Designing Lesson Plans and

Acknowledgement Systems

SWPBISDay 2: Universal Curriculum

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Objectives

• Understand why and how to teach appropriate behavior.

• Identify a format for lesson plans.• Develop a plan to include of teaching

staff in the development of behavior lesson plans.

• Understand why acknowledgement systems are a critical feedback mechanism for students.

• Develop acknowledgement system.8/24/2010 3

Consider this…

Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is

unethical for adults to punish……… Rob Horner

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Teaching Expectations

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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 THEM!2nd annual pbis film festival winner—elementary---Stayin In Line http://vimeo.com/groups/pbisvideos/videos/20958391     Bathroom Dancehttp://vimeo.com/groups/pbisvideos/videos/20956797   

My School’sExpectations…

1. Be Safe2. Be Responsible3. Be Respectful

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Procedures for Academic Problems

• Assume the student has learned the wrong way

• Assume student has been taught (inadvertently) the wrong way

• Diagnose the problem

• Adjust presentation, use effective instructional strategies, provide feedback, practice and review

• Assume student has learned the skill

Procedures for Behavioral Problems

• Assume student refuses to cooperate

• Assume student knows what is right and has been told often enough

• Provide more negative consequences withdraw student from normal context

• Provide more negative consequences maintain removal from normal context

• Assume student has learned his/her lesson

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The Behavior-Instruction ConnectionDarch & Kame’enui (2004)

Behavioral Errors

• More often occur because:

o Students do not have appropriate skills- “Skill Deficits”

o Students do not know when to use skillso Students have not been taught specific classroom procedures and routineso Skills are not taught in context

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Why Develop a System forTeaching Behavior?

• Behaviors are companion for academics.

• Procedures and routines create structure.

• Repetition is key to learning new skills.

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Why Develop a System forTeaching Behavior?

• We can no longer assume:

o Students know the expectations/rules

o Students will learn appropriate behaviors without practice and modeling

• We must assume:

o We need to teach expectations/rules

o Students will need to practice appropriate behaviors

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“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)

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Teaching the Behavior Matrix

Lesson Plan Formats

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Teaching Behavior Skills

1) State behavioral expectations and why needed-student buy-in2) Specify student behaviors (rules)3) Model appropriate student behaviors4)Check for Understanding5)Model Non-examples6) Students practice appropriate behaviors7) Reinforce/acknowledge appropriate behaviors

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Behavior Lesson Format

• Openingo Motivationo Assessment of Prior

Knowledgeo Setting of

Goal/Expectations

• Bodyo Active Modeling

examples/non-exampleso Prompting/Cueing o Guided Practice with

Feedback

• Closeo Repeated Independent

Practiceo Fading of Prompts/Cueso Systematic Error

Correction Procedures

I DODemonstrate

WE DOGuided practice

YOU DOIndependent practice

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What Are Cool Tools?

Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix

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Behavioral Lesson PlanName of Setting or Skill________________________

School-wide expectation/s addressed:

1) Explain expectations & why needed2) Check for student understanding/buy-in (ask some ???s)3) Model examples4) Check for student understanding/buy-in5) Adult/s model non-examples6) Check for student understanding/buy-in7) Model examples1. Students practice

Template Available

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Direct Instruction Lesson Sequence

OPENING• Motivation

• Statement of goal

• Review of prior knowledge

BODYModel: “I DO”

• Presentation of new materials in small steps• Consistent, clear, slow and repetitive • Presentation of examples and non-examples

Prompt: “WE DO”• Consistent and/or simultaneous with the model• Questioning and checking for understanding with responses from all

Check: “YOU DO”• Do one and stop• Monitor closely• Provide feedback, repetition, and reinforcement

CLOSE• Review, preview• Independent practice to mastery• Guided practice with feedback and reinforcement

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Examples of Lesson Plan FormatsTeaching Expectations

• Annotated Behavior Lesson Format• Behavioral Lesson Plan• Building Expectations Sample Lesson

Plan• Cool Tools• Direct Instruction Lesson Sequence***Handout Packet

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Activity

Lesson Plan Format

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How Do We Teach Behavior?

• Introductory Eventso Teaching school to expectations and rules

• On-going Direct Instructiono Specially designed lessons, character education

• Embedding in Other Curriculum• Booster Trainings• Keeping it Out There

o Visual Displays – posters, agenda coverso Daily announcements

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Tips for Teaching Behavior

• Practice should be conducted in actual setting whenever possible

• Real students should never practice non-examples

• Use high frequency acknowledgments• Precorrect with students before activity• Have a plan for behavioral acting-out

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Lesson Planning Groups Example

SettingClassroom

SettingHalls

SettingCafe

BeSafe!

Ms. Jones KMs.Smith 2Mr.Grey 5Mr.Stein-Art

Ms.Pat 1Mr.Joe 3Ms.Jane 6

Ms CaféRachel R.Mr.Green-4Ms. Red -1

Be Ready!

Mr.T-1Ms.Shade-5Mr.Bill-Music

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Lesson Planning Groups Example

Class Cafe RecessBrown 1 Dodds 1 Jones 2

Smith 4 Snyder 3 FlisherK

Johns Art Karen Cafe

Black 5

Kline Principal

Expectation 1Be Respectful

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Lesson Planning Core Team Example

Core Team Members

Core Team Member #1 & Grade groups/ Departments

Core Team Member #2 & Grade groups/ Departments

Core Team Member #3 & Grade groups/ Departments

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Activity

1.Develop a Plan for Developing Lesson Plans• Plan who will develop the lesson plans for your

school

2.Action Plan

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ACKNOWLEDGEMENT SYSTEMS

Section 2:

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What Does Acknowledgement Mean?

• Reinforcemento “Any action that follows a behavior and

increases the likelihood of future occurrence of behavior.”

• Verbal, tangible, special privilege, social

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Advantages of anAcknowledgement System

• Provides a versatile/varied means of communication with each student, as well as a group of students

• Structures interactions in a consistent manner

• Provides representation for student of his/her progress

• Highly visible means of reinforcing behavior, school-wide (for staff, as well as students)

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Acknowledgement System What is it?

• A ticket, stamp, hole punch or other VISIBLE object:

• given to the student (+ reinforcement) and paired with specific verbal feedback and …

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Acknowledgement SystemWhy do it?

• Provides instant reinforcement for desired behaviors

• Focuses attention on desired behaviors

• Provides a reminder to staff to pay attention to and reinforce desired behaviors

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Acknowledgement System Who should do it?

Anyone and everyone working in the school!

Don’t forget…. office staff, custodians, cafeteria staff, substitutes

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Acknowledgement System Where should it be used?

• Must be used in common areas:o Hallwayso Cafeteriao Entrance and dismissal areaso Playground and outdoor areaso Gymnasiumo Office areas (Main Office, Guidance, Nurse

etc.)o Auditorium

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Acknowledgement System When should you use it?

• Immediately following the display of the desired behavior

• Use heavily after teaching the skill at the beginning of the year

• Use throughout the school year varying the target behavior, location, group of students, etc. dependent upon your data

• Vary the degree of use dependent upon your baseline data

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Levels of Acknowledgement System

• Individual Student• Group• School• Staff

“The many levels of acknowledgement!”

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Back Up Reinforcers

Examples of Back-Up Reinforcers…REWARDS Remember…always pair a back up reinforcer with

verbal feedback

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Think… “What items/symbols could serve as reinforcers in your school building?”

Keep these guidelines in mind:1.Will the reinforcer be easily available?2.Will the reinforcer be easy to give to students

immediately?3.Will the reinforcer be difficult to duplicate?4.Will the reinforcer be nontransferable?5.Will the reinforcer be easy to record?

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VIDEO EXAMPLEPrincipal’s 200 Club

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ACTIVITY

Plan acknowledgement system

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