PBIS Workshop 1A Classroom 10-18-16.pptx

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PBIS Workshop

#1A

Implementation in the Classroom Tuesday October 18, 2016

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BEHAVIORAL EXPECTATIONS

EXPECTATION TRAINING SITE

BE RESPECTFUL Please,

• Be an active listener and use technology to enhance learning

• Acknowledge and consider all contributions BE RESPONSIBLE Please,

• Sign attendance sheet

• Participate in learning activities

• Maintain confidentiality BE READY Please,

• Start on time & end on time

• Complete tasks needed for all tiers of PBIS

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Today’s Main Resources

• _{Behavior (Student Outcome) Classroom Data}

• _{Classroom Management Self-Assessment}

• _{Classroom Routines Based Behavior Matrix}

• _{Supporting & Responding to Student}

Behavior

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Targeted Tier:

Small group, targeted, evidence-based instruction for some

students

Intensive Tier:

Individualized, intensive, evidence-based instruction

for a few students

Universal Tier:

Robust Instruction

in Behavior & Academics for All Students

(IELS & Iowa Core)

Multi-Tiered

System of Supports (MTSS)

~80-90_{% of S}

tudents ~5-15%

~1-5%

Layers are added for those

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o School-wide

o _{Non-classroom} o _Classroom

o _Individual

Which system best predicts sustained implementation 3 years later?

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o _School-wide

o Non-classroom

o _Classroom o _Individual

Which system best predicts student outcomes (ODRs) 3 years later?

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Which PBIS Features are Most Related to Equity?

• _{Two key predictors of decreased}

disproportionality:

1.Regular use of data for decision making

2. Implementation of classroom SW-PBIS

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OUTCOMES D A TA SYST EM S PRACTICES 4 Core Elements Social Competence, Academic Achievement, and Safety Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior

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Going Beyond

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Supporting & Responding to Student Behavior

• _www.pbis.org

o _{Hover over bus icon (School section)}

• _Choose_{PBIS in the Classroom}₍₂nd listed)

o_{Read PBIS in the Classroom summary –}

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Guiding Principle Definition

Professional Business-like, objective, neutral, impartial, & unbiased Cultural Considerate of individual’s learning history & experience Informed Data-based, response-to-intervention

Fidelity-Based Implementation accuracy is monitored & adjusted as needed Educational The quality of design & delivery of instruction is considered

Instructive Expected behaviors are explicitly taught, modeled, monitored, & reinforced

Preventive Environment arranged to encourage previously taught social skills & discourage anticipated behavior errors

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• _{Three main parts included in this PBIS Classroom Guide:}

1. Interactive map with corresponding tables, tools, and tips

a) Links to content to support implementation of strategies

2. Self-assessment and decision-making chart

a) To guide user to portions of document that will be most useful

3. Scenarios

a) Two scenarios to extend learning & provide

concrete examples of how to use the classroom strategies & tools included

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Classroom Management Self-Assessment

GOAL:

Achieve

Student

Engagem

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• _{Item 1.1 – Settings}(physical layout)

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• _{Item 1.2 – Routines}

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• _{Item 2.2 – Opportunities to Respond}

“Step Back: Promoting Independent Thinking”

Discuss:

1) What did you notice?

2) What do you think has occurred previously for this classroom

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• _{Item 2.4 – Prompts & Precorrections}

http://

louisville.edu/education/abri/primarylevel/prom pting/group

Discussion Question following Video:

What is necessary prior to using prompts and precorrections effectively?

Follow-up Large Group Question:

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• _{Item 2.1 – Active Supervision}

o_Scanning o_Moving

o_{Interacting (positive, frequent)}

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• _{Item 2.3 - Acknowledgement}

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• _{Growth Mindset through Acknowledgement}

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3. Do data indicate that students are still engaging in problem behavior?

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• _{Item 2.5 – Error Correction}

• _{Item 2.6 – Other Strategies to}

Respond to Problem Behavior

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• _{Additional activity if time allows:}

o Read through applicable scenario

• Elementary – pages 21-22 (drop down bar shows pages

23-24)

• Secondary – pages 23-24 (drop down bar shows pages

25-26)

o Record for applicable scenario, at least one each:

• _“ah-ha”

• _{“that makes sense”}

• _{“wonder why”}

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Final Consideration

• _{Identify 1 action step for moving}

forward with improving classroom implementation of PBIS

• _{30 second share out per person}

around your table

Thank you so much for your active participation!