G. Lesson Plans for Teaching
ClickExpectations/
to edit MasterRules
title style
Click to edit Master subtitle style
4/13/2015
2
Critical Element/Trainer
Presentations
G.
Lesson Plans for
Teaching
Expectation/
Rules
PBIS Implementation Goal
Workbook
Examples and Tools
29.
A behavioral curriculum includes teaching expectations and rules
a.
Lesson plans are developed and used to teach rules and expectations
Module G
Snapshot
Safety in the Cafeteria
Assemblies
30.
Lessons include examples and non-examples
a.
Lesson plans include both examples of appropriate behavior and
examples of inappropriate behavior
Cool Tool
Format
WI PBIS Network Web
Examples
Click to edit Master title style
Cool Tool
Template
31.
32.
Lessons use a variety of teaching strategies
Module G a.
Lesson plans are taught using at least 3 different teaching strategies (e.g., Selfmodeling, role-playing, videotaping)
Assessment
and Action
Plan
Lessons are embedded into subject area curriculum
a.
Nearly all teachers embed behavior teaching into subject area curriculum
on a daily basis
Cool Tool for Assemblies
Playground Cool Tool
Ashland Tardy Video
Click to edit Master subtitle style
4/13/2015
33.
Faculty/staff and students are involved in development and delivery of
behavioral curriculum
a.
Faculty, staff and students are involved in the development and delivery
of lesson plans to teach behavior expectations and rules for specific
settings
34.
Strategies to share key features of SW-PBIS program with families/community
are developed and implemented
a.
The PBIS Plan includes strategies to reinforce lessons with families and
the community (e.g., after-school programs teach expectations,
newsletters with tips for meeting expectations at home)
Table Manners Cool Tool
3
Developing a System for Teaching
Click to edit Master title style
Appropriate Behavior
Click to edit Master subtitle style
4/13/2015
4
Once you have developed school-wide
expectations, it is not enough to just post the
words on the walls of the classroom…
YOU MUST TEACH (and RETEACH) THEM!
Behavioral Errors
• More often occur because:
 Students
do edit
not have
appropriate
skills-style
“Skill
Click to
Master
title
Deficits”
 Students have not developed skills to fluency
 Students do not know when to use skills
Click to edit Master subtitle style
 Students have not been taught specific
classroom procedures and routines
 Skills are not taught in context
4/13/2015
6
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
Why Develop a System for Teaching Behavior?
• Behaviors are prerequisites for academics
• Procedures and routines create structure
Click to edit Master title style
• Repetition is key to learning new skills:
• For a child to learn something new, it needs to be
repeated on average of 8 times
• Adults
25-Master
Joyce and Showers,
2006
Clickaverage
to edit
subtitle
style
• For a child to unlearn an old behavior and replace
with a new behavior, the new behavior must be
repeated on average 28 times (Harry Wong)
4/13/2015
8
Why Develop a System for Teaching Behavior?
• We can no longer assume:
•Click
Students
expectations/rules
and
toknow
edittheMaster
title style
appropriate ways to behave
• Students will learn appropriate behaviors quickly
and effectively without consistent practice and
Click
to
edit
Master
subtitle
style
modeling
4/13/2015
9
Why Develop a System for Teaching Behavior?
• We must assume:
• Students
will
require
differenttitle
curricula,
Click
to
edit
Master
style
instructional modalities, etc… to learn appropriate
behavior
• We need to teach expectations/rules and
appropriate
behaviors
as subtitle
effectively
as we teach
Click to edit
Master
style
academic skills
4/13/2015
10
Teaching Academics & Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
How Do We Teach Behavior?
• Kick-off Events
– Teaching staff, students and families the expectations and rules
• On-going
Direct
Instruction
Click to
edit
Master
title style
– Data-driven and scheduled designed lessons, character education
– Pre-correction
– Re-teaching immediately after behavioral errors
• Embedding in Other Curriculum
• Booster
Trainings
Click
to edit Master subtitle style
– Scheduled and data-driven
• Continued Visibility
– Visual Displays – posters, agenda covers
– Daily announcements
– Newsletters
4/13/2015
12
Specially Designed Lessons
• Provide initial lesson plans and/or lesson
plan format for teachers to begin teaching
Click
to edit Master title style
behavior
• Build on what you have (I.e. character ed.)
• Develop a system for expanding behavior
Clickplan
to edit
Master
subtitlethe
style
lesson
ideas
throughout
year
• Determine the minimum requirements for
teaching behavior (i.e. how often)
4/13/2015
13
Lesson Plans: Two Levels
• Level 1: Concept Development (Expectations)
– Broad expectations
– Applicable to all settings
Click to edit Master title style
• Level 2: Skills (Rules)
– Observable
Click tobehaviors
edit Master subtitle style
– Rules for specific settings
*****Lessons must be taught in setting that behavior
occursFor example, if you are teaching cafeteria rules,
students need to be in the cafeteria *******
4/13/2015
14
Strategies for Success
• Describe specific, observable behaviors for each
expectation
• Plan for modeling the desired behaviors
• Provide students with written and graphic cues in the
setting where the behaviors are expected
• Acknowledge efforts
Click
to
edit
Master
subtitle
style
• Plan to re-teach and restructure teaching
• Allow students to participate in the development process
• Use “teachable” moments that arise in core subject areas
and in non-academic times
Click to edit Master title style
4/13/2015
15
Why Embed Expectations into Curriculum?
•Behavior curriculum does not have to be separate
Click
to edittime
Master
•Helps
to eliminate
crunchestitle style
•Provides a rationale for students- helps students to
see how the expectations fit into everyday life
•Meets best practices approach
Click
to edit Master subtitle style
-Hands
on activities
-Meets all learning styles (oral, visual, kinesthetic)
-Higher order learning activates (synthesize, analyze, etc.)
4/13/2015
16
Embedding Expectations into Current Daily Curriculum
Social Studies
Click to edit Master title style
•Have students research different cultures to find out
how they define “Respectful”
•Talk about how different historical events occurred
because of conflict and come up with solutions on how
the conflict
have
been resolved
Clickcould
to edit
Master
subtitle style
4/13/2015
17
Embedding Expectations into Current Daily Curriculum
Language Arts and Reading
Click to edit Master title style
•Use a novel that has an expectation as a theme
•Discuss characters in a novel and how they did not show
respect, then have the students write the story with the
character showing respect
Click
to edit
Master
style and/or
•Have the
students
develop
theirsubtitle
own expectations
rules and then have them write a persuasive essay or
debate why theirs should be used instead of the school’s
4/13/2015
18
Embedding Expectations into Current Daily Curriculum
Fine Arts (Music, Art, Computers, Graphics)
Click to edit Master title style
• When choosing a school play, choose one with a
theme centered around one of the school
expectations or write your own play
• Have the students compose a song/rap with the
expectation
Click to edit Master subtitle style
• Have students come up with a campaign for
promoting expectations to the entire student body
4/13/2015
19
Embedding Expectations into Current Daily Curriculum
Science and/or Math
• Have students develop a hypothesis about what they
think are the top behavior problems at school. Have
them survey students, parents, & teachers; make
graphs; and reach a conclusion about the hypothesis
• Have the students count the number of tickets
redeemed
monthly
for prizessubtitle
& graph them.
Click to
edit Master
styleYou can
include ratio of number of tickets to student, # of
tickets per teacher, etc.
Click to edit Master title style
4/13/2015
20
What are Cool Tools?
Cool tools are behavioral lesson plans that structure how staff teach the expected
behaviors from the school-wide behavioral matrix.
Cool Tools are:
Click to edit Master title style
• Research-based procedures for teaching the behaviors;
• Examples and non-examples taken from classroom and non-classroom settings
and situations;
• Modeling and role-playing to teach new skills and provide students with practice
Click to edit Master subtitle style
opportunities;
• Feedback and acknowledgment to ensure students display the expected/taught
behaviors;
• Taught weekly following kickoff and monthly following proof of fluency.
4/13/2015
21
Designing a Cool Tool
Step one: Select the skill to be taught
 Skills are taken directly from the behavioral matrix
 Select skills based on the trends in your data
Click to edit Master title style
Step two: Write the lesson plan
1.
2.
3.
4.
Name the skill & align to school-wide expectations
Introduce the rule/skill
Click to edit Master subtitle style
Demonstrate the rule/skill
Provide acknowledgment and feedback
4/13/2015
22
Cool Tools
Behavioral Lesson Plan
Universal Expectation: Respectful
Name of the Skill/Setting: Quiet Hallways
Purpose of the lesson/Why it’s important:
Show respect for teachers and classmates.
Minimize distractions to learning.
Establish school-wide consistency and community.
Click to edit Master title style
Teaching Examples:
Be quiet when walking in the hallway.
Be quiet when taking a bathroom break or getting a drink.
Be quiet when going to your locker.
Kid Activities/Role-Plays:
Click to edit Master subtitle style
Brainstorm ways to greet friends without talking or leaving the line (smile, finger waves, etc.)
Quietly walk to different locations in large and small groups.
Quietly put things into and take things out of lockers.
Quietly get a drink.
Try to walk through the hallway as quietly as a mouse.
Make and carry a classroom Quiet sign when walking through the hallways.
Follow-Up Reinforcement Activities:
Tico Tickets
Classroom celebrations
4/13/2015
23
Cool Tools
Behavioral Lesson Plan
Universal Expectation: Respect Others
Name of the Skill/Performance Standard: Use a quiet voice
Setting: Lunchroom/cafeteria
Purpose of the lesson/Why it’s important: using a quiet voice allows
everyone to have a pleasant lunchtime, and have good conversations
with our friends
Teaching Examples:
-Restaurant – loud people near you
-School cafeteria – announcements
Student Activities/Role-Plays:
Counting 0-10 volume increases with each number
Counting to predetermined voice level and practice
Follow-Up Reinforcement Activities:
Pre-correct prior to each lunch
Wall banner for each day voice level is achieved
Ashland H.S. The Tardy Project
Click to edit Master title style
Cool Tools - Wisconsin PBIS Network
Click to edit Master subtitle style
4/13/2015
25
Activity G.1
Write Cool Tools-Behavioral Lesson Plans
– In groups of 2-3, choose a behavioral skill from your matrix
and write a cool tool.
Click to edit Master title style
Create a teaching system
– How
will the
the staff
how tostyle
develop and
Click
to team
edit teach
Master
subtitle
deliver Cool Tools?
– How will the school share the Cool Tools with
Families/Communities?
4/13/2015
Cool Tool Format
26
Cool Tool Template
Activity G.2
Current Practice
• How does your school teach expectations?
• HowClick
do youto
useedit
“best practices”
teach social
Mastertotitle
styleskills?
– Teach directly in settings ? (i.e. bus expectations taught on
bus)
– Faculty and Staff Model appropriate behavior?
• How would
embedsubtitle
into subject
area
Clickyou
tostart
editto
Master
style
curriculum?
• How will lessons be taught throughout the school year?
• Review Examples
4/13/2015
27
Complete
Module
G.
Lesson
Plans
for
Click to edit Master title style
Teaching Behavioral Skills
Self Assessment and Action Plan
Click to edit Master subtitle style
4/13/2015
28
Activity