P. PBS in the Class Room. P. B. Y. S. A. P. L. C. R. T. Kathy Helgeson, Southern Oregon ESD. I. “This is the worst class I’ve ever had!”. How familiar are you with PBS?. Know it well. Use/refer to it in my work. Have the general idea.
(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)
What we do for
of students who
need more help
to be successful.
reading and behavior can
impact the outcome of
of the nation’s children,
who will encounter reading problems
the first three years of their education.
National Reading Panel, 2004
Individualized intervention plan
Student Study Team support
Flexible, instructional grouping aligned with specific skill and need for support
Evidence-based core curricula
Effective instructional strategies
Full Functional Behavioral Assessment (FBA)
Group systems for efficient and flexible intervention programming
Continuous progress monitoring
Consistent expectations taught to everyone
Prevention via social skills instruction
Office Discipline Referrals (ODRs)
Behavior SupportAcademic Support
1170 School year hours
- 335 Absenteeism & Non-instructional time.
835 True teaching time 835
- 209 (25%) Transitions & discipline (15%) -125
- 157 (25%) Time off task (10%) - 71
170 more hours; about an hour per day
But not particularly positive.
Teach kids what you want,
and pay more attention to them
when they are doing it
than when they are not.
-Keep yourself to yourself.
-Stay in your work area.
-Talk only about the work.
- Be considerate of other’s feelings.
- Raise hands only if everyone has the same question.
-Work tasks should be distributed fairly.
1. Demonstrate staying in the work area.
2. Give examples of considerate, constructive comments.
4. Show how/when to raise hands.
3. Demonstrate getting off task or in other conversations, and how to kindly remind team mates to get back on topic.
REASON THE EXPECTATIONS ARE IMPORTANT:Everyone can share the work and complete it faster. We can work together more often.
TEACHING EXAMPLES AND NON-EXAMPLES
Demonstrate with students.
REVIEW: Have several students tell what was taught at these stations.
Don’t leave it to chance.
Train yourself to look for it…
(but remember - is has to be genuine.)
“How did you feel after that last interaction? Did that person fill you bucket, making you feel more positive, or did that person dip from your bucket, leaving you feeling more negative than before?
Get to know your employees as people.
Have some fun together.
Work is NOT the opposite of fun.
In your experience, what gives teachers the “biggest bang for their buck” in getting students to do what is expected?A. Giving out rewardsB. Having clear and consistent consequences for problem behaviorC. Teaching expectations directly, and reinforcing students who comply
When using rewards in your classroom, are you “buying” student behavior?A. YesB. NoC. Depends on how it’s doneDiscuss with those around you…
efforts give you greatest impact.
Do you think you have adequate data about classroom behaviors?
o IEP -
o Group Counseling
o Brief FBA
o Check In – Check Out
Is this student getting what we say we do for all students?
o Explicit teaching of behavioral expectation? o Success?
o Reinforcement for appropriate behavior? o Belonging?
o Non-contingent reinforcement? o 4:1 Positive Interactions?
o Warm, inviting atmosphere? o Social skills curriculum?
o Positive relationship with at least one significant adult?
Physical Needs (Food, Shelter)
And with boiling water, comes steam.And with steam, you can power a train.”
212 The Extra Degree, by S.L. Parker
Southern Oregon ESD