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PBIS in Early Childhood

PBIS in Early Childhood. Kindergarten and Preschool *Review the “Components of a Successfully Managed Classrroom ” checklist . Purpose. To align K and preschool level social skills and behavior instruction with K-6 PBIS practices

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PBIS in Early Childhood

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  1. PBIS in Early Childhood Kindergarten and Preschool *Review the “Components of a Successfully Managed Classrroom” checklist

  2. Purpose • To align K and preschool level social skills and behavior instruction with K-6 PBIS practices • To support teachers of young students with strategies and practices for implementation to improve behavior outcomes for students

  3. Agenda • Self Assessment • Welcome, introductions • Overview • Teaching Behavioral Expectations • Teaching Social Skills • GLAD • Matrix

  4. Activity • Talk at your table group and discuss the top three problem behaviors in your classroom setting • Share out

  5. HSD EC data • Who are our students? • What behaviors do we see? • When do behaviors occur?

  6. Where do problem behaviors occur? ODRs by Location

  7. HPS K Discipline Data • 1458 Total Kindergartners Enrolled • 554 total incidents • 169 individuals (11.5% of Enrollment) • 63 ELLs (37%) • 12% SPED • 1% Alaska Native/American Indian • 6% Asian • 21% Black/African American • 42% Hispanic/Latino • 6% Multiple • 3% Pacific Islander • 20% White

  8. PBIS • Positive Behavior Interventions and Supports • Behavior RtI

  9. PBIS Pyramid in EC Programs

  10. Change in Practice – How Staff Members Interact with Students • Every time any adult interacts with any student, it is an instructional moment! • PBIS emphasizes… • Teaching behaviors like we teach academics • Reteaching, modeling and practicing expected behaviors • Reinforcing expected behaviors • Predicting “at risk” times and precorrecting with prompts and cues to ensure practice of positive behaviors

  11. Two instructional areas • Teaching Behavioral Expectations • Teaching Social Skills

  12. Teaching Behavioral Expectations • Why teach behavior? How to teach behavior (I do, we do, you do) • What is “explicit” instruction? How to set up the environment • What is “structure”? • Resources • Boardmaker (SLP) • Literature • Strategies • Video review- checklist • Exit Slip • GLAD • Matrix

  13. 5 Critical Features of Classroom Management • Maximize structure in your classroom. • Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior.

  14. Example: Voice Level Chart

  15. Example: Exit Slip

  16. Social Skills Instruction Instructional Components • Self regulation • Problem solving • Emotional literacy Instructional Strategies • Second Step • Kelso’s Choice • Tucker Turtle • Academic Connections and Literature Methodology • Why pictures, demonstration and practice are important

  17. Guided Language Acquisition Design Project GLAD™ Mission A curricular model of professional development dedicated to building academic language and literacy for all students; especially English learners

  18. Why Use GLAD?

  19. PRE/K GLAD Strategies FOCUS AND MOTIVATION 1. Observation Chart 2. Big Books 3. Morning Message 4. Inquiry Chart 5. Picture Dictionary 6. Super Scientist Awards (Or Take-Home Awards) INPUT 7. Pictorial Input (Small and Large) 8. Comparative Input 9. Narrative Input GUIDED ORAL PRACTICE 10. Songs and Chants 11. Process Grid 12. Picture File Cards 13. Center Enhancement 14. Oral Sentence Patterning Chart 15. T Graph for Social Skills EMERGENT READING AND WRITING 16. Learning Log 17. ABC Chant 18. Listen & Tell/Listen & Sketch 19. Assessment Frame

  20. Reinforcement • What is Reinforcement? • Reinforcement Continuum • Diet of Recognition • Reinforcement • Capitalizing on opportunities for reinforcement • Consequence Plan • Reteach- Reinforce • Individual student plan- School PBIS team- District Process “Attend to what you attend to”

  21. Who’s job is it to teach students to behave appropriately? • Creating a positive, safe, and effective school climate is everyone’s responsibility • If students are not demonstrating appropriate behavior, we teach them • PBIS is about the whole school working together to create a positive school climate

  22. Closing • Turn and talk- what 3 things can I implement this school year? • Evaluation

  23. PBIS & Early Childhood Resources • http://csefel.vanderbilt.edu • www.pbis.org • www.nwpbisnetwork.org • https://staffnet.hsd401.org/teams/pbis

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