PBIS UPDATE

TIER 1

Presenter: Taylor Speicher

Audience: Oxford Preparatory Academy
SV Staff
Date: April 2nd, 2020 (TDB)
Overview and
Objectives: • Lesson Plans
• Reward System
• Staff Shout Outs
Standards:
• Questions from Staff
NBPTS:
Proposition 1: Teachers are committed to
students and their learning
• Update on next Training
Teacher Leader Qualities:
• Reflection Sheet
Domain 3: Promotes Professional Learning
for continuous Improvement Revisions
Domain 4: Facilitates Improvements in
Instruction and Student Learning
Hook:
https://www.youtube.com/wa
What is PBIS? Lets review! tch?v=URR7A33ArTY
 Table Discussion:

Lesson Plans ➢ -Did you utilize the lesson plans

that were given?
“How’s it going?” ➢ -What format did you like for the
lesson plan/class discussion
activity?
➢ -Do you feel the lesson plans had a
positive effect on playground
behavior?
➢ -Would you add or change anything
on the lesson plan/discussion
activity?
 Team Discussion:

Reward System - -Do you feel the scholarship

raffle is motivating positive
student behavior? Do your kids
What is working in YOUR respond positively to your
classroom? rewards?

- -Is there anything you or your

students need to be motivated
to encourage positive behavior?
 Staff
Shout Outs
3 Participation
Winners are…..
 Developing Consistent
Training Update Responses to Problem
Behavior
 "If a child doesn't know how to read… we teach."
If you want
it, "If a child doesn't know how to write… we teach."
Teach it
"If a child doesn't know how to multiply… we teach.”

...we teach!"
"If a child doesn't know how to behave we....
punish?"

Tom Herner, NASDE Former President

 Think about WHY
the behavior
is occurring….

We might approach behavior differently if we

know the purpose or function of the behavior!

Typically, human beings behave in ways to either

AVOID or OBTAIN something.
Understanding WHY
a student engages
in Select
a behavior can appropriate
interventions
help…..
Identify
alternative
replacement
skills to
teach &
Predict Prevent
prompt
challenging challenging
behavior behavior
 Objective: 
Begin to develop a flowchart as part of a
consistent discipline system that includes
a continuum of responses to problem
behavior

RESPONDING TO
PROBLEM BEHAVIOR
What is the single most commonly used but
least effective method for addressing
undesirable behavior?

The single most commonly used but least effective method

for addressing undesirable behavior is to verbally scold and
berate a student (Alberto & Troutman, 2006).
 Specific and Contingent Error Correction:
The Advanced PBIS Redirect

Respectfully address student

Example: “Joe saw that
you were talking to your
neighbor during Describe inappropriate behavior
independent work time. 
Remember that our Describe expected behavior/rule
classroom expectation is
Being Respectful, which
means working quietly on Link to expectation on Matrix
your own work. Start on
your work again, and raise Redirect back to appropriate
your hand if you need some behavior
help." 
*Your Turn: Be Respectful
-Responding to Problem Behavior Be Responsible
Be Safe
Scenario You ask the class to take out their
1: math book. Toby sighs loudly, crosses
her arms, and slouches in her chair.
Scenario During your biology lesson, Ginny STEPS:
2: loudly stands up and walks over to the 1. Address Student
pencil sharpener, talking to another 2. Describe
student on the way. Inappropriate
Scenario While supervising lunch, you notice Behavior
3: Kerri get up to go out to recess, but 3. Describe Expected
left her lunch trash sitting on the table. Behavior
You prompt her to throw away her 4. Link to
trash, and she replies, “Why don’t you Expectation on
do it?” Matrix
5. Redirect Back to
Appropriate
 Office
Staff Managed
Managed
(Minor)
(Major)

More serious misbehavior

that endangers safety or
Strategy to diffuse makes normal classroom
situation activities difficult or
impossible

Requires Administrator
Teachable providing the “Action
moment Taken” and/or problem
opportunity solve

Managed
immediately by
staff
(administrator not
needed)
Staff Managed (Non-Recorded)- situation that can be easily
redirected
Levels of first
◼ Maybe students Behavior
time
◼ Student needs to be reminded of the expectations or retaught

Staff Managed (Minor) – Low intensity behavior that can be

resolved with staff intervention
◼ Use proactive strategies for defusing the situation
◼ Managed immediately by staff currently supervising students (not
sent to office)
◼ Minor referral may be written after staff has exhausted proactive
strategies

Office Managed (Major) – More serious misbehavior that

endangers safety or well-being or makes normal classroom
activities difficult or impossible
▪ Could also be repeated minors
▪ Behavior requires administrator intervention
 Discipline Process
Flow Chart

Understanding how and

when to effectively
address behaviors
Minor Form
 Major Form
...is for your reference and
to be completed by admin
 Bigger, tougher
consequences are
NOT what we
mean by a
Consequence
System
Consistency is Key! (Not Severity)

• It is less important what the consequence is, than that something

is reliably done.
• How staff respond or what consequence is used is less
important than the certainty that something will be done, even
something relatively brief such as redirection or re-teaching.
• Responses to inappropriate behaviors are always:

1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful

 es
StudentIndividualized
receives individualized

nc
Have student demonstrate
instruction specifically related to
Instruction
the
the student’s
“right” way
problem behavior.

ue
eq
ns
Student apologizes or
compensates for loss,with
damage,
the or
Co injury; Restitution
Provide student
community
opportunity service.
to make for loss,
it right
damage, or injury; community services.
e
tiv

Student spends time in atospecified

na

Student is given time reset,

area
could Time Out
away from
possibly scheduledlike a
do something
er

activities/classes.
“Think Sheet”
Alt
 Behavior
Reflection Key Components Include:

Form ● Expectations not met

● Behavior that took place
● Motivation (The Why!)
Use as a teaching tool to
● Next steps/next time
facilitate discussion with
● Signatures & Date
students, parents and staff
Any Questions?