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Tier 1 Core Team Roles and Responsibilities

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Tier 1 Core Team Roles and Responsibilities

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 TIPS Meeting Minutes Form - November 2017.docx

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Building Expectations & Creating A Matrix Document

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Building Expectations & Creating A Matrix Document

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 Building Expectations and Creating a Matrix

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Snapshot 2 - Classroom Teaching Matrix 7-27-19.pdf

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Descriptive Checklist for Teaching Matrix

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Descriptive Checklist for Teaching Matrix

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Descriptive Checklist for Teaching Matrix Lesson Plans

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Descriptive Checklist for Teaching Matrix Lesson Plans

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Descriptive Rubric Teaching Matrix Lesson Plans.docx

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Blank Integrated Lesson Plan Template (Ci3T)

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Blank Integrated Lesson Plan Template (Ci3T)

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Sample of Completed Integrated Lesson Plan Template

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Sample of Completed Integrated Lesson Plan Template

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SASCRSPBIP Integrated Lesson Plan Example 2020.pdf

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Example of Completed PBIS Lesson Plan: Cool Tool (Grades 4-6)

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Example of Completed PBIS Lesson Plan: Cool Tool (Grades 4-6)

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Example of Completed PBIS Lesson Plan: Cool Tool

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Example of Completed PBIS Lesson Plan: Cool Tool

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Stayin’ In Line was submitted by Nancy Keuffer, PBIS Coordinator from Chapel Hill, NC. The video was produced at Seawell Elementary School, Stayin In Line…

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Please enable JavaScript to experience Vimeo in all of its glory.

The Bathroom Dance was submitted by Barkley-Ruiz Elementary School in San Antonio, Texas

This video is a hilarious example of teaching expectations for using the bathroom. It is also a wonderful update of Lady Gaga's "Bad Romance" Go little PBIS Monsters!!!

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The Bathroom Dance was submitted by Barkley-Ruiz Elementary School in San Antonio, Texas This video is a hilarious example of teaching expectations for using the bathroom. It is also a wonderful update of Lady Gaga's "Bad Romance" Go little PBIS Monsters!!!

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Crosby Elementary School - Playground Rap

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SWIS Office Referral All Samples 201516.docx

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Snapshot 4 - Encouraging Appropriate Behavior 7-27-19

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Copy of Designing an Acknowledgement System

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(Getty Images/iStock)

With each new school year come shiny new behavior management systems decorating the walls of elementary classrooms. From sticker charts to clip charts to color cards, teachers choose bright and engaging systems with the hope that a little incentive might lead to improved student behavior. The thing is, these systems rarely work for any extended period of time.

Research shows that kids continue to work toward their personal goals when intrinsic motivation is high. What stickers, clips and color cards have in common is that they rely on extrinsic motivation. You do this (sit, listen and don't yell out) and you get this (sticker, clip up, green card). For a short time, these systems can be motivating. Over time, however, the rewards are no longer enough.

There is also a dark side to these behavior management systems. For the kid who doesn't earn the stickers, clips down instead of up, or never climbs above the yellow card, these charts can be shame-inducing. Imagine seeing your bad day played out in bright colors on the very wall that all of your peers stare at all day long. These systems can leave students feeling worthless, overwhelmed and incapable. They can negatively impact the student's self-confidence, which can result in poor academic performance and even more behavioral issues. These behavior management systems, although well-intentioned, can be downright devastating.

I've watched the negative impact of these behavior systems play out both in my office and during classroom observations. Take a 7-year-old first-grade student, for example. He's bright and engaging in the classroom setting. He loves a good joke and greets all of his peers with equal enthusiasm each day. He tells me that he loves math and science, although social studies leaves him feeling "wiggly." He's friendly, kind and respectful, but he does struggle with inattention. Too much sitting is hard for him. When he reaches his limit, he starts moving his legs, tapping his pencil and calling out answers. For those offenses, he moves down on the behavior chart fairly regularly.

In classroom observations, I've witnessed kids going through the motions. In the beginning, clipping down, turning a card or losing a sticker upsets them. Some cry. Some shut down. Some beg to get their good behavior marks back. For some of those kids, the systems might work in the short term. They want the rewards enough to behave accordingly. By the end of the year, many kids will continue to struggle with the same behavior issues, but they will no longer care about the consequences on the wall. The act of clipping down or turning a card doesn't actually help them learn a new strategy to cope with whatever might be triggering the behavior. And when you feel like you can't win, it's easier to accept defeat.

Beyond the day-to-day emotional roller coaster of attempting to meet classroom expectations, these behavior management systems can leave a lasting impact on the psychological well-being of young children in a variety of ways.

It can trigger stress and anxiety.
I will never forget the first time I saw a clip chart in my daughter's classroom many years ago. Students were each given a number, and that number was attached to a clip. Students moved up and down to different colors throughout the day based on behavior. Seeing my daughter reduced to a number on a clip had a prison-like feeling that was difficult to ignore. While she didn't clip down once that year, she did experience stress related to the expectations on the wall. No amount of reminding her that she is generally a good listener and often quiet to a fault was enough to quell the fear of clipping down on what I came to think of as "the wall of shame."

I get a lot of phone calls from parents desperate to help their kids stop worrying so much about the academic and behavioral demands they face at school each day. Is it the actual chart that causes the anxiety? No, more often than not it's the fear of being ridiculed by peers or disappointing or upsetting the teacher and/or the parent that triggers stress and anxiety. Being judged in a public way all day every day makes it difficult to enjoy learning.

Kids develop negative core beliefs.
It's no big secret that kids are sitting for longer periods of time in the classroom setting. While some kids can handle longer periods of inactivity, most can't. Kids are wiggly, easily distracted and quick to excitement because they're young, not because they're poorly behaved. When kids face the same behavioral intervention over and over again, they begin to develop negative core beliefs. Instead of thinking, "I'm having a hard day," they tend to think, "I'm a bad kid and no one likes me."

Kids can face social isolation and symptoms of depression.
When one kid is tagged as the one who always acts out or gets in trouble, he can face social isolation. These behavior systems are individual in nature - each child is challenged to get to the highest level or earn the most stickers on his own. To hang out with the class troublemaker can be risky.

When young children feel overwhelmed with consistent consequences for behaviors they don't know how to fix and lack adequate peer and adult support in the classroom, they can and do exhibit symptoms of childhood depression. They withdraw from peers and family. They experience sleep disturbance and difficulty eating. They talk about feeling worthless or bad. They might even refuse to go to school.

The good news is that there are alternatives to help manage classroom behavior without using charts on the wall. The MindUp program creates positive classroom environments by teaching self-regulation, reducing stress and increasing compassion. RULER, supported by the Yale Center for Emotional Intelligence, helps students learn to recognize and verbalize emotions and regulate emotions effectively in the classroom environment. When classrooms address the emotions that often lurk beneath the surface of unwanted behavior, students learn to make positive choices and act with compassion for and understanding of others.

In the absence of positive programs in the classroom, the best thing parents can do is work with the teacher directly. Behavior systems are intended to help provide structure and order in the classroom, but they won't work for every child. Requesting a conference with the teacher to share your concerns and discuss positive alternatives can help alleviate parental frustration while creating a more positive learning environment for the child. While it's often tempting to use social media to drum up support for proposed changes, this can cause a divide between the teachers and the parents. When parents seek guidance from the classroom teacher directly, on the other hand, a positive partnership emerges, and that can have a positive impact on the classroom environment. And on your child.

Katie Hurley is a child and adolescent psychotherapist and parenting educator in Los Angeles, and the author of The Happy Kid Handbook: How to Raise Joyful Children in a Stressful World. You can find her on Twitter and on her blog, Practical Parenting.

Like On Parenting on Facebook for more essays, advice and news. You can sign up here for our newsletter. You can find us at washingtonpost.com/onparenting.

You might also be interested in:

You can't protect kids from stress, but you can teach them how to cope

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Too much homework? Some parents are just opting out.

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The dark side of classroom behavior management charts

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With each new school year come shiny new behavior management systems decorating the walls of elementary classrooms. From sticker charts to clip charts to color cards, teachers choose bright and engaging systems with the hope that a little incentive might lead to improved student behavior.

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Imagine this: You're sitting in a faculty meeting, bored and tired. As your principal talks, gesturing at PowerPoint slides, your mind starts to wander. You furtively pull out your phone and check Facebook, just for a minute.

Suddenly your principal's voice rings out. All heads turn to look at you as she barks your name. "Mr. Minkel! We do not check our phones during faculty meetings! Go change your color."

You stand up, your face flushed with heat and shame, and trudge to the front of the room to change the green square by your name to a yellow "Warning." Walking back to your seat, past the gauntlet of other teachers, you try to avoid their gaze.

You jam your phone back into your pocket, where it stays for the rest of the meeting. Still, you find it hard to concentrate on whatever your principal is talking about. It feels like everyone in the room is looking at you, whispering and snickering about what just happened.

By the time the meeting ends, your principal has probably forgotten all about the incident. But when you go to bed that night, you're still thinking about it. The next morning at school, your principal is exceedingly nice to you, but you feel awkward around her and try to avoid her in the halls.

Why Give Up the Behavior Chart?

During my first decade in the classroom, I used a behavior chart. I thought I had sound reasons. It helped correct behavior in a clear and visible way. It provided a release valve for my frustration, too-better to move that kid's clip down for talking yet again, rather than lose my temper.

Three years ago, though, I lopped off all the negative consequences on the chart. I made that decision because I finally thought to ask my students whether or not we should keep the chart, and I listened to what they said.
"We feel embarrassed when we have to get up and move our clip down in front of everybody."
I haven't gotten rid of class rules. I need the kids to freeze when the lights go off, so I can tell them what to do next. I need them to listen at the rug, and walk quietly in the hall on their way to lunch. I need them to be kind to one another, and respectful toward adults.

I haven't gotten rid of all consequences, either. If a child keeps bothering the kids around her during Writer's Workshop, I may need to have her sit somewhere else for the next 20 minutes so the other students can get some writing done. At various points this year, I will need to call a child's parents or send a letter home about her misbehavior.

But there is something about the public shaming involved in a behavior chart that makes it loom large in many children's minds -including the "good kids" who almost never have to change their color. When you get reprimanded in front of everyone, it can ruin the next hour or even your whole day.

Back to that imaginary faculty meeting: What if my principal had quietly pulled me aside to remind me not to check Facebook during meetings? I would have felt embarrassed, and I would have apologized. I probably wouldn't have done it again. But that private conversation wouldn't mortify me in front of my colleagues. It wouldn't make future interactions with my principal fraught and uncomfortable.

The first day of class this year, I told my 1st graders, "I don't have a color chart like you had in kindergarten. A few years ago, my students told me that when they had to change their color, it made them feel sad and embarrassed. I don't want you to feel sad and embarrassed in my class. I want you to feel happy. So you still have to follow the rules, but if you do something wrong, I'll just give you a look, like this." (I demonstrate my best teacher glare, and they giggle.) "Or I'll look for a student sitting near you who is doing the right thing, and I'll tell them they're doing a good job-that's a clue to look and see what you should be doing. If that doesn't work, you and I will need to have a conversation, but just the two of us will talk about it-you won't get in trouble in front of the whole class."

There are plenty of moments each week when I feel the pull and lure of the behavior chart. My class this year isn't easy. I have 25 6-year-olds, every one of whom speaks English as a second language. Most are poor, and two are autistic. This first week of school was exhausting, and their behavior wasn't perfect. But for brand-new 1st graders, they were pretty good. In fact, they were better behaved than my students from years when I used a behavior chart. Why?

1. I'm not doing anything to damage my relationship with each child.

I didn't embarrass any of my students that first week. I had plenty of conversations, often the same conversation twice in an hour, about what they need to do and why. But in the years when I used a behavior chart, simply moving a child from "green" to "yellow" could trigger an outburst or tears. That color change often gave students the sense that I didn't like them, or that they were bad kids. A private conversation is different. It allows a child to keep his dignity.

2. I'm able to use my time for better things.

Teaching 1st grade feels like playing "Whack-a-Mole" at the county fair. Just when Alicia starts crying because she misses her mom, Carlos comes up to ask me for help with buttoning his too-small jeans. As I'm wrapping a Band-Aid around Jonathan's staple-pierced finger, Felipe barfs on the rug. Meanwhile, I'm trying to make sure the other 24 1st graders understand the math game I showed them a few minutes ago.

I need to use every minute to teach, listen, observe, and take care of all the individual needs a class of young children throws my way in any given day. I don't have extra time to waste moving down clips, bestowing and taking away fake money, or awarding table points.

3. I can focus on why the misbehavior is happening.

Here's the bewildering thing to me about the prevalence of behavioral systems: They don't seem to work very well. In April, the same kids are still getting their clips moved down and missing 10 minutes of recess every day. The same misbehavior is still happening class-wide. Students are distracted at the rug, talking when they should be working, and driving each other crazy on a daily basis. Why?

Because kids are kids, and school isn't designed to let them move around as much as they need to. Because they need to be taught how and why to do the right thing, not just bribed and threatened into doing it. We need to teach them how and why to listen, to resolve their own conflicts, to calm down when they're angry, to set specific goals and work toward achieving them.

We also need to take a close look at our own teaching. When my students don't act right, it's often because I'm talking too much, expecting them to sit still for too long, or giving them work that is either boring, confusing, or too hard at this point in the year.

Long-Lasting Change Takes Time

Threatening a punishment or promising a reward will make a child behave for a few minutes. But helping them develop an intrinsic love of learning will last the rest of the year and the rest of their lives.

We don't have to throw out all our systems to begin moving in that direction. We can keep our consequences, but stop imposing them in front of the other kids. We can hang onto the table points and treasure box, but make sure we're also doing all those things that will lead to longer-lasting change.

It's not easy. At the end of the year, I'll still be drying tears, reminding kids to take deep breaths, and pulling them aside for one-on-one conversations. But over time, they become kinder and more capable. That change is gradual, like all true miracles, but it lasts.

Being a teacher is incredibly hard work. But so is being 5 years old, or a 5th grader. These little humans in our class don't need more rewards and punishments. They need school to be a place that welcomes and nurtures their whole selves. They need our patience, our best teaching, and our love.

They will get there, with time. We will too. We're all works in progress.

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Death to the Behavior Chart! 3 Reasons to Resist the Lure of Punishments and Rewards (Opinion)

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Imagine this: You're sitting in a faculty meeting, bored and tired. As your principal talks, gesturing at PowerPoint slides, your mind starts to wander. You furtively pull out your phone and check Facebook, just for a minute. Suddenly your principal's voice rings out. All heads turn to look at you as she barks your name.

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Using Discipline Data within SWPBIS to Identify and Address Disproportionality: A Guide for School Teams

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Using Discipline Data within SWPBIS to Identify and Address Disproportionality: A Guide for School Teams

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PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches

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PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches

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Center on PBIS

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Team Initiated Problem Solving (TIPS) is a research-based framework designed to more efficiently hold meetings and review data. The framework is applicable to varied data sources, content areas, and levels of application.

TIPS Process

1. Identify a problem with precision

2. Identify a goal for change

3. Identify a solution and create an implementation plan with contextual fit

4. Implement solution with high fidelity

5. Monitor the impact of the solution and compare against the goal

6. Make summative evaluation decisions

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TIPS-2 - TEAM INITIATED PROBLEM SOLVING by Chanda Telleen | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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A Team Using TIPS: Tier I Coordination Meeting (Exploration)

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Article: Is School-wide Positive Behavior Support an Evidence-based Practice?

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Article: Is School-wide Positive Behavior Support an Evidence-based Practice?

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Enhancing Commitment through Teacher Training

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Center on PBIS | Video: Equity in School Discipline: Enhancing Commitment through Teacher Training

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Overview of the process for using specific data to enhance commitment to address equity.