Tier 1 New Team Training

Tier 1 New Team Training

Positive Behavioral

Interventions & Supports

Module #4

Module Organization

CORE CONTENT:

Definition, Rationale & Examples

PRACTICE:

Activities for Fluency

SELF-ASSESSMENT:

Benchmarks of Quality

ACTION PLANNING:

Learning Expectations

EXPECTATIO N

BEHAVIOR

Be Responsible

▪ Make yourself comfortable

▪ Take care of your needs (water, food, restroom, etc.)

▪ Share your questions with the group

Be Respectful

▪ Turn cell phones off or to “vibrate”

▪ Listen to others attentively by staying quiet while they are speaking

▪ Follow up, and complete assigned tasks

Be Engaged

▪ Ask what you need to know to understand and contribute

Tier 1 Team Training Modules

▪ PBIS Overview

▪ Module 1: PBIS Team

▪ Module 2: Faculty Commitment

▪ Module 3: Expectations and Rules

Module 4: Lesson Plans

▪ Module 6: Discipline Procedures

▪ Module 7: Data Entry and Analysis

▪ Module 8: Classroom Behavior Systems

▪ Module 9: Evaluation

Module #4 Outcomes

Purpose:

Prepare and plan for facilitating implementation of teaching the school-wide and classroom-wide expectations

Prepare and plan for facilitating implementation of school-wide and classroom systems.

You should know and be able to:

▪ Use “best practices” to teach all lessons, behavioral as well as academic

▪ Teach directly in settings (i.e. bus expectations taught on bus)

▪ Embed into subject area curriculum

Module 4 Outcomes:

Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ) NI/PI

/FI Priority Hig h Med Lo w Lesson Plans for Teaching Expectations/ Rules

29. A behavioral curriculum includes teaching expectations and rules

30. Lesson include examples and non-examples 31. Lessons use a variety of teaching strategies 32. Lessons are embedded into subject area curriculum

33. Faculty/staff and students are involved in development & delivery of behavioral curriculum 34. Strategies to share key features of SWPBS

program with families/community are developed and implemented.

4: Lesson Plans

Classroom Systems

43. Expected behavior routines in classroom are taught

P.

CORE CONTENT:

Definition, Rationale & Examples

The Fun Theory

Once you have developed school-wide

expectations, it is not enough to just post the

words on the walls…

YOU MUST TEACH (and RETEACH)

THEM!

Developing a System for Teaching

Appropriate School-wide &

Classroom-wide Lesson Plans

Why Develop a System for

Teaching Behavior?

Behaviors are prerequisites for academics. Procedures and routines create structure. Repetition is key to learning new skills.

For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)

Adults average

For a child to unlearn an old behavior and replace with a new

behavior, the new behavior must be repeated on average ? times (Harry Wong)

8

25

Behavior Change

The change is an instructional process

We change

STUDENT

behavior

by changing

ADULT

behavior

Interventions = changes in staff procedures &

practices

Food for Thought…

▪ If a child doesn’t know how to read, we teach.

▪ If a child doesn’t know how to swim, we teach.

▪ If a child doesn’t know how to multiply, we teach.

▪ If a child doesn’t know how to drive, we teach.

▪ If a child doesn’t know how to behave, we… teach? punish?

Why can’t we finish the last sentence as automatically as we do the others?

Creating Behavior Lesson

Plans

▪ Students need to be taught the expectations, rules and routines for both the school-wide system and the classroom-wide

system.

▪ Teachers need to create lesson plans for each activity/routine when they want the students to do things in a certain way.

▪ Remember---If you are seeing problematic behavior, you need to stop and think if you taught the desired behavior you want to see. Always review the behavior, and acknowledge the

behavior you want students to display.

Develop an Efficient Teaching System

Provide initial lesson plans and/or lesson plan format to teach specific behaviors identified on the Matrix

CAFETERIA

∙ Be on time

∙ Keep my area clear ∙ Keep my place in line ∙ Use good manners ∙ Dispose of food in the

proper manner ∙ Use good manners

∙ Use appropriate voice level ∙ Listen to announcements ∙ Be prepared to leave on time ∙ Throw my trash away

∙ Clean my area ∙ Pay for my food

Teaching Academics

Teaching Behavior

Behavior Lesson Plan Form

Example of Classroom

Behavior

How will we teach behavior?

When will we teach behavior?

Kick-off events

• Teaching staff, students and families the expectations and rules

On-going Direct Instruction

• Data-driven and scheduled designed lessons

• Pre-correction

• Re-teaching immediately after behavioral

errors

Embedding into curriculum Booster trainings

▪ Scheduled and data-driven

Continued visibility

• Visual Displays – posters, agenda covers

• Daily announcements

• Newsletters

…in the restrooms

…in the cafeteria

Embed into the curriculum

4: Lesson Plans

PRACTICE:

Activities for Fluency

Lesson Plan Activity

▪

Choose a rule/routine from the school-wide or

classroom-wide matrix.

▪

Work with your shoulder partner and complete

the behavior lesson plan template found at your

table.

▪

Be ready to describe your lesson to the group

and possibly role play the example and

non-example.

Behavior Lesson Plan Form

Example of Classroom

Behavior

CORE CONTENT:

Definition, Rationale & Examples

When will you teach?

Schedule for Teaching Classroom Rules

▪ Beginning of school year

▪ Teach rules for all areas of school, including individual

classrooms, during first week of school

▪ After first week, review rules 2 or 3 times /week

▪ End of first grading period

▪ Through second grading period

▪ Review rules once per week

▪ Remainder of the year

▪ Review rules periodically as needed

▪ Review rules immediately after a school break

Elementary Teaching

Behavior Lesson Plans

Creating a Plan for Teaching

Desired Behaviors

▪ Once the behavior lesson plans are created it is important to take time to decide how the lessons will be taught, not only at the beginning of the year, but throughout the year.

▪ Creating a plan will ensure that it will be followed. Encourage all staff members to complete the Teaching Expectations Plan to make sure it will be done.

PRACTICE:

Activities for Fluency

CORE CONTENT:

Definition, Rationale & Examples

Components for Best Lessons

▪

Pre-Correction

- provide a description of what

the behavior look like prior to directing student to

perform a task. This includes: verbal reminders,

behavioral rehearsals, or demonstrations of

rule-following or socially appropriate behaviors

that are presented in or before setting where

inappropriate behavior is likely.

▪

Provide students with

visual prompts

(e.g.

posters, illustrations, etc).

4: Lesson Plans

Components for Best Lessons

Continued…

▪

Think ahead

of any issues that might arise and

discuss them with the class beforehand. Taking

time to prepare the students before the

event/activity will save you time and energy later

on.

▪

Continually

embed expectations

into the

classroom.

▪

Review-teacher consistently models

expectations.

▪

Students follow class expectations despite the

SELF-ASSESSMENT:

Benchmarks of Quality

Module 4 Outcomes:

Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ) NI/PI

/FI Priority Hig h Med Lo w Lesson Plans for Teaching Expectations/ Rules

29. A behavioral curriculum includes teaching expectations and rules

30. Lesson include examples and non-examples 31. Lessons use a variety of teaching strategies 32. Lessons are embedded into subject area curriculum

33. Faculty/staff and students are involved in development & delivery of behavioral curriculum 34. Strategies to share key features of SWPBS

program with families/community are developed and implemented.

Classroom Systems

43. Expected behavior routines in classroom are taught

P.

ACTION PLANNING:

Applying the core content to your school

How prepared do you feel to begin action

planning?

Do you need any clarifications?

Who will do what and when for…

• Developing lesson plans to teach your 3-5

school-wide expectations

• Embedding lesson plans in the curriculum

• Getting feedback and input from faculty and

Fidelity & Outcome Check

Fist to

Five?

Classroom Management

Self-Assessment Survey

Classroom Management

Self-Assessment Survey

WHAT NEEDS TO BE COMPLETED? RESOURC ES NEEDED? WHO? WHEN? A. B. C.

Complete your Action Plan