Who Am I?
PBIS Strategies
Portland Public Schools
2015
Amy Ruona – Mental Health Coordination
Lavell Wood – School Climate Coach
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Who Am I?
• Lavell Wood
• Albuquerque, NM
• Bowling, Movies, Theater, Dancing
• School Climate Coach, PPS
• Born with 6 fingers on my left hand
Courageous Conversations
About Race Protocol
Four Agreements:
Stay Engaged
Experience Discomfort
Speak Your Truth
Expect/Accept Non-Closure
Every Child Needs A Champion
 Rita Pierson
Grounding
Believing
Thinking
Courageous
Conversations
Compass
Feeling
Acting
PBIS
Positive Behavior Interventions & Supports
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PBIS IS…
 An approach to understanding and
influencing student behavior
 A system to establish a positive
climate in a classroom, school, or
district
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Multi Tier System of Support
Few students also
receive
supports
Some students also receive
supports
Every student receives
supports
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Students Misbehave
Because they:
 Don’t know what is expected
 Forget what is expected
 Don’t have the skill to do what is expected
 Don’t value what is expected
 Are processing other material
 “Get something” from their misbehavior
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Positive Approach to
Behavior
 “Behavior” can be taught
 Feedback is an essential part of learning and
mastering skills
 Instruction, Feedback, Consistency, and
Relationship
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Brain Development
Synaptic Pruning
14 Year Old
Brain
6 Year Old
Brain
Newborn
Brain
New connections increase the potential for learning.
.
Executive Functions of the Brain*
Goal setting/problem solving
Planning a project
Inhibitory control
Simon Says/Red Light Green Light
Connect 4
Working memory
Songs or poems
Cognitive flexibility
Practicing perspective taking
Apples to Apples
Coordinating feeling and thinking
Feedback form/Making an appointment
Reasoning/Judgment/Decision making
Monopoly
How do we keep it positive?*
 Engage
 Connect and Redirect
 Name it To Tame it
*From the work of Dan Siegel
What Do Our Older Students
Want?
 Fun
 Power
 Choices
 Freedom
 Leadership opportunities
 Space/Peace
 To be understood
 Separation/Distinction




Different acknowledgement system
Different snack table
Different Clubs
Different responsibilities
Ways to Engage Our Older
Students
 Acknowledgement of developmental differences
 Leadership Activities
 “Leadership Club”/“Leadership Squad”
 Intentional Meetings
 Opportunities to make decisions
 Concept of responsibility & consequences
 Separate Space
 Different roles/jobs
 Balance of enrichment, recreation, & academics
 Special Interest Clubs
Leadership Skill Building
 Model leadership behaviors
 What are you doing and why are you doing it
 Build up slowly
 Small opportunities with room for growth
 Lots of Cooperative Games
 Distinct Day of the Week
 Explore interests
 Role Plays/Problem Solving Scenarios
 Skill Building
 Teaching a lesson
 Reading to a younger child
 Leading a game
Student jobs that have worked
 Ball Collector
 Snack Helper
 Eyes and Ears
 Ref-ing
 Leading Circle
 Assistant teacher during lesson plan
 Game Leader
 Recess Helper
 Student Voice at Monthly Staff meeting
Specific Projects that have
worked…
 Bike Project (Beverly Cleary)
 Community Volunteering (BC)
 Re-teaching favorite lesson plans (Sunnyside)
 Fundraising for specific organizations (Hill-Glencoe)
 Monthly craft project
 Reading Buddies (Abby)
 Teacher /Sports Assistant
 Scavenger Hunt (Mike-KCLC)
 Clubs
 Action Hero Adventure Club (Maia-F House)
Potential Barriers
 Rigidity of Grown-ups
 Has to be a priority for the adults
 Staying within ratio
 Floater 1 day of week
 Sight and sound for compliance
 Shared space
 Separate table/Separate corner
 Transitioning staff
 Students can help train new staff
How To Get Support
 Site Supervisor
 Teacher
 Principal
 Parent
 Peers
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Teaching Expectations
When your expectations are clear, students never
have to guess how you expect them to behave.
R. Sprick
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Expectations
 Directions for what to do
during activities
 Teach, reinforce, and
correct
Rules
• Boundaries for conduct –
non-negotiables
• Teach, reinforce, correct,
and enforce
• All classroom activities
 Vary by activity
• 3 to 5 items
 Detailed
• Stated positively
 Consistent format
• Observable behavior
 Posted, visible
• Posted, visible
 Begin with Teacher’s vision
• Include student input
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Expectations? or Rules?
1. Keep hands, feet, and objects to yourself
2. Follow directions the first time they are given
3. Follow Expectations during all activity times
“MAC”
 MOVEMENT
 How do student’s move
around?
 ACTIVITY
 Structured?
 Unstructured?
 Clear Expectations?
 COMMUNICATION
 How to request help?
 Who can they talk to?
 Voice Levels taught?
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Teaching Voice
Levels
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o Setting The Tone
o Student Behavior Gone Bad
o Clear Expectations
Weave it in
 Teach and re-teach (watch calendar!)
 Reinforce and correct (instructional correction)
 Make behavior and expectations part of your activity fabric –
before, during, and after activities
 Celebrate!
 Consider collaborating with a colleague around implementing
this practice with your students
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Program-Wide Positive
Feedback
 Tickets or tokens
 “Keeping score” on board
 School system
 Your own system
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Positive Feedback
Instruction does much, but encouragement does everything.
Goethe
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Effective Feedback:
 Specific and descriptive
 Addresses observable behavior and not a person’s
worth (not about us either)
 Contingent: student connects Teacher attention to
appropriate behavior
 Age-appropriate
 Immediate
 Fits the teacher’s style
 Sensitive to student response
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Positive feedback:
 Happens a lot!
 3:1 positive to negative ratios
 Defined by what the student is doing at the moment of
interaction
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3 Glows and 1 Grow
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Rules For Corrections:
• Respectful
• Instructional
• Less disruptive than what we are
correcting
• Clear, effective language
• Brief
• Consistent, predictable
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Redirect Behavior
•
•
•
•
•
•
Pre-correct
Proximity
Non-verbal correction
Verbal correction
Possible humor (careful!)
Praise those behaving responsibly
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Respectful Verbal Redirect
 State expected behavior (instructional)
 1 or 2 words or very short sentences
 Cause only a brief interruption of lesson
 Given when you are near the student
 Tone and content are respectful
 Tone and content culturally appropriate
 Clear and understandable (note language)
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Changing
Behaviors/Habits/Patterns
*Charles Duhigg
THE HABIT LOOP
Cue
Response
Reward*
 We have to be conscious of our habits in our efforts to change them
 We have to experience a “reward” for the change or we will revert back
Approach to intervention
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Axioms
 Don’t take it personally
 Kids (people) do well if they can
 We change the environment before we change student
behavior
 Behavior that is repeated is motivated … or being
reinforced
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Expect…
 Intervention to take some extra time and effort
 Some expectations will be different for students presenting
challenging behavior
 Student behavior will not change quickly
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Know the student
 Learn what is seen and unseen
 Cultural Competence
 Skills are important
 Academic
 Cognitive
 Below The Line Information
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Students of color
 Have frequently:
 Felt unwelcome in our schools
 Been misunderstood across a cultural communication
gap
 Have not been supported in recognizing their potential
 Been targeted disproportionately in discipline measures
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A result of
 Many people with good intentions
 The development of policies and procedures by people
who do not have a deep understanding of the role of race
in our educational institutions
 Historical practice derived from a culturally narrow lens
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Asking us to
 Develop our own knowledge of race and culture – our
own, and that of our students
 Understand the ways in which race influences all
educational outcomes
 Change the way we think and act
 Take actions that make our school welcoming to
students and families of color
 Take action to employ academic and behavioral
practices that support the success of all students
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REFLECTION