Supporting Positive Student Behavior
in the High School Classroom
Children First Network 106
and
RSE-TASC, Division of Specialized Instruction and
Student Support
Agenda
• Welcome and Introductions
• Triangle Activity for the Classroom
• Defining Student Needs
• Understanding Student Developmental Stages
• Revisiting Our Classroom Triangle
• Creating a Tier 1 Classroom Behavior Chart (Matrix)
• Creating a Tier 2 Behavior Contract
• Overview of the Classroom Problem Solving Process
• Feedback
Outcomes
1) To Understand the logic of Multi-tiered Systems of Support for Behavior in the Classroom
2) To Understand and Brainstorm how we define our students’ needs and support strategies using a developmental lens
3) To Understand basic concepts of behavior and how to design a developmentally appropriate Tier 1 Behavior Matrix for all
students
4) To Understand how to design a developmentally appropriate Tier 2 Behavior Contract for an individual student
Tier 3
Tier 2
Tier 1
Triangle
Activity:
Applying
the
Three-Tiered
Logic to
Your
Classroom
4 •FBA-BIP •Family/Community Collaboration •Wraparound Systems of Care
•Core Behavioral and SEL curriculum (Class-wide) •Social Skills Teaching and Reinforcement Systems •All Students
•Check In, Check Out •Behavior Contracts
Small Group Activity:
The Classroom Triangle
Identify all practices by tier
:
Tier I: How do you support all children? Core
Curriculum (Academic and Social)- “everyone gets”
Tier 3
Tier 2
Tier 1
Triangle
Activity:
Applying
the
Three-Tiered
Logic to
Your
Classroom
Triangle Activity Share out
• What were your group’s findings?
• Were there variations in practices across different
colleagues?
“difficult behaviors result from
unmet needs.”
(David Pitonyak – www.dimagine.com)
What are your students’ needs?
Talk and Turn
How are student needs affected by:
Age?
Culture?
Disability?
Gender?
Prior School Experiences?
Important Developmental Events at
Different Ages (www.cdc.gov)
Ages Developmental Events
Pre-School Exploration with guidance
Elementary School Accomplishments (physical, social and academic)
Middle School Social Relationships, Peers, Beginning Independence
Important Developmental Events in
Pre-School (www.cdc.gov)
Ages
Developmental Events
Pre-School
Exploration with guidance
12
Positive Behavior Support Tips:
• Model positive social interactions (e.g., sharing) with peers and adults
• Give simple choices (what activity to do, what to eat for snack) • When child is trying to do new things, give encouragement,
especially when child makes a mistake
• Teach child to express what he or she needs or wants
Important Developmental Events in
Elementary School (www.cdc.gov)
Ages Developmental Events
Elementary School Accomplishments (physical, social and academic)
Positive Behavior Support Tips:
• Show affirmation and recognize effort as well as accomplishments
• Take pride in the student with wherever he or she is at right now and build on strengths
Important Developmental Events in
Middle School (www.cdc.gov)
Ages Developmental Events
Middle School Peer Relationships, Growing Independence
14
Positive Behavior Support Tips:
• Be supportive, focus on strengths and applaud effort
• Help student develop skills and abilities toward goals
• Help student develop own sense of right and wrong
• Know the importance of peers at this age and how to
Important Developmental Events in
High School (www.cdc.gov)
Ages Developmental Events
High School Independence, Recognition, Increasing Sense of Self
Positive Student Behavior Tips:
• Show support and ask questions about activities student enjoys (academics, sports, social)
• Help student to make healthy choices while encouraging him or her to make own decisions
• Listen and respect the student’s opinion
Revisiting Your Classroom Triangle
Do the interventions you identified reflect considerations of developmental stages?
Use Post-Its to add/refine/edit/comment on previous findings.
Ages Developmental Events
Pre-School Exploration with guidance
Elementary School Accomplishments (physical, social and academic)
Middle School Social Relationships, Peers, Beginning Independence
High School Independence, Recognition, Increasing Sense of Self
The Positive Behavior Support Process
•
Define expected behavior
•
Teach expected behavior
Positive Expectation (Our Values) What we want our student to do
John will be safe
John will walk through the
hallway when transitioning
between classes
John will be respectful
John will use appropriate
language when speaking to his
classmates and adults.
John will be responsible
John will pack his homework into his backpack before leaving for home18
Introducing Positive Behavior Support
Tools and techniques to help children and
youth perform better socially in school
Based on a large body of knowledge about
the best and healthiest ways to promote
positive behavior
What is Positive Behavior Support in Schools?
Goal: Improved student behavior and academic
achievement
Approach: Change adult behavior to change student
behavior
Methods: Data-driven assessment and decision-making.
It is a team approach!
Guiding Principles
Human Behavior is social, understandable, and
predictable.
Human Behavior is changeable.
Human behavior occurs within an environmental
context, not in a vacuum. Changing the
environment can change behavior.
Guiding Principles Continued…
MOTIVATION
We believe all behavior has a purpose
Student behavior communicates a need
TWO BASIC BEHAVIOR MOTIVATIONS:
>
To obtain something (item, attention, sensory,
preferred activity)
Let’s Try It
Step 1: Define positive expectations
Step 2: Choose a behavior you would like to
strengthen or increase
Step 3: Create a home matrix– what do you expect
in different places or during different activities
Step 1: Define Expectations
What you would like to see your child do
more often or better?
During math class, my student, a 10th grader, will
be safe and respectful when he enters the
Step 2: Choose positive behaviors
Tell me what you want to see, in clear specific
terms
When entering math class, the student will put his coat on
his hook. He will go to his seat and complete his
independent assignment. When he is finished, he will
raise his hand to let the teacher and me know he is ready
to move to group work on the computer.
Step 3: Create A Class Chart
Entry
Independent
Work
Group
Work
Exit
Safety
Keep yourhands and feet to yourself
Respect
Wait foryour turn
Responsibility
Use theStep 4: Teaching expectations
Find the right time and place
Use positive, encouraging words
Every day is a new opportunity to learn (we all
make mistakes when learning something
new!)
Teaching Positive Behavior Where We
Want to See It –
Safety
Step 5: Rewarding and Celebrating
Rewards need to be connected to the good behavior
Rewards should be given often and can be small
Research shows that to support a new behavior it
Activity: Design a visual chart for your
classroom
Step 1
: Define positive expectations
Step 2
: Choose a behavior you would like to
strengthen or increase
Step 3
: Create a classroom visual chart– what do
you expect in different activities or different
routines
Step 4
: How will you communicate/teach
expectations?
Activity: Create a Tier 1 Class Chart
How are we
engaging
all
students in:
Entry
Independent
Work
Group
Work
Exit
Safety
Tier 2 Examples
How do we make decisions on more intensive instructional
interventions for students who struggle in Tier 1?
Think of a student in your classroom who may need more
behavioral support. Using your Tier 1
expectations/norms, how would you increase support
within the natural environment.
Example of student struggling with group -- behavior
contract with breaks.. Review daily with student, revisit
plan after 2-3 weeks
Tier 2 Activity – Writing a Behavior
Contract for a Student
• Focus on one behavior at a time
• Anchor the Tier 2 support in the foundation of your
class-wide Tier 1 expectations/norms
• Choose a student for whom you want to create a Tier
2 Behavior Contract
Positive Behavior Support Resources
NYS Regulations
http://www.p12.nysed.gov/specialed/lawsregs/part200.htm
NYSED memorandum “Requirements relating to the Use of Behavioral
Interventions and Supports”
http://www.p12.nysed.gov/specialed/publications/policy/BI-909.pdf
NYS Quality Indicators related to FBA-BIP
www.p12.nysed.gov/specialed/techassist/behaviorQI-310
NYS PBIS Resources National PBIS Resources
www.nyspbis.org www.pbis.org
NYCDOE Special Education Office Intranet Resources
