Navigating Your Way to Student Success with SWPBS

1
Navigating Your Way to Student Success with SWPBS

• Emerging Teams

2
Objectives

• Review each SWPBS Essential Component
• Use the reflection questions to determine if
  youre navigating in the correct direction.

3
Reflection Questions

• Have we done it?
• Did we do it well?
• Is it in our action plan?
• How will we communicate it?

4
Essential Components

• 1. Administrative Support, Participation and
  Leadership
• 2. Common purpose and approach to discipline.
• 3. Clear set of positive expectations and
  behaviors.
• 4. Procedures for teaching expected behavior
• 5. Continuum of procedures for encouraging
  expected behavior.
• 6. Continuum of procedures for discouraging
  inappropriate behavior.
• 7. Procedures for ongoing monitoring.

5
TEACHING ENCOURAGING
 Ive come to the frightening conclusion that I
am the decisive element in the classroom. Its
my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a
childs life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In
all situations, it is my response that decides
whether a crisis will be escalated and a child
humanized or dehumanized. Haim Ginot
6
Procedures for Teaching Expected Behaviors

• Did we do it?
• Did we do it well?
• Did we put it in our Action Plan?
• Did we communicate/teach it to all stakeholders?

7
Objectives

• Understand how to teach appropriate behavior
• Identify how to develop lesson plans for teaching
  school-wide expectations and rules
• Identify how to embed expectations in the
  curriculum
• Understand how to use data to make decisions
  about teaching

8
Once you have developed school-wide expectations,
it is not enough to just post the words on the
walls of the classroom YOU MUST TEACH THEM!
9
Have we done it?
10
Have we done it well?

• Are the lessons specific to the matrix behaviors?
• Do the lessons have the following activities?
• Tell
• Show
• Practice
• Feedback
• Reteaching

11
Tell Definition of the behavior agreed upon
through consensus of staff

• Define the Behavior
• Identify the critical steps required to perform
  the behavior
• Present the definition of the behavior to the
  entire staff for feedback.
• Staff obtains consensus on the definition.

12
Tell Definition of the behavior agreed upon
through consensus of staff

• Example
• Definition of Following Directions Listen and
  do what youve been asked to do
• Steps required
• Attend body and eyes turned toward the speaker
• Pick out the doing words
• Remember the order
• Take action

13
Show Model the behavior

• Example Teacher directs the students to open
  their books to page 124. Students open their
  books to the correct page. (Say, Thank you for
  following directions.)
• Non-Example The teacher directs the students to
  begin working on the assignment. Bob hums to
  himself and drums on the desk.
• Example Ms. Bigby directs the students to get in
  work groups to complete a lab assignment.
  Students quietly get in groups and begin
  assignment. (Say, Thank you for quietly
  following directions.)

14
Practice

• The students are going to complete a project.
• The following directions are provided
• Get in project work groups.
• Get paper and markers and return to your seat.
• Put the project instructions in front of you.
• Begin work on the project.

15
Creative IdeasPutting it into Practice

• Provide students with a script that includes
  actions and words expected
• Rotate students through different settings-Teach
  the behaviors in the setting where the behaviors
  are expected to occur
• Have classes compete to come up with unique ideas
  (student projects, bulletin boards, skits, songs,
  etc)
• Video students role-playing to teach expectations
  and rules and show during morning show

16
Feedback

• Provide specific feedback regarding the students
  performance on the behavior.
• Students can work in pairs. The students list 2
  things they learned from the following directions
  lesson, 2 things they would like to improve, and
  2 things they did very well.
• Regularly recognize the efforts of students who
  follow directions.

17
Reteach

• Misbehavior Learning Error
• Students learn appropriate behavior in the same
  way they learn to read through
• tell,
• show,
• practice,
• feedback,
• reteaching.
• How will you reteach?

18
Develop a Teaching Schedule

• Develop an initial teaching schedule
• Develop a system to review data to determine what
  to reteach.

19
Embedding Expectations into Current Daily
Curriculum

• When choosing a school play, choose one with a
  theme centered around one of the school
  expectations or write your own play
• Have students develop a hypothesis about what
  they think are the top behavior problems at
  school. Have them survey students, parents,
  teachers make graphs and reach a conclusion
  about the hypothesis

20
Is it in our Action Plan?
21

• How will we teach/communicate it to our
  stakeholders?

22
(No Transcript)
23
Continuum of Procedures for Encouraging Expected
Behavior.

• Everything we do or say works to encourage or
  discourage the behavior of others.
• Have you and your staff clearly identified the
  behavior you want your students to exhibit?
• What are you doing to get more of what you want
  to see?

24
The Power of Recognition

• Highlight
• what you want more of . . .
• So what are you highlighting?

25
What the Worlds Greatest Managers Do
Differently -- Buckingham Coffman 2002,
Gallup Interviews with 1 million workers,
80,000 managers, in 400 companies.

• Create working environments where employees
• 1. Know what is expected
• 2. Have the materials and equipment to do the job
  correctly
• 3. Receive recognition each week for good work.
• 4. Have a supervisor who cares, and pays
  attention
• 5. Receive encouragement to contribute and
  improve
• 6. Can identify a person at work who is a best
  friend.
• 7. Feel the mission of the organization makes
  them feel like their jobs are important
• 8. See the people around them committed to doing
  a good job
• 9. Feel like they are learning new things
  (getting better)
• 10. Have the opportunity to do their job well.

26

• Have we done it?

27
Essential Component 5 Continuum of Procedures
for Encouraging Appropriate Behavior
28

• Did we do it well?

29
Positive Consequences

• Used to recognize and increase the frequency of
  appropriate behavior
• Recognize on an intermittent (unpredictable,
  ever-changing) schedule that students are
  following rules and procedures.
• Can be used to develop self-managed behavior.
• Effective when they target a specific behavior
  and are applied immediately, with eye contact and
  genuine enthusiasm

Lori Newcomer, Ph.D.
29
30
How should we deliver positive consequences?

• Identify the expectation the student met and
  the specific behavior they displayed

31
How should we deliver verbal positive feedback?

• Establish and post behavior expectations.
• Recognize the exhibition of the appropriate
  behavior.
• Work for a 4 to 1 ratio of recognizing positive
  behaviors to addressing misbehaviors.
• Characteristics of Effective Praise
• Praise must be immediate.
• Praise must be specific state the behavior the
  child correctly exhibited. Use the language from
  the behavior matrix.
• Praise must be genuine.
• Praise must be clean. Identify the behavior the
  child correctly exhibited without adding any
  qualifiers.
• Praise must be private. Direct the praise to the
  child whose behavior you are attempting to
  acknowledge. Public praise should only be used
  to address the behavior of a class.

32
How often should we administer positive
consequences?

• Level 1 - free and frequent
• used everyday in the classroom involving praise,
  perhaps stickers... easy things the teachers
  normally deliver at least 1 time per each
  teaching period.
• Level 2 intermittent
• more powerful and can be awarded as perhaps a
  student of the week, student of the month,
  occasional free time
• Level 3 - strong and long term
• year-long, or month-long types of recognition
  that students can work for, perhaps a special
  trip, working in the office, serving as a peer
  assistant.

Lori Newcomer, Ph.D.
32
33
Positive Consequences Sample
Lori Newcomer, Ph.D.
33
34
(No Transcript)
35
Is it in our Action Plan?
36
What do we say to naysayers who are against
administering positive consequences?

• Should a teacher give more positive affirmations
  and reduce or eliminate fault-finding in
  students? An article in the New England Journal
  of Medicine suggests so.
• Dr. Rozanski reported that sarcasm, criticism and
  put-downs increased abnormalities in heart rate.
  These aberrations were as significant and
  measurable as those from a heavy workout or
  pre-attack myocardial chest pains.
• The fact that negative comments may pose a health
  risk to their students is stunning new evidence
  of the importance of positive teacher and student
  comments.

37
What do we know?

• Rewards are effective when used
• To build new skills or sustain desired skills,
  with
• contingent delivery of rewards for specific
  behavior, and
• gradually faded over time.
• Akin-Little, Eckert, Lovett, Little, 2004
• In terms of the overall effects of reward, our
  meta-analysis indicates no evidence for
  detrimental effects of reward on measures of
  intrinsic motivation.
• Cameron, Banko Pierce, 2001 p.21

38
What do we know?

• For high-interest tasks, verbal rewards are
  found to increase free choice and task interest.
  This finding replicates
• Cameron and Pierce, 1994 Deci et al., 1999).
• When tasks are of low initial interest,
  rewards increase free-choice, and intrinsic
  motivation
• Cameron, Banko Pierce, 2001 p.21

39
What do we know?

• programs that show increased intrinsic
  motivation are those programs that incorporate
  the elements of good, comprehensive behavioral
  intervention
• Relatively immediate reinforcement
• Generalization strategies
• Individualized Intervention
• The implication is that any blanket rejection of
  programmed reinforcement is entirely
  unwarranted.
• Akin-Little, Eckert, Lovett, Little, 2004 p.
  358

40
Dont forget the adults!

• Send a note home to parents to reinforce PBS
  goals. Highlight teachers in newsletter that has
  been reinforcing positive behavior.
• Filming students spending reward dollars so all
  teachers can see the
• students enthusiasm- show on AM news and share
  with parents.
• Administration gives tokens to teachers. Leave 30
  minutes pass!
• Small group trainings/in service.
• Have faculty break into teams to decide reward
  days.
• Staff and students participate in assembly and
  skit about PBS.
• Initial all day training, 2 hr follow up
  trainings
• BBQ for teachers appreciation.
• Good response from community, businesses giving
  prizes for
• rewards- face to face requests.
• Bring model school speakers in to present.
• Award ceremony every 9 weeks with parents.
• PBS chocolates.
• Highlight teachers- interview students who
  nominated them.
• Regularly scheduled parties for faculty- ie
  ice cream, snacks, etc. . .
• Off-campus work day with presentation and role
  playing

41

• How will we communicate it to our stakeholders?

42
Component 5 Procedures for Encouraging
Appropriate Behavior
43

• One looks back with appreciation to the brilliant
  teachers, but with gratitude to those who touched
  our human feelings.  The curriculum is so much
  necessary raw material, but warmth is the vital
  element for the growing plant and for the soul of
  the child.  Carl Jung

44

Acknowledgments Some materials used in this
presentation were developed by Floridas Positive
Behavior Support Project through the University
of South Florida, Louis de la Parte Florida
Mental Health Institute funded by the State of
Florida, Department of Education, Bureau of
Exceptional Education and Student Services,
through federal assistance under the Individuals
with Disabilities Education Act (IDEA), Part
B. Some materials used in this presentation were
adapted from those developed by Lori Newcomer,
Ph.D., University of Missouri, Columbia.