Creating Engaging School Wide PBIS Lessons Introduction Becca

Creating Engaging School Wide PBIS Lessons

Introduction � Becca Rackley � School Wide PBIS Coach � Former Tier 2 Coach � Summerour Middle School, Gwinnett County Public Schools � Norcross, GA

� Engaging lessons are an integral part of a strong PBIS program. � However, they can be difficult to create. � � Examples are out there, but it takes time to find them and modify them to fit the needs of your building and your students. Today’s objectives are to address the critical components to an effective lesson and to collaborate with other PBIS teachers to create new lessons.

Effective PBIS Lessons � � Effective PBIS lessons contain KEY components: � Identify the EXPECTED behavior � Demonstrate EXAMPLES and NON-EXAMPLES � MODEL the EXPECTED behavior � PRACTICE the EXPECTED behavior � ACKNOWLEDGE the EXPECTED behavior Within this framework is room to modify lessons to fit the needs of individual schools and PBIS teams.

Identify the Behavior � Use your SWIS data to decide which behaviors to teach. � � Look at the entire behavior: where is happening? when is it happening? who is demonstrating the behavior? Identify & define the expected (this may be a replacement) behavior. � This should be consistent with the language of your PBIS matrix. � Ask yourself what it will LOOK LIKE when a student demonstrates the expected behavior.

Examples and Non-Examples � This is a non-negotiable part of an effective PBIS lesson. We cannot assume that students know what the behavior should look like. � At the beginning of the year and when teaching new students, teachers can tell students what the examples and non-examples are. � � As students learn the expectations of the school, students can generate the descriptions of expected behaviors. Many schools have ONLY teachers provide non-examples. � Non-examples can be presented in other formats, too: videos, pictures, anecdotes.

Model Expected Behavior � There is freedom to make this part unique for your school. � � Use videos, pictures, and other interactive media if they are applicable to the lesson. Students should be models of what you expect. � If the behavior is location-specific, how can you tie it into a skill that transfers across settings.

Practice Expected Behavior � This is the fun the part! � Students must have an opportunity to actually practice the expected behavior: � � This is especially important at the beginning of a school year, or when introducing a new behavior. There are so many ways for students to extend this practice: � Create images, posters, and videos. � Write scripts. � Create PBIS signage.

Acknowledge Expected Behavior � Use the existing reward system at your school! � Reward students within the PBIS lesson framework. Acknowledge students who demonstrate the skill at an exceptional level. � Make this your school-wide focus for acknowledgement in the days after the lesson.

And now … we practice! � Using the example behavior data and your choice of school behavior matrix, let’s create some sample lessons. � If you have some of your own school data, definitely feel free to use that! � Example templates are provided for you to help structure the lesson. � Talk with the people around, share ideas from successful lessons, and create, create!