Language and Learning Leicester Elementary School December 13, 2013 Jayme Benfield.

Language and

LearningLeicester Elementary School

December 13, 2013

Jayme Benfield

WHAT IS PBIS?

POSITIVE BEHAVIOR INTERVENTION & SUPPORT

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- action for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

4

Core

5

GOAL: 100% of students achieve

at high levels

Tier I: Begins with clear goals:

1.What do we expect all students to know, understand and do as a result of our instruction?

2.How will we know if these goals are met?

3.How will we respond when students do not meet the goals with initial instruction?

4.How will we respond when some students have already met the goals?

(Batsche, 2010)

Supplemental

6

Tier II < 20% of students

Core +

Supplemental

To Achieve Benchmarks

1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/month to get there?5.What resources will move them at that rate?6.How will we monitor the growth of students receiving supplemental instruction?

(Batsche, 2010)

ve, Individualized

7

Tier III < 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1. Where is the student performing now?

2. Where do we want him/her to be?

3. How long do we have to get him/her there?

4. What supports has he/she received?

5. What resources will move him/her at that rate?

6. How will we monitor and evaluate the student’s growth?

(Batsche, 2010)

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people 8(Sugai, 2010)

PBIS

Focuses on prevention

Focuses on instruction

Uses data to make decisions & develop appropriate curriculum

Collaborative process

9

PBIS is a school wide system that creates a positive school culture:

• School environment is predictable:– Common language

– Common vision (understanding of expectations)

– Common experience (everyone knows)

• School environment is positive:– Regular recognition for positive behavior

• School environment is safe:– Violent and disruptive behavior is not tolerated

• School environment is consistent:– Adults use similar expectationshttp://www.pbis.org/common/pbisresources/presentations/SWPBS_Intro_10_04_07.ppt#1

PBIS IS…Effective Process:

Gradual Process

Professional Development

Increased Efficiency

Expectations:

Defined by building team with staff input

Implemented by ALL staff

Reflect behavior needs/challenges of school

Teaching:

Appropriate behavior is taught

Positive behavior is publicly acknowledged

Inappropriate behavior is corrected

Poverty & Language

Approximately one year (11-18 months)• Children in poverty—hear 250,000 words per

year

• Children in homes of professionals—hear 4 million words per year

(Hart & Risley, 1995)

12

Affirmative statements

• Professional—30 per hour

• Working class—15 per hour

• Poverty—6 per hour (prohibition twice as often as affirmative feedback)

(Hart & Risley, 1995)

Poverty & Language

13

Poverty & Language

“To keep the confidence-building experiences of welfare children equal to those of working class children, the welfare children would need to be given 1,100 more instances of affirmative feedback per week…” (p.201).

“It would take 26 hours per week of substituted experience for the average welfare child’s experience with affirmatives to equal that of the average working-class child” (p. 202).

(Hart & Risley, 1995)(Hart & Risley, 1995)

14

Traditional Discipline vs. PBIS

• Traditional Discipline: Δ Focuses on the

student’s problem behavior

Δ Goal is to stop undesirable behavior through the use of punishment

• Positive Behavior Intervention & Support: Δ Replaces undesired

behavior with a new behavior or skill

Δ Alters environments, teaches appropriate skills, and rewards appropriate behavior

15

Why PBIS School-Wide?• Fosters a positive school climate

• Focuses staff and student attention on appropriate behaviors and success

• Increases the chance that desired behaviors will be repeated

• Reduces the time spent correcting misbehaviors

Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

What are School-wide Expectations?

• A list of specific, positively stated behavior that is desired of all faculty and students

• Should be in line with the school’s mission statement and should be taught to all faculty, students, and parents

17

How Are Expectations and Rules Similar?

• Both should be limited in number (3-5)

• Both should be positively stated

• Both should be aligned with the school’s mission statement and policies

• Both should clarify the criteria for successful performance

18

How Are Expectations and Rules Different?

• Expectations are broadly stated

• Expectations apply to all people in all

settings

• Expectations describe the general

ways that people should behave

19

Differences (continued)

• Rules describe specific behaviors - Observable - Measurable

• Rules may apply to a limited number of settings• Rules clarify behaviors for specific

settings

20

Which Ones Are Expectations?

Which Ones Are Rules?• Be considerate

• Place food items in their proper containers

• Remain seated during instruction

• Keep all four legs of your chair on the floor

21

Activity: Defining Problem Behaviors

Independently define:

– Defiance– Disrespect– Disruption

22

What Is Gained by Identifying Rules?

• Allows for teaching behavioral expectations in specific settings

• Uniform instruction across multiple programs and settings within the school

• Consistent communication among staff members and parents

• Legal, ethical, and professional accountability

23

Leicester ES

“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?”

John Herner, Counterpoint (1998, p.2)

Why Develop Behavior Lesson Plans?

25

26

Teaching and Reinforcing Behaviors

• Use your matrix to create a common language

• Language must be consistent in order to create consistency

– Otherwise, students will still have to learn many different definitions for each expectation

27

The Power of Two Letters

• Language is powerful

• That’s why we define expectations -- so we can teach what they mean

• Use the matrix to teach what the expectations look like using the word “by”

• Expectation BY Rule

Mascorro, 2008 28

School Wide Behavior Expectations Matrix

Expectation ClassroomSpecials/Resource

Hallway CafeteriaPlay-

ground

WeRespect

Ourselves

Be my best.Be onTask.

Be prepared.

Be my best.Be on task.

Be prepared.

Walk and move carefully.

Practice good manners.

Play safely

WeRespect Others

Listen and follow directions.

Share materials.Move carefully.

Keep hands, feet and objects

to myself.Listen.Share.

Stay on the right.Give others

proper space.

Clean up after myself.

Keep hands, feet and objects to

myself.

Share equipment

Keep hands and feet to

myself.Include others.

WeRespectLearning

Listen to instructions.

Give your best.

Listen to instructions.

Do/Give my best effort.

Help others.

Be quiet in hallways.

Listen to adult’s directions.

Talk in quiet/indoor voices.

Enter/Exit the building quietly.

Follow play-ground rules.

WeRespectProperty

Use materials properly.

Help keep room clean.

Use equipmentmaterials and

furniture properly.

Keep hands and feet to myself.

Clean up after

myself.

Share.Use

equipment properly.

Thank you for showing respect for others BY…staying on the right.

Thank you for Respecting Property BY…

Cleaning up afteryourself. 29

Leicester ES

Behavioral Correction

• “By… tells me…”

– By touching your neighbor, it tells me we should review where you are seated.

– By putting your hands on the walls, it tells me we must review the hallway expectations again.

31

Corrections

Help students to take responsibility for their own behavior:

– “What are you doing?”– “What should you be doing?”– “Show me.”

32

Group Work Ideas

• Begin by going over expectations before group

• During group time use expectations language when possible

• Close group by allowing kids to rate themselves on expectations followed

Acknowledgement

Positive Reinforcement

Positive Reinforcement: Definition(Acknowledgement)

Positive reinforcement is the presentation of something pleasant or rewarding immediately following a behavior. It

makes that behavior more likely to occur in the future, and is one of the most powerful

tools for shaping or changing behavior.


Positive Reinforcement(Acknowledgement)

Responses which encourage, support and empower students to achieve positive

outcomes in school and in the community.


School-wide Acknowledgement Systems

• Promote a safe and welcoming climate

• Reinforce school-wide expectations and rules

• Increase positive staff/student interactions

• Prompt adults to acknowledge appropriate behaviors


Acknowledgement Guidelines

• Reward demonstration of school-wide expectations

• Avoid trying to motivate by withholding incentives

• Avoid taking away incentives already earned

• Should target all students and involve ALL staffPositive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

Goals of Acknowledgement

• Create a learning environment where students are engaged and successful

• Teach, support, and encourage students to be “self-managers”

• Help students generalize the skills they learn in school to life experiences beyond school

(Horner, 2009) 39

Acknowledgement Guidelines

• Keep ratios of reinforcement to correction high (4:1) (Walker, Ramsey, & Gresham, 2004)

40

Acknowledging School-Wide Expectations:

REINFORCERS “RATIONALE”

• Humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Shouldn’t children this age already know what is expected of them and how

to behave?•Behavior that is acknowledged is more likely to occur again

•Behavior that is ignored is less likely to be repeated

•No good behavior should be taken for granted, or it may decline

Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004

Praising feels unnatural. Won’t kids think it sounds

phony?

• The more you praise, the more natural it will feel.

• If you praise appropriate behaviors that truly happened, there is nothing phony about it.

• Kids who get praise will tend to praise others.


Isn’t praise manipulative and coercive?

• The purpose of praise is to reinforce and increase positive behavior with the student’s knowledge

• Praise helps clearly describe expectations so that students can successfully meet them.


Isn’t giving a reward like bribing students to do what you want them

to do?

• A bribe attempts to influence or persuade someone to produce a desired behavior that hasn’t yet happened.

• A reward reinforces a desired behavior that has already happened.


Won’t students come to depend on tangible rewards?

Don’t extrinsic rewards decrease intrinsic motivation?

• Tangible rewards should be accompanied with social rewards.

• When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.


Shouldn’t rewards be saved for special achievements?

• By acknowledging only the “big” behaviors, adults send the message that everyday behaviors of courtesy, responsibility, and respect are not important.

• Small steps on the way to achievement need to be recognized.


Do students in middle and high school still need acknowledgement?

• People of all ages, including adults, need to be recognized and acknowledged for their efforts.

• Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence.


Our Brains

Important Information between the male and female brain

• ½ way to maturity by age 11• Smiles an average of 62

times/day• Corpus callosum 25% larger• More seratonin – fewer

impulsive decisions• More cortex used for verbal

and emotive functions• Resting brain is as active as

male active brain• 3 different regions for verbal

skills (males have 1)• Average 20,000 words/day

• ½ way to maturity at age 15• Smiles an average of 8

times/day• Less seratonin and oxytocin

(human bonding chemical)• Compartmentalize learning• Wired to move (helps them

learn and control emotions)• Emotive processing takes

much longer (give them time)• Pause after tasks• Average 7,000 words/day

Prefrontal cortex is last to form (impulse control). Brains develop back to front

Words Can Change Your Brain• Ruminating on…a list of negative words can

actually damage key structures that regulate your memory, feelings and emotions. (1)

• When turning negative thoughts and words into positive affirmations, the communication process improves and one gains self control and confidence. (10)

• It takes longer for the brain to respond to positive words and thoughts…therefore, we must generate at least three for every negative. (13)

• Positive words and thoughts propel the motivational centers of the brain into action and help us build resilience when faced with life’s problems. (17)

Psychology Today, Words Can Change Your Brain, Newberg, Andrew M.D. and Waldman, Mark Robert. July 31, 2012.

Dopamine

• Emotions are the fast lane to the brain!

• Dopamine is a chemical neurotransmitter that impacts attention, memory storage, comprehension and executive function.

• Increased positive interaction stimulates the release of dopamine.

Tara Brown, The Connection Coach, presentation notes NC School Counseling Conference, Friday, November 9, 2012

•Positive interactions include: smiles, compliments, laughter, encouragement, great peer interactions, positive school and class climates.

•CEO of your classroom – Chief Emotional Officer

Be Dopamine Dispensers!!

Dopamine


Relationship is Key

• “It’s hard to lead someone you don’t know.” Tony Dungy

• How a person feels in the environment ties directly to how they respond.

• Students that have a caring adult role model are 65% more confident in their school performance.


Relationship is Key

•No significant learning occurs without a significant relationship.

Dr. James Comer

•Help the child feel validated.

•We set the level of expectation by our perceptions and beliefs.


PBIS should be your school culture

It takes everyone!

Help them create a different future story.

Need Help?

www.ncpublicschools.org/positivebehavior

www.pbis.org

www.pbisworld.com

http://flpbs.fmhi.usf.edu/index.cfm

Jayme Benfield

271-4520 (office)

775-2997 (cell)57

References

• Module I Training Slides, 9/7/2012, Exceptional Children Division, Behavior Support & Special Programs, Positive Behavior Intervention & Support Initiative

• http://www.pbis.org/common/pbisresources/presentations/SWPBS_Intro_10_04_07.ppt#1

• Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

• Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004

• Psychology Today, Words Can Change Your Brain, Newberg, Andrew M.D. and Waldman, Mark Robert. July 31, 2012.

• Tara Brown, The Connection Coach, presentation notes NC School Counseling Conference, Friday, November 9, 2012

Language and Learning Leicester Elementary School December 13, 2013 Jayme Benfield.

Documents

undesired behavior

undesirable behavior

disruptive behavior

taughtpositive behavior

new behavior

rewards appropriate

pbis schoolwide

students problem behavior