kindergarten and preschool *review the “components of a successfully managed classrroom”...
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PBIS in Early Childhood
Kindergarten and Preschool*Review the “Components of a Successfully Managed Classrroom”
checklist
To align K and preschool level social skills and behavior instruction with K-6 PBIS practices
To support teachers of young students with strategies and practices for implementation to improve behavior outcomes for students
Purpose
Self Assessment Welcome, introductions Overview Teaching Behavioral Expectations Teaching Social Skills GLAD Matrix
Agenda
Activity
• Talk at your table group and discuss the top three problem behaviors in your classroom setting
• Share out
Who are our students? What behaviors do we see? When do behaviors occur?
HSD EC data
Where do problem behaviors occur? ODRs by Location
HPS K Discipline Data 1458 Total Kindergartners Enrolled 554 total incidents 169 individuals (11.5% of Enrollment)
◦ 63 ELLs (37%)◦ 12% SPED◦ 1% Alaska Native/American Indian◦ 6% Asian◦ 21% Black/African American◦ 42% Hispanic/Latino◦ 6% Multiple ◦ 3% Pacific Islander◦ 20% White
PBIS
Positive Behavior Interventions and Supports◦Behavior RtI
PBIS Pyramid in EC Programs
Change in Practice – How Staff Members Interact with Students
Every time any adult interacts with any student, it is an instructional moment!
PBIS emphasizes…• Teaching behaviors like we teach academics
• Reteaching, modeling and practicing expected behaviors
• Reinforcing expected behaviors
• Predicting “at risk” times and precorrecting with prompts and cues to ensure practice of positive behaviors
Teaching Behavioral Expectations
Teaching Social Skills
Two instructional areas
Why teach behavior?How to teach behavior (I do, we do, you do)◦ What is “explicit” instruction?How to set up the environment◦ What is “structure”?
Resources◦ Boardmaker (SLP)◦ Literature
Strategies◦ Video review- checklist◦ Exit Slip◦ GLAD◦ Matrix
Teaching Behavioral Expectations
5 Critical Features of Classroom Management1. Maximize structure in your classroom.2. Post, Teach, Review, Monitor, and
reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
Example: Voice Level Chart
Example: Exit Slip
Area of Focus Behavior Matrix for Early LearnersSchool Wide Rules/Expectations
Be Safe Be a Learner Be a Friend
Hallway/Walking around the school
Whole Group (circle time, carpet time, etc.)
Small Group (centers, stations, etc.)
Instructional Components◦ Self regulation◦ Problem solving◦ Emotional literacy
Instructional Strategies◦ Second Step◦ Kelso’s Choice◦ Tucker Turtle◦ Academic Connections and Literature
Methodology◦ Why pictures, demonstration and practice are
important ◦
Social Skills Instruction
Guided Language Acquisition Design
Project GLAD™ Mission
A curricular model of professional development dedicated to building academic language and literacy for all
students; especially English learners
Why Use GLAD?
Project GLAD StrategiesFocus & Motivation Input Guided Oral Practice Reading & Writing Closure & Evaluation
Prediction-Reaction Guide
3 Personal
Standards Scouts Literacy Awards Zero Noise Signal Observation Charts Inquiry Chart Cognitive Content
Dictionary (Picture
Dictionary) Teacher Made Big
Books
Graphic Organizers (6 Kingdoms, World Map, Timeline)
Pictorial Input
Chart Comparative Input
Chart Narrative Input
Chart 10-2 Lecture
Chants Sentence Patterning
Chart (& games) T-Graph for Social
Skills Picture File Cards
(Word Bank) Exploration Report Extended Name Tag Guess My Category Mind Map Numbered Heads Personal Interaction Process Grid Team Tasks
Expert Groups Coop Strip
Paragraph (& Reading Group)
Story Map Listen and Sketch Learning Logs Interactive Journals Writer’s Workshop Group Frame Strip Book Memory Bank Found Poetry Clunkers and Links DRTA ELD Group Frame Personal
CCD/Picture Dictionary
Ear to Ear Reading
Teacher & Student Made Rubrics
Personal Exploration Action Plan Home/School
Connection Team Presentations Graffiti Wall Jeopardy or Family
Feud Team & Student Made
Big Book Where’s My Answer
PRE/K GLAD Strategies
FOCUS AND MOTIVATION1. Observation Chart2. Big Books3. Morning Message4. Inquiry Chart5. Picture Dictionary6. Super Scientist Awards (Or Take-Home Awards)INPUT7. Pictorial Input (Small and Large)8. Comparative Input9. Narrative InputGUIDED ORAL PRACTICE10. Songs and Chants11. Process Grid12. Picture File Cards13. Center Enhancement14. Oral Sentence Patterning Chart15. T Graph for Social SkillsEMERGENT READING AND WRITING16. Learning Log17. ABC Chant18. Listen & Tell/Listen & Sketch19. Assessment Frame
What is Reinforcement?
Reinforcement Continuum◦ Diet of Recognition◦ Reinforcement ◦ Capitalizing on opportunities for reinforcement
Consequence Plan◦ Reteach- Reinforce◦ Individual student plan- School PBIS team- District Process
“Attend to what you attend to”
Reinforcement
Who’s job is it to teach students to behave appropriately?
• Creating a positive, safe, and effective school climate is everyone’s responsibility
• If students are not demonstrating appropriate behavior, we teach them
• PBIS is about the whole school working together to create a positive school climate
Turn and talk- what 3 things can I implement this school year?
Evaluation
Closing
PBIS & Early Childhood Resourceshttp://csefel.vanderbilt.eduwww.pbis.orgwww.nwpbisnetwork.orghttps://staffnet.hsd401.org/teams/pbis
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