consequences When to use REFERRAL? Page 107

30. Arrive on time with all your materials Keep hands, feet, and objects to yourself Work during all work times Follow directions immediately EXAMPLE

31. Rules for Ms. Smith's English Class • Be Safe • Keep hands, feet and objects to self • Remain in classroom unless given permission to leave • Be Respectful • Use appropriate language, tone and voice level • Be Responsible • Bring all needed supplies to class • Be in your seat when the bell rings • Complete work on time • Take care of materials

33. Precorrection • Proximity • Verbal reprimand • Discussion • Family Contact • Humor • Restitution • Emotional Reactions TASK 3: Correct Rule Violations

34. Time Owed • Time Out from object • Time out from group • Time out at desk • Restitution • Positive Practice • Response Cost • Detention • Improvement Plan • Progressive Consequences:

35. B E H A V I O R R E S P O N S E Menu for Effectively Responding to Classroom Misbehavior DSC

36. Fair does not mean doing the same thing for all students… it means striving to meet the individual needs of each student. • “There is nothing more unequal than equal treatment of unequals.” The “FAIR” POLICY

37. It’s not the SEVERITY of your consequences that will make them effective…it is the CERTAINTY

38. Pg 195-200 Take some time to review and then begin your plan.

39. TEACH

40. A list of the major classroom activities and/or categories of activities has been developed. • For each activity, specific and detailed behavioral expectations for students has been defined. • Activities may include: • Teacher-directed instructions • Guided practice • Cooperative group • Independent work • Final measurement Task 1: CHAMPs Expectations for Instructional Activities

41. Teach CHAMPs behavioral expectations Teach routines and policies • Take the time to teach/role model the appropriate behavior • State the rule • Provide examples and nonexamples • Role-play • Pre-correction Explicit Instruction

42. Page 157 - 164

43. How much and what type of conversation among students is allowed? • Levels of Conversation • Level 0 Silence • Level 1 Whisper • Level 2 Soft conversation • Level 3 Presentational • Level 4 Outside Conversation

44. Adaptations FOR YOUNG Page 180

45. ACTIVITY • CONVERSATION • HELP • INTERGRITY • EFFORT • VALUE • EFFICIENCY ACHIEVE Adaptations FOR OLDER Page 181

46. Based on the needs of the students, a plan to teach CHAMPs expectations for activities and transitions is ready to be used by the first day of school Task 3: Lessons to Communicate Expectations Page 177

47. Three-Step Process for Communicating Page 150

48. Expectations for Teacher Directed Instruction & Discussion • Only one voice at a time can be head. • Presentation voice is used when you are the speaker. • Questions and comments from the speaker relate the lesson. • No noise other than writing or turning a page of your notes if you are not the current speaker. • All verbal participation sounds respectful – even when you are disagreeing. • Eyes on speaker, overhead or you own notes • Everyone looks as if they are listening to the speaker • Hands raised before speaking. • Everyone is seat, except speaker. • If someone disagrees, s/he raises hand to become the speaker. There are no non-verbal expressions of disagreement. Looks Like: Sounds Like:

50. Circulate & Scan Use Data Observe