SWPBIS

Module 3: Universal
Curriculum for Secondary
Schools
Lesson Design
And Acknowledgment
System

Action Planning
C2_Universal_Level_Action_Plan_rev8.2012.doc

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SWPBIS Training Next

Steps

1. Review definitions for problem

behaviors
2. Office Discipline Referral Forms
3. Behavior flow chart
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Definitions and Common Language

Consensus- All staff are Naming Behavior the Same
Staff knows- What is Teacher Managed vs.
Office Managed.
Process needs to be established for Referral
Procedures- Flow chart
How will this be Communicated with All Staff?

Example of Revised Definitions

Level One Problem Behavior

Definition

Inappropriate Language
Inapp Lang/gestures/notes

Student engages in low intensity instance of inappropriate language and/or gestures. Low
intensity being swearing, name calling, or use of words/notes in an inappropriate way towards
staff or peers in a non-threatening way.

Physical Contact/Physical
Aggression
PhyCon

Student engages in non-serious, but inappropriate physical contact. Physical contact meaning
pushing, poking, tripping, kicking, roughhousing or punching.

Defiance/ disrespect/ noncompliance

Def/Disrep

Student engages in brief or low-intensity failure to respond to adult requests. Including talking
back, refusal to do work, not following staff directions

Disruption
Disrup

Student engages in low-intensity, but inappropriate disruption. Any student actions that cause a
repeated break in instruction: such as calling out repeatedly, talking in class during instructions.

Dress Code
Violation
DressCoVio
Property misuse
Propmis

Student wears clothing that is not within, the dress code guidelines defined by the school/district.

Technology Violation
Techvio

Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager,
music/video players, camera, and/ computer.

Stealing

Teasing/Taunting

Student engages in low-intensity misuse of property: such as writing on walls, purposely

breaking property.

Student takes an item or a bunch of items from another peer or from a teacher without
permission. These items were the personal property of the student or teacher.

Student delivers disrespectful messages to another student that includes pictures or written notes.

Office Discipline Referral

Processes/Form
Coherent System in Place to Collect
Office Discipline Referral Data
Faculty and staff agree on categories
Faculty and staff agree on process
Office Discipline Referral Form Includes
Needed Information

Name, Date, Time, Grade Level, Gender

Referring Staff
Problem Behavior, Possible motivation
Location of Incident
Others involved
Administrative decision

Activity
Divide your group into 3
Discuss- Evaluate your referral form.
Checklist
Does it have all items?
Are you able to change forms?
Use your handbook as a reference.
What Impact will this have?
Look at referral forms provided and YOURS

List Pros
Cons

Office Referral Forms

Developing a comprehensive ODR
1. Identify Major and Minor
Problem Behavior to be listed
2. List all Problem Behaviors
(From edited SWIS Referral
Definitions to fit your setting)
3. Identify Locations
4. Discuss Staff Confidence with
Motivation
5. Identify all Administrative
Actions Taken
6. Use Compatibility Checklist

Review School-wide Expectations

Stated positively
Posted in hallways, classrooms, in handbook, on
agenda planners
Taught directly to students.
Taught and reviewed many, many times throughout
the year.
Maximum effectiveness- A system of positive
reinforcement and recognition at all times with all
adults for following the expectations!

Consider this
Until we have defined, taught, modeled,
practiced, reinforced and re-taught, it is
unethical for adults to punish
Rob Horner

What you EXPECT = What you GET!

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School Wide Goals

and
Behavior Expectations
School Wide Goals Examples PRIDE , Respect, Responsible, Safe

Behavior Expectations What to Teach

Rules for Behavior in Cafeteria, Classroom
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!

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The Behavior-Instruction
Connection
Darch & Kameenui (2004)

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
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his/her lesson

How Do We Teach Behavior?

Introductory Events- Kick Off
o

Teaching school to expectations and rules

On-going Direct Instruction

o

Specially designed lessons, character education

Embedding in Other Curriculum

Booster Trainings
Keeping it Out There
o
o

Visual Displays posters, agenda covers

Daily announcements

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If a child doesnt know how to read, we teach.

If a child doesnt know how to swim, we teach.
If a child doesnt know how to multiply, we teach.
If a child doesnt know how to drive, we teach.
If a child doesnt know how to behave, we
teach? punish?

Why cant we finish the last sentence as

automatically as we do the others?
(Herner, 1998)
8/24/2010

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Behavior Lessons

Highschool example: Ashland HS Tardy Project

http://vimeo.com/33146484

Behavior Lessons
http://miblsi.cenmi.org/MiBLSiModel/Implemen
tation/HighSchool/HSTierISupports/HighSchool
TeachExpectations.aspx
http://louisville.edu/education/abri/primaryleve
l/expectations/high

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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-in
2) Specify student behaviors (rules)
3) Model appropriate student behaviors
4)Check for Understanding
5)Model Non-examples
6) Students practice appropriate
behaviors
7) Reinforce/acknowledge appropriate
behaviors
8/24/2010

21

Behavior Lesson Format

Opening

Motivation
Assessment of Prior
Knowledge
o Setting of
Goal/Expectations
o
o

Body

Active Modeling
examples/nonexamples
o Prompting/Cueing
o Guided Practice with
Feedback
o

8/24/2010

Close

Repeated
Independent
Practice
o Fading of
Prompts/Cues
o Systematic Error
Correction
Procedures
o

I DO
Demonstrate

WE DO
Guided practice

YOU DO
Independent practice

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Behavioral Lesson Plan

Name of Setting or Skill________________________

School-wide expectation/s addressed:

1) Explain expectations & why needed

2) Check for student understanding/buy-in (ask some ???s)
3) Model examples
4) Check for student understanding/buy-in
5) Adult/s model non-examples
6) Check for student understanding/buy-in
7) Model examples
1. Students practice
Template Available
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Direct Instruction Lesson Sequence

OPENING

Motivation

Statement of goal

Review of prior knowledge

BODY

Model: 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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Teaching Expectations
Target times to teach the expectations
Can be completed by stations
Have a passport- stamp for each location
taught.
Upper Grades may stagger lessons
Can be done by grade level
Can be completed by homeroom teacher
first couple days of school

Plan to re-teach lessons

Embed instruction into the curriculum

Tips for Teaching Behavior

Practice should be conducted in
actual setting whenever possible
Real students should never practice
non-examples
Use high frequency
acknowledgments
Pre-correct with students before
activity
Have a plan for behavioral acting-out
8/24/2010

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Lesson Plans
Divide your group into small
groups by location
Choose lesson plan format
Each Group write Lesson plan for all
area except Classroom
Share with Group Completed lesson
Plans
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Advice from an Expert

Start at minute 17
29

Homework!
Review with Staff and get
Administrative Approval for ODR
DATA System
Share Definitions/ Flow Chart with
Faculty
Ask staff to Writing Lessons for
Classrooms by Grade Level
Plan for a Staff presentation of SWPBIS
in March/ April Faculty Meeting

Communication for Staff

Office Referral Forms/
Definition
ODR
1. Share Major and Minor Problem Behavior
listed on ODR
2. Review all Problem Behaviors SWIS
Referral Definitions
3. Review Locations
4. Discuss Staff Confidence with Motivation
5. Review Action Taken
Lesson Plans
6. Share Common Area Lesson Plans
7. Assign Classroom Teachers to develop
Classroom Lesson Plans

Facilitated Action Planning

Office Referrals Forms
Definitions What is major? What is minor?
What is classroom managed/office managed?
How many minors equal a major?
Major offences procedures.

Flow chart for ODR referrals

Discussion for communicating definitions and forms
to staff.