Location

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Strand #1

Social & Emotional Skills

Relevance

This presentation will provide concrete strategies that improve classroom management and promote social/emotional learning. SEL and PBIS are both rooted in the belief that students learn best in a safe and well-managed learning environment. PBIS establishes a common purpose and approach to discipline throughout the school by establishing positive expectations for all students. These expectations are taught, practiced, and reinforced through a reward system. SEL helps students and adults develop specific social and emotional competencies that have been linked to positive outcomes. Evidence-based SEL programs teach these skills explicitly and provide opportunities for practice, feedback, and application within content areas and throughout the school setting. Both SEL and PBIS support using assessment information to help establish organizations that are committed to effective practice

Brief Program Description

This interactive workshop will connect the PBIS three tiered approach to managing and motivating student behavior in the classroom. Educators will recognize the importance of identifying the function of student behavior as well as role play hands on strategies for motivating student behavior, creating appropriate consequences and avoiding student power struggles.

Summary

An effective framework for school discipline emphasizes the prevention of problem behaviors by providing proactive instruction of desired behavioral expectations, reinforcement of appropriate behavior, and monitoring and correction of problem behavior. The model must also ensure that teachers demonstrate effective and respectful practices to encourage positive student behavior and address student misbehavior. The role of the teacher in appropriately addressing misbehavior is critical to the fostering of a positive and respectful classroom climate. This interactive workshop will connect the PBIS three tiered approach to managing student behavior in the classroom. Participants will recognize the importance of identifying the function of student behavior by role playing strategies for addressing student behavior while avoiding student power struggles. The PBIS triangle will be used in a hands-on activity to evaluate the preventive, supportive and corrective aspects of a classroom management plan. Reframing activities will also be presented to differentiate PBIS from "bribery" methods of motivation.The outcome goals for this session include:

  1. Participants will examine the elements and purpose of the three tiered logic model used in the PBIS model
  2. Participants will identify strategies to connect the PBIS framework to the elementary or secondary classroom
  3. Participants will explore strategies for reinforcing appropriate student behavior.
  4. Participants will identify strategies for minimizing student misbehavior.
  5. Participants will evaluate consequences and learn how to effectively apply them.

While thousands of schools are familiar with PBIS, many have the false belief that PBIS is only about rewarding behavior. Positive Behavioral Interventions and Supports (PBIS) is not a curriculum, intervention, or practice. Rather, it is a process that builds the foundation for making data-based decisions and proactively addresses behavioral issues. This presentation will connect the research of PBIS to practices that can be used at the school and classroom level.

Evidence

The U.S. Department of Education's Guiding Principles for Improving School Climate includes several action items for schools. This presentation builds on 1. Adopting an instructional approach to school discipline and 2. ensuring that clear, developmentally appropriate consequences apply for misbehavior. The 3 tiered PBIS prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral support is provided in small group or highly individualized format. The use of this model is highly used in districts and schools and is showing signficant results in the areas of suspension reduction and academic achievement.

Format

Individual Presentation

Biographical Sketch

Shauna F. King is a highly engaging master educator that has a talent for connecting with teachers who want to keep their skills sharp for “today’s kids”. King is a former principal with 20 years of experience in public and non-public school settings. She spearheaded the launch of the PBIS initiative in the eighteenth largest school district and led the district to grow from 6 participating schools to over 65 actively implementing schools. As the PBIS district coordinator, King served as a trainer on the Maryland PBIS State Leadership Team and as a National Cooperative Discipline Facilitator. In her current role as executive director of King Professional Development Services, she partners with schools and districts in support of their school climate initiatives and provides engaging and practical professional development. She is also a certified presenter for The Upside Down Organization and travels nationally delivering workshops and keynotes on brain based topics.

King holds a Bachelor’s degree in Health Education, a Master’s degree in Secondary Education and an Education Specialist degree in Adult Education. She is a member of the APBS (Association for Positive Behavior Supports) and NAREN (National At-Risk Education Network). She was most recently published in the spring journal of Silhouettes, a publication dedicated to providing expert advice for those working in at-risk education.

Keyword Descriptors

PBIS, behavior, classroom management, school culture, school climate, teacher

Presentation Year

2016

Start Date

3-9-2016 9:45 AM

End Date

3-9-2016 11:00 AM

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Mar 9th, 9:45 AM Mar 9th, 11:00 AM

Where the Rubber Meets the Road: Supporting Classroom Behavior Using the PBIS Three-Tiered Logic

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This interactive workshop will connect the PBIS three tiered approach to managing and motivating student behavior in the classroom. Educators will recognize the importance of identifying the function of student behavior as well as role play hands on strategies for motivating student behavior, creating appropriate consequences and avoiding student power struggles.