DO NOW

WHAT IS YOUR WHY?

Why did you become a teacher?
Why do you teach?
Why do you teach here?

Urban Youth Statistics

Only one in ten youth from low-income families (10 percent) go on to graduate from a four-year

college, compared with over a quarter (28 percent) of youth from middle-income families and
half (50 percent) of youth from high-income families.
One in five youth from low-income families (20 percent) are charged with an adult crime by the

age of 24, which is higher than the number of youth from middle- and high-income families (16
and 12 percent, respectively).
Less than half of youth from low-income families (44 percent) remain consistently-connected to

school and/or the labor market between ages 18 and 24, a lower share than among youth from
middle- and high-income families (67 and 75 percent, respectively)
Roughly 1 in 5 youth from low-income families (18 percent) never connect (making extremely

short, or no connections to school and/or the labor market between ages 18 and 24), while
only 1 in 50 youth from high-income families (2 percent) fall into this category.
40% of Black male high-school dropouts are in prison, on parole, or on probation
98% of gang members are either dead, in prison or maimed for life

Urban Youth Statistics

Youth from low-income families engage in more risk behaviors during adolescence (3.5

mean cumulative risks) than youth from middle-income (3.2 mean cumulative risks) and
high-income (2.9 mean cumulative risks) families.
Youth from low-income families are more likely than youth from middle- and high-income

families to have sex before age 16, become a member of a gang, attack someone or get
into a fight, steal something worth more than 50 dollars, and ever run away. However,
youth from low-income families are not more likely than youth from middle- and highincome families to use alcohol and marijuana, sell illegal drugs, or destroy property.
Seven percent of young women from low-income families have a child by age 18, while

only 2 percent of females from middle-income families and 1 percent of females from
high-income families have a birth by this age.
Nearly a third of youth from low-income families (29 percent) fail to earn high school

diplomas, approximately three times greater than the percentage of youth from middleincome families (10 percent) and roughly six times greater than the percentage of youth
from high-income families (5 percent).

Newark
Each week, the authorities remove an average of 33

children from their homes because of abuse and neglect.

Every month, about 150 teenagers are infected with a
sexually transmitted disease.
One-third of all children here live in poverty.
Newark saw 111 homicides in 2013, according to New
Jersey statistics, the highest number since 1990, and has
suffered 87 by the middle of 2014.

GWC AND BRUCE STREET

SCHOOL
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

Student Support Team

Tradition vs. PBIS

Traditional Behavior
Management

Positive Behavior
Prevention and Support
(PBIS)

Relies

Adjusts

on negative consequences
Authoritarian style of discipline
Reacting to specific student misbehavior
Implementing punishment-based strategies:
Office Referrals
Reprimands
Loss of privileges
Detentions
Suspensions
Expulsions

the system and setting to improve skills

School community works together as a team
Reinforcing positive social behavior
Modeling appropriate behavior
Teaching behavioral expectations
Rewarding students for following expectations

Designing School-Wide Systems for Student Success

Academic Systems

Behavioral Systems

Intensive, Individual Interventions

Individual Students
Assessment-based
High Intensity

1-5%

Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response

Universal Interventions
most students
Preventive, proactive

5-10%

80-90%

1-5%

Intensive, Individual Interventions

Individual Students
Assessment-based
Intense, durable procedures

5-10%

Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response

80-90%

Universal Interventions
Most settings, most students
Preventive, proactive

Why focus on supporting positive behavior?

17 % of teachers lost four or more hours of teaching

time per week

19 % of teachers said they lost two or three hours

In urban elementary schools, 21 % said they lost four

or more hours per week.

In urban secondary schools, 24% said they lost four

or more hours per week.

Source American Federation of Teachers (AFT)

4 Components of PBIS

Focusing on 3 Core Pillars

Respect
Citizenship
Responsibility

Respect
Treat others with respect; follow the
Golden Rule
Be tolerant and accepting of differences
Use good manners, not bad language
Be considerate of the feelings of others
Dont threaten, hit or hurt anyone
Deal peacefully with anger, insults, and
disagreements
Changing Hearts and Minds to Value
Education

Respect
Treat others with respect; follow the
Golden Rule
Be tolerant and accepting of differences
Use good manners, not bad language
Be considerate of the feelings of others
Dont threaten, hit or hurt anyone
Deal peacefully with anger, insults, and
disagreements
Changing Hearts and Minds to Value
Education

3 Core Pillars
Pillars must be translated into specific behavioral

expectations in targeted hot spots throughout the

building and in the classrooms.
Please fill out the expectation matrix with behavioral
objectives in the identified area
Your ideas will be incorporated into the matrix that will be
distributed to scholars and parents

Sample Expectation Matrix

Expectations

TEACHING
MATRIX

SETTING
All
Settings

Hallways

Playgrounds

Cafeteria

Library/
Computer
Lab

Study,
read,
compute.

Sit in one
spot.

Watch for
your stop.

Assembly

Bus

Respect
Ourselves

Be on
task.
Give your
best effort.
Be
prepared.

Walk.

Have a plan.

Eat all your

food.
Select
healthy
foods.

Respect
Others

Be kind.
Hands/feet
to self.
Help/share
with
others.

Use normal
voice
volume.
Walk to
right.

Play safe.
Include
others.
Share
equipment.

Practice
good table
manners

Whisper.
Return
books.

Listen/watch.
Use
appropriate
applause.

Use a quiet
voice.
Stay in your
seat.

Recycle.
Clean up
after self.

Pick up
litter.
Maintain
physical
space.

Use
equipment
properly.
Put litter in
garbage can.

Replace
trays &
utensils.
Clean up
eating
area.

Push in
chairs.
Treat
books
carefully.

Pick up.
Treat chairs
appropriately
.

Wipe your
feet.
Sit
appropriately.

Respect
Property

Universal Visuals Throughout Building

Universal Visuals Throughout Building

Monthly Focus Behavior

Universal Visuals
Throughout
Building

Why Teach Expectations? Why Not Just Tell Them

the Rules?

Cannot assume students know how to apply rules in each

setting. Need to teach behaviors in context!

What does Be respectful look like in the lunchroom?

What does Be There, Be Ready look like for assemblies?

Teaching allows students to practice appropriate behavior and

builds fluency
Allows students to see non-examples of expectation
Know when consequences will be applied

Decreases student response I didnt know

Im a be
http://vimeo.com/38387470
We must create ways to engage student in process of

educating and promoting positive behaviors

Classes can compete to see who creates best poster or
video emphasizing 3 Core pillars

Online Behavior Management/

tracking system

gh
BENEFITS

Less use for pencil and paper check sheets

Provides instant visual that tracks all behaviors
Fast and Easy communication with Parents
Provides clear measurements of positive
behavior to gauge Incentive Day Participation
Share Dojo With Activity Teachers and Grade
Level Team Members

PROVIDES INSTANT VISUAL THAT

TRACKS ALL BEHAVIORS

Behaviors We Want To Track

Respect
1. Using Kind Words
2. Listening to the Speaker With Eyes and Ears(SWAG)
3. Working Cooperatively

. Responsibility
1.
2.
3.
4.

Line SWAG
Cafeteria SWAG
Hallway SWAG
Convocation SWAG

. Citizenship
1. Helping the Teacher
2. Manager SWAG
3. Leadership

POSITIVE BEHAVIORS

NEGATIVE BEHAVIORS

FAST AND EASY COMMUNICATION

WITH PARENTS

FAST AND EASY COMMUNICATION

WITH PARENTS

PROVIDES CLEAR MEASUREMENTS OF

POSITIVE BEHAVIOR TO GAUGE
INCENTIVE DAY PARTICIPATION

SHARE DOJO WITH ACTIVITY TEACHERS

AND GRADE LEVEL TEAM MEMBERS

Systematic Reinforcement
Make doing things the right way more efficient to getting

needs met than doing thing the wrong way

Everyone in the school system (staff, students, families)

need positive reinforcement

School based team needs reinforcement to maintain

positive approach

Components of School-wide Reinforcement

Components often overlooked

Positive parent contact

Random reinforcement strategies
Positive public posting
Continuous behavioral feedback for students and
staff
Data on positive reinforcement
Other enhancements

Possible rewards

INCENTIVE DAY SCHEDULE

February Class Activity

March Grade Level Activity
April - Class Activity
May - Grade Level Activity
June - Fun Day

Possible rewards
Review the reward sheet hand out for your grade level
Circle rewards that you think would be effective in your

classroom.
Put an X next to items that you feel would be ineffective
with our students.
Break down into your small groups and make a list of
rewards that you think should be incorporated at A) a
school-wide level, and B) any additional reinforcers that
can be used in the classroom.

PBIS in the Classroom

Teach and review positive behavior expectations
Teach and review classroom routines & cues
Implement informal and formal systems of positive reinforcement
Active supervision in all settings
Continuum of appropriate consequences enforced consistently & fairly
Provide high rates of opportunities to respond

Classroom
Setting Systems

Classroom-wide positive expectations taught &

encouraged
Teaching classroom routines & cues taught &
encouraged
Ratio of 6-8 positive to 1 negative adult-student
interaction
Active supervision
Redirections for minor, infrequent behavior
errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum

Behavioral Management in the Classroom

Describe the behavioral issues you deal with most

frequently in your classroom?

What have you tried with regard to dealing with them?

What worked and why? What did not and why?

How can you be better at managing behaviors in the

classroom?
Review PBIS classroom Management Checklist.

Implementing Classroom PBIS

Use preventative planning.
Establishing reasonable procedures and rules.
Model desirable behaviors
Satisfy students needs
Maintain positive relationships with students
Using effective teaching techniques

Decide when intervention is necessary.

Look at the situation and decide if it needs immediate or delayed intervention.

Manage surface behavior.

Consideration of groups, socialization needs, and individual characteristics
Examples: Planned ignoring, proximity control, signal interference, interest
boosting, use of humor to help with tension, hurdle help, restructuring the classroom
program, remove seductive objects, antiseptic bounce

Corrective Feedback
the most frequently used PBIS correction strategy

Name the
problem
behavior

What should
you have
done

That was not

a responsible
thing to do.

What should
you have
done?

Practice it
Ok, let me
see that.

Acknowledge
cooperation
Thanks.

Variables that affect compliance

Precision requests: when you want a student to

do something, tell them.

Distance: 3 to 5 feet is the best for compliance
Eye contact
No more than 2 requests
Soft but firm voice
Time: 3 to 5 seconds no interaction
More start than stop
Nonemotional
Descriptive requests
REINFORCE COMPLIANCE

Clear Expectations & Consequences

Action Plan
Set high expectations for behavior and adopt an

instructional approach to behavior

Ensure clear, developmentally appropriate, and

proportional consequences are applied

Involve families, students, and school personnel,

and communicate regularly and clearly

Remove students from the classroom only as a last
resort and return students to class as soon as
possible

Classroom/Teacher Interventions
Conference with Student

Conference with Parent

In-Class Time-Out

Private time with student to

discuss behavior
interventions/solutions. This
can include direct instruction in
expected or desired behaviors.

Teacher communicates with

students parent by phone,
written notes, or person to
person about the problem
behavior.

Predetermined consequence for

breaking a classroom rule.
Short duration usually
separated from the group, but
remains in class.

Think-Sheet

Privilege Loss

Apology Resolution

Form used to help students

identify negative behavior and a
chance to write a solution for
their behavior.

Incentives given for positive

behavior are lost. Example:
Loss of computer time or loss of
a reward.

The student takes responsibility

to correct the problem created
by the behavior. This can be a
verbal or written declaration of
remorse.

Corrective Assignment

Home\School Plan

Written Contract

Completion of a task that

compensates for the negative
action.

Parent(s) and teacher agree on

a consistent approach with the
child/student. The plan should
be consistent with PBS
practices.

The written contract should be

positive in tone and include
incentives, but may also include
consequences for misbehavior.

Strategies for Managing Defiance/Non-Compliance

Intervention Central
Use reflective think sheets.
Avoid arguments, yelling, and reprimands.
Move away, give the student a clear choice, use a back-up
consequence.
Use business-like tone.
Cool down before discussing a problem.
Give more start requests than stops. (Would you please

take a seat and start reading. as opposed to Stop

bothering John.)

Consequences
Loss of school privileges
Responsibility Room/Time-out/Reset Room

short term intervention

Calm down, refocus, get ready to return to
class
Detention:
after school
lunch detention
Saturday detention

Reset Room
A reset room is a place for a student to reset himself. It is
to be used for minor infractions that need to be addressed
immediately but are not necessarily appropriate for the
main office.
It is in line with the PBIS Program.
It is an opportunity for students to reflect and reset their
behavior.

Goal
To help students reset their behavior in order to get back

to class and not lose significant instructional time.

Control-Alt-Delete

Reset room
Control
Get control of your behavior

Alt
Think of an alternative

Delete

Delete the behavior from happening again

Consequences
Behavior Monitoring check sheets, e-mail,

texts daily/weekly feedback between teacher

and parent for a limited period of time.
Restitution Student makes amends/corrects

the problem he/she has caused with his/her

behavior. Logical consequences. Makes
apology.

Consequences
Home-based consequences: parent agrees

to administer appropriate privilege loss at

home.
Targeted suspension: student is suspended
from the specific class where the problem
occurred, but otherwise stays in school.
Work Detail: Student is assigned to a supervised work job

around school (after school).

Behavioral Contract : Written agreement with student (may
include parent) that specifies rewards and consequences for
positive and negative behaviors.

Avoiding out of school Suspension

Data shows that certain classrooms and schools appear to be responsible

for a disproportionate share of disciplinary referrals. For example, in one

middle school studied 25% of classroom teachers were responsible for 66%
of all office referrals.
In some schools suspension may be used as a push-out tool to encourage

low-achieving students and those viewed as troublemakers to leave school

before graduation.
At the national level it has been estimated that the number of suspensions

and expulsions has doubled since the 1970s.

30-50% of students suspended are repeat offenders
Suspension functions as a reinforcer...rather than as a punisher (Tobin,

Sugai & Colvin,1996)

In-School Suspension (ISS)

In-school Suspension ISS should continue academic or

other instruction, but also focus on solving the problem

that resulted in the student being sent there.
Tier III behavioral infraction.
Disciplinary Notification must be completely filled out.
Must be approved by administrator.

ISS
ISS students will receive 4 hour in-school behavioral

training module will include:

Conflict Resolution Training
Anger Management training
Character Education training
Self Control/Self discipline training
Apology Resolution and Student written reflection

Student Written Reflection

Name:__________________ Grade:_____

Date:___________________ Teacher:____________________________

1. The Classroom Rule(s) I chose not to follow was:

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________
____________________________________________________________________

2. I chose to not follow the Classroom Rule(s) because:

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________
____________________________________________________________________

3. In order to follow this rule in the future, I will:

________________________________________________________________________________________________

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
___________________________________________
___________________________ __________________________
Students Signature Teachers Signature

Detention and ISS should be rehabilitative

Teaching modules: on topics related to

various types of inappropriate behavior.

These could include readings, videos,
workbooks, tests and oral reports.
Show evidence of instruction.

See Advantage Press

http://www.advantagepress.com/discipline.html

Students with multiple suspensions

use a tiered approach
Tier 2
Check in/check out
Adult mentor
Peer mentor
Targeted social skills instruction
Counseling
Home/school contract

Drop In Counseling Program

Referrals for targeted group interventions
Permission Slips

Students with multiple suspensions

use a tiered approach
Tier 3
Functional behavior assessment
Intensive behavior plan
Wrap-around process
Outside agency support
Alternative program
Academic assistance

SST Referral

Increasing Parent Accountability

Parent Supervision- If childs behavior is persistently

problematic, parent can be required to come into school

and observe students behavior while in class
Parent/Teacher Conference
Parent/Counselor Conference- reviews parenting skills
and behavior management plan in home.

Committees for School-wide Changes

Initiative,
Committee

Purpose

Outcome

Target
Group

Attendance
Committee

Increase
attendance

Increase % of
students attending
daily

All students

Character
Education

Improve
character

Improve character

All students

Parent
Engagment

Increase parent
involvement

Improved student
behaviors and
performance

Dangerous
students

School Spirit
Committee

Enhance school
spirit

Improve morale

All students

Discipline
Committee

Improve behavior

Decrease office
referrals

Bullies,
antisocial
students,
repeat
offenders

Fund Raising
Committee

Generate
revenue for
school initiatives

Execution of school
mission, increased
engagement

Community
Businesses

PBIS
Committee

Implement 3-tier
model

Decrease office
referrals, increase
engagement, improve
grades

All students

Staff
Involved

Big
Ideas