Behavior Breaks are short instructional videos that can be viewed in 35 minutes or less. These should equip you with strategies that can be implemented quickly to improve student engagement and success.
District Training - PBIS team, 10/20/2021
Points of interest from today's training:
Success in society is dependent upon behaviors and non-cognitive skills.
We should be teaching behavioral skills in the same way we teach academic skills - model, videos, show examples, remind, prompt, explicit instruction and classroom discourse. (interaction between teachers and learners and between learners and learners.)
Behavioral skills should be taught explicitly and intentionally by embedding in everyday instruction. We must commit to embed behavioral priorities throughout each day. If we just teach them once a week or once a month, it's not effective. Our behavior matrix should help with this!
Notes from meeting part 1 (How you will address or re-address the why with staff?)
Notes from meeting part 2 (How you will commit to embedding instruction into the day?)
Notes from meeting part 3 (How will you gather timely data regarding students’ behavioral needs to inform instruction and supplemental supports?)
What can we do with student self-assessments? Studies indicate that students accurately self assess even if we don't think they will. Sutton has an example of student self assessments.
Why self assessments? They give us data - what gets measured, gets done. We can implement a plan, but we don't get credit for implementing that plan until we know if it's working (one way we know if it's successful is through data collection). Self assessments also allow students to reflect on their behavior and accept more responsibility for their behavior.
Consequences don't change behaviors. We must use something in addition to consequences. Thankfully, we're in the process of that by implementing PBIS!
Very powerful when following up after a behavior infraction (Sutton has and uses resources for this - ask for a copy):
3 Rs - When working with a student after a transgression:
Reflect - Ask, “What happened?” Be prepared to provide the details if the student does not. Use restorative practice question stems
Reteaching - Ask, “What should have happened?” Be prepared to teach or reteach if the student doesn't know
Restitution - Ask, “How can you make this right?” Be prepared with options. Use restorative practice options. Consider the individuals impacted by the transgression
Notes from meeting part 4 (What alternatives and/or complements to negative consequences will your school use to change student behaviors?)
What ways are supports and environments differentiated for students with behavioral needs?
Definition of Tier 2, behavior: More time and alternative strategies when students are not yet responding to core instruction; gathering information about minor transgressions in an efficient and timely manner. CICO samples are used in Tier 2. Can we use WIN time for this? Tier 2 students have evidence of a pattern of difficulties meeting expectations in Tier 1 that we've provided. Teachers must know what the targeted behavior is before implementing Tier 2 support. Do not implement a behavior contract at this point. CICO and mentor are implemented first. This resource is provided for mentors to use at CICO. The mentor can be anyone in the building that would be a good fit (custodian, office staff, other teacher, etc). Speaker says this is one of the most transformative interventions they've done in his school and research backs his sentiment. It's tough emotionally for students to graduate from this (mentorship) even though that is the goal because students treasure the relationships with these mentors. He encouraged us to start small, document successes and expand.
Do we provide feedback about minor transgressions in a timely manner? paper packets? Class Dojo?
Links:
RTI for PBIS - You're already implementing Tier 1 of PBIS (Krewe Connect , daily SEL language if used by teacher, classroom counseling lessons). Using 2 minutes a day to implement daily SEL in the classroom would take it to the next level. This site has great resources for Tier 2 - this is where we need to focus the most and our most neglected part (nationally) of RTI for behavior.
Interested in having a calm classroom and taking Tier 1 a little further? Click here.
Want to become a trauma informed educator? Click here.
Why is SEL (social emotional learning) so important? Click here.
Interested in implementing restorative practices in your classroom? I use these practices in my individual counseling sessions with a high degree of success! I have some great resources; let me know if you'd like more info.
For more info and a recorded training, click here.