PBIS Tier 1Teacher Role

Jon JagemannSeptember 9, 2014

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

Tiered System of Support

• Tier 1: All Students

• Tier 2: One Adult/ Multiple Students

• Tier 3: Multiple Adults/ One or Two Students

What is PBIS?Technical answer: PBIS provides an operational framework for improving student academic and behavior outcomes. PBIS is NOT a curriculum, intervention, or practice, but IS a decision-making framework. This framework guides selection, integration, and implementation of the best research-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

Okay, what does that really mean?

• Expectations for everyone in all settings• Teaches students how to achieve these expectations, so they

don’t have to guess• Acknowledges students displaying positive behaviors• Works closer with students in need of greater intervention• Everyone working together proactively• Builds a community in your building• PBIS is a framework, not a program. Programs fit within the

framework• Interventions are not punishments

School-wide PBIS Essential Elements

1. Dedicated teams to carry on the PBIS efforts in the building

2. Sustained faculty commitment

3. 3-5 school wide expectations

4. Area specific rules with posters, i.e., gym, hallway, restrooms

5. Classroom specific expectation matrix created by teacher and students

6. Building ‘T-Chart” of Classroom vs. Office Managed Behaviors

7. Positive behavior recognition/acknowledgement system maintained school-wide

8. Building-wide and classroom lesson plans and system for teaching behavior

9. Big 5 Data is analyzed monthly by building teams

10. PBIS language and practices supported throughout building

Acknowledge

Build Relationships

Teach Expectations/ Procedures Re-direct/ set consequences

Set Expectations/ Procedures

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Set the Expectations

• Selected by school• MPS School-wide Expectations– Be Safe– Be Respectful– Be Responsible– Optional School Selection

• Do you know your school’s expectations?

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Define the Expectations• Define clearly what the expectations look like

in all settings throughout the school. -School-wide Behavior Matrix

• Classroom rules and procedures should be aligned to the school-wide expectations– Classroom Behavior Matrix

Expectation Posters for Adults

• List the behavior expectations

• What behaviors do you want?

• When do you want to see them?

• All rules fit under the school-wide expectations

– Be Safe, Be Respectful, and Be Responsible• Stayed in a positive

• What you want to see/ not what you don’t want to see

• Practice, Practice, Practice

• Consistency

Classroom Matrix

Whole GroupWhole Group Small GroupSmall Group Assessment Assessment

Be Be SafeSafe

Remain in seat Remain in seat Keep materials on or below Keep materials on or below your desk your desk

Stay with your assigned group Stay with your assigned group membersmembers Use materials for their Use materials for their intended useintended use

Remain in you seatRemain in you seat Keep materials on or below Keep materials on or below your deskyour desk

BeBeRespectfulRespectful

Raise your hand to shareRaise your hand to share

Actively listen to all members Actively listen to all members of the classroomof the classroom

Raise your hand to share or Raise your hand to share or for questionsfor questions

Actively listen to all members Actively listen to all members of your groupof your group

Use a 4 foot voice level Use a 4 foot voice level

Quiet until all have completed Quiet until all have completed the assessment the assessment Raise your hand if you have Raise your hand if you have questionsquestions

BeBeResponsible Responsible

Stay focused on the assigned Stay focused on the assigned task task Bring supplies everydayBring supplies everyday

Hand-in your workHand-in your work

Work cooperatively with Work cooperatively with group membersgroup members Perform the duties of your Perform the duties of your individual roleindividual role

Have materials ready before the Have materials ready before the assessment beginsassessment begins Read all directions ,use your Read all directions ,use your time wisely, & check your work time wisely, & check your work when finishedwhen finished

Get Creative!

How might you display this for your classroom?•Each column on a separate flip chart•Each column on a separate Power Point slide•Shared with parents•Created as an art project and posted throughout room•Others?

Behavior Lessons Telling is not Teaching

•Weekly all staff and students participate•School-wide: 10-15 minute weekly lesson created at the school or found online •Lessons focus on areas of need identified by data•Students allowed opportunities to practice•Lesson topics rotated•Lessons can be videos, role play, discussion, scenarios, free-writing, etc.•Booster sessions scheduled throughout year

Classroom Behavior Lessons:Teaching Procedures

Remember:Telling is NOT teaching!

•We need to teach the procedures, just like teaching math•Break it down into steps•Repeat instruction as needed•I Do, We Do, You Do model

• Entering the classroom• Getting to work immediately• End of class dismissal• Participating in class

discussions• Going into groups• Turning in papers/

homework• When you finish work early• How/ when to use the pencil

sharpener, tissue, garbage• During announcements

Procedures to Consider• Asking a question• Responding to fire,

severe weather, and tornado drills

• Leaving the classroom

• When visitors arrive• Keeping a notebook• Interruptions• Getting classroom

materials/ supplies• Teacher getting

entire class’s attention

From The First Days of School, by Harry Wong

• When entering an area – hallway, cafeteria, etc

• When transitioning within a classroom– going into small groups, changing activities

• Stop, teach the expectations (use poster)• Wait to see expectations in students• Acknowledge following expectations• Transition

**Use the Classroom Matrix**

Pre-Correction

• Strategy when students fail to meet expectations• First, remind of expectations• Allow for student to meet the expectation• Implement classroom level strategy• Strategies:– Proximity to student– Moving student– Call home– Behavior Contract

Re-direction

Escalating Situations

• Often adults play a crucial role in escalating situations, without even realizing it.

• Students are “fishing” for a response• Adults needs to not bite and “fish” for their

own response• Think of it as dominoes, and what would

happen if you would remove the second domino?

• Use a direct request/ I statements• Distance• Two requests• Teacher voice/ volume• Allowing time• More start requests, instead of stop requests• Non-emotional/ calm requests• Descriptive requests• Reinforce compliance/ acknowledge

Increasing Compliance

From: WI PBIS Network

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T-Chart• Created by staff and reviewed often• Lists what is Classroom Managed vs Office Managed

Behaviors– Classroom Managed Behaviors receive a classroom

response (aren’t ignored)– Office Managed Behaviors receive an office response

(aren’t automatically a suspension)

• Must be followed with fidelity by all parties

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Acknowledgement Systems: Three Levels

• Immediate/High frequency/Predictable/Tangible –Delivered at a high rate for a short period while teaching

new behaviors or responding to specific problem behavior. –Name behavior and tie back to school-wide expectation

upon delivery.• Intermittent/Unexpected–Bring “surprise” attention to certain behaviors or at

scheduled intervals.–Used to maintain a taught behavior.

• Long-term Celebrations–Used to celebrate/acknowledge school-wide

accomplishment.–ALL kids, all adults.

Acknowledgements do NOT equal “stuff.”

Purposes of Acknowledgments• Reinforce the teaching of new behaviors• Encourage the behaviors we want to occur again in

the future• Strengthen positive behaviors that can compete

with problem behaviors• Prompt for adults to recognize positive behavior• Build relationships• Engage students in school

High Frequency Acknowledgement • Verbal to students– Every time you see a behavior that you would want the

student to repeat next time– Be specific, use student name when possible

• High-five, knuckles, hand shake, etc• Participate in school’s acknowledgement – Pass out ticket or “gotcha” slips– Can draw these for prizes, display these, read these on the

announcement, send home, save up for a PBIS store, etc– All staff participate

• All positive behaviors should always be verbally acknowledged– “I appreciate you showing respect by being quiet in the

hallways.”• When verbally acknowledging…– Use PBIS terms (thank you for showing respect by…….)– Have enthusiasm /Mean it (don’t fake it)– Publish acknowledgement (calls home, notes home,

mention to mentor, other teachers, etc)– Be consistent

Verbally acknowledge

Classroom Acknowledgement System

• Classroom Raffle (sit in teacher’s chair, choose your seat, homework pass, first in line)

• Marbles in a jar• Classroom Rubric using Expectations• Class Period Challenges• Class Period Traffic Light

Acknowledged as Adults• Insurance companies reduce your premium

for not having any accidents• Frequent buyer card at Subway• Earn vacation hours• Thank you letters• Earn points on a credit card

Building Relationships• http://youtu.be/xRygxI9OPyA

• How is this clip reflective in your classroom climate?

• Do you think your students have made similar observations about attention from adults?

Activities for Building Relationships• Meet and greet at the door• Student survey of interests• Anagram nametags• Acknowledging students with their name

wherever you see them (hallways, etc)• Weekly questions about you• Weekly ice breaker questions• Student of the Week• Personal notes on assignments• Birthday chart

Non-tangible Relationship Building• Look for commonalities/ speak on differences• Be yourself• Open up to your students• Go to their sporting events or part-time jobs• Showing/ telling students you know they can do well• Smile• Develop classroom pride (display student work)• Classroom Décor (lighting, music, etc)• Tone of voice/ decorum with students

Partner Discussion

What is one area around PBIS Tier 1 you can work on implementing with greater fidelity starting tomorrow with your classroom?

We have to work with and connect with every student that enters our classroom.

What is Tier 2?

Additional support for those students the dataindicates are not responding to Tier 1 supports alone:• Check-In/ Check-Out (CICO)• Individualized CICO• Social Academic Instructional Group (SAIG)• Behavior Assessment/ Intervention Plan

(BAIP)

Check-in/Check-outRelatively easy & quick to implement for up to 7-10% of all students

throughout the course of the year.

Description:• Each adult volunteer checks in and out with multiple

youth (up to 10 students); should not take more than two minutes

• All youth get same intervention • Same check in and out time• Same school-wide behavioral expectations as goals• Same number of opportunities for behavioral feedback • Same Daily Progress Report (DPR)

Teacher Role with DPRsTHE INTERVENTION IS THE REGULARLYSCHEDULED, POSITIVE INTERACTION OF THECLASSROOM TEACHER WITH THE STUDENT– Show excitement over intervention– Remove excuses for students to not participate– Focus on positives– Provide corrective feedback

Tier 2 Progress Monitoring

• DPR for all Tier 2 interventions• Collected daily/ weekly• Scores entered on Exceed• Exceed data should be monitored to see

whether students are responding to interventions.

Support

Your RtI/PBIS External Coach is: Mrs. Katara Woods

Questions

Resources• MPS RtI Website – http://www5.milwaukee.k12.wi.us

• MPS PBIS YouTube Channel– http://youtube.com/mpspbis

• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/

• MPS PBIS Twitter Feed– http://twitter.com/mpspbis/

• Contact your School’s External Coach

PBIS Tier 1Teacher Role

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

Darienne B. Driver, Ed.D., Acting Superintendent

Erbert Johnson, CPA, Chief of StaffTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital OfficerRuth Maegli, Acting Chief Innovation OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerSue Saller, Executive Coordinator, Superintendent’s Initiatives