1 of 86

Positive Behavioral Interventions and Supports

June 28, 2021

Rafael Rodriguez

Positive Behavioral Interventions Specialist

He/Him/His

​

​

Individualization - Empathy - Strategic - Developer - Context

Jess Simpson

Positive Behavioral Interventions Specialist

She/Her/Hers

​

​

Input-Connectedness-Command-

Communication-Restorative

​

2 of 86

Building Community

Individualization - Empathy - Strategic - Developer - Context

​

Super Power: My talent allows me to multiply the strengths and potential of others. My ability brings the team together and strengthens its bond.

​

What you can count on me for:

Lifting your spirit by extending a helping hand, offering advice, or just acting as a sounding board.

​

Input-Connectedness-Command- Communication-Restorative

​

Super Power: Keeper and disseminator of useless AND not so useless information. I use my love of reading, collecting memories and experiences, and learning from others to spread knowledge.

What you can count on me for: Answering questions, knowing where to help you find an answer, and finding answers for you (I love a good research project or internet stalk).

2

Superhero Persona

3 of 86

3

4 of 86

Wellness and Wellbeing

​

Risk Factors

​

​

Resilience Factors

​

Anxiety, Depression, & Other Forms of Internalizing Problems

Disruptive Behaviors (i.e. Defiance, Rule Violations, Substance Use)

Life Satisfaction & Happiness

Strong Social Relationships

Trauma & Other Environmental Stressors

Thinking Errors, Behaviorally Withdrawn

Risky/Unsafe Settings

Inconsistent Rules & Expectations Across Settings

Building Blocks of Well-Being (i.e. Gratitude, Empathy, Persistence)

Basic Needs are Met

Social Skills

Healthy Interactions (minimal Bullying, High Support)

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

SCCOE: Equity | Diversity | Inclusion | Partnership

5 of 86

CA Healthy Kids Survey Results

(5th grade) Do the teachers and adults at school…

  • care about you?
  • listen to what you have to say?
  • make an effort to get to know you?

​

(Secondary) At my school, there is a teacher or some other adult…

  • who really cares about me.
  • who notices when I’m not there.
  • who listens to me when I have something to say.

5

SCCOE: Equity | Diversity | Inclusion | Partnership

6 of 86

Wellness and Wellbeing

​

Risk Factors

​

Disruptive Behaviors (i.e. Defiance, Rule Violations, Substance Use)

Risky/Unsafe Settings

Inconsistent Rules & Expectations Across Settings

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

SCCOE: Equity | Diversity | Inclusion | Partnership

7 of 86

Why Develop a System for �Teaching, Prompting & Monitoring Behavior?

​

7

  • For a youth to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times. (Harry Wong)

​

  • For a youth to learn something new, it needs to be repeated on average � ? times. (Joyce and Showers, 2006)
  • Academic and social-emotional behaviors develop together.
  • Procedures and routines create structure.
  • Repetition is key to learning new skills.
  • Adults average ? . (Joyce and Showers, 2006)

8 of 86

Setting Reasonable, Equitable and Realistic Expectations

8

Are we setting unreasonable expectations?

Are the expectations inequitable?

Are you sure?

    • If we can not dedicate time to explicitly teach an expectation - then it is not an expectation.
    • If we believe expectations are unfair, unteachable or unreasonable, we will not respond consistently.
    • We set ourselves up to be consistent in reinforcing expectations.

9 of 86

Guided by school–wide Core Values

Specific to our current setting

    • Seek input from students AND families

Positively stated

    • Walk quietly in the hallways v. don’t run

​

    • ​

Focus on clear, specific behaviors

    • Individual snacks during independent working time v. no eating

Defining Expectations to Teach

10 of 86

Chat

Please use the chat box to communicate with the presenter and each other, it’s a great way to interact!

If you don’t see the chat box on the right of your screen, you can click on the Chat icon on the bottom and it will appear

How could you positively state this expectation?

11 of 86

SEL Framework

11

SCCOE: Equity | Diversity | Inclusion | Partnership

12 of 86

Specific Behaviors + Social-Emotional Skills

12

Specific Behavior

Pro-Social Skills

  • If you have a question or challenge, wait to be acknowledge and present your thoughts to the group or teacher.

​

  • Use academic language when responding to classmates in class or online

​

  • Manage your materials and resources responsibly (keep clean, keep parts together (ie. charger), keep charged), remember passwords.

​

  • Demonstrates an awareness of when help is needed and who can provide it.

​

​

  • Demonstrates awareness of personal rights and responsibilities.

​

  • Demonstrates the skills to set, monitor, adapt, achieve, and evaluate goals.

SCCOE: Equity | Diversity | Inclusion | Partnership

13 of 86

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

Wellness and Wellbeing

Strong Social Relationships

Building Blocks of Well-Being (i.e. Gratitude, Empathy, Persistence)

Social Skills

Healthy Interactions (minimal Bullying, High Support)

​

Resilience Factors

​

SCCOE: Equity | Diversity | Inclusion | Partnership

14 of 86

14

15 of 86

  • The Role of Positivity and Connectivity in the Performance of Business Teams: A Nonlinear Dynamics Model
  • Marcial Losada, Emily Heaphy (2004)
    • High Performance teams = 5.6 : 1
    • Medium Performance teams = 1.9 : 1
    • Low Performance teams = 1 : 2.7
      • ​

15

SCCOE: Equity | Diversity | Inclusion | Partnership

16 of 86

16

SCCOE: Equity | Diversity | Inclusion | Partnership

17 of 86

Definition:�Behavior Specific Praise Statements

A behavior-specific praise statement is verbal or written feedback that is descriptive, specific, and delivered upon student demonstration of expected behavior.

​

Strive for a 5:1 ratio �(5 positives to 1 negative)

​

17

​

​

​

​

​

​

  • Identify student or group
  • Describe and acknowledge the rule/behavior being recognized
  • Link to school-wide expectation(s)

SCCOE: Equity | Diversity | Inclusion | Partnership

18 of 86

“Sergio, thank you for emailing your question after the lesson. That was a great example of responsibility.”

​

18

Inform the student of the specific positive behavior they were doing, and rule to which it is tied.

SCCOE: Equity | Diversity | Inclusion | Partnership

19 of 86

Behavior Specific Praise

SCCOE: Equity | Diversity | Inclusion | Partnership

20 of 86

Benefits of Behavior Specific Praise

  • Helps adults and students focus on positive social behaviors and actions.
  • It is the most powerful behavior change tool teachers have in their repertoire.
  • Increases the likelihood students will use the recognized behaviors and skills in the future.
  • Decreases inappropriate behavior and therefore, reduces the need for correction.
  • Enhances self-esteem and helps build internal locus of control.

20

SCCOE: Equity | Diversity | Inclusion | Partnership

21 of 86

21

  • Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

​

  • Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. (source: casel.org)

Admit and Exit Tickets

  • Example: At the end of class, students write in the chat:
    • a classmate that they would like to recognize or acknowledge,
    • a question they have,
    • something that they are grateful for, or
    • a thought about the lesson for the day.

​

SCCOE: Equity | Diversity | Inclusion | Partnership

22 of 86

  • Think about the behaviors you would like to see in your classroom/site (e.g., listening while others are speaking, using the chat option, reaching out for support). �
  • Write a list of specific behaviors that will help students, staff and families continue to progress socially and/or behaviorally (e.g., use everyone's name, raise your hand and ask questions when confused�
  • Use this list to begin noticing and acknowledging behavior.
    • You may post some of these positive behavioral expectations around your classroom/site as a reminder for you to praise those specific behaviors; this can also serve as a reminder for all community members to display the desired, specific, appropriate behaviors.

23 of 86

Fostering Community at the Door

  • Incorporating social-behavioral instruction and practice into the initial weeks of school.
  • Incorporating identity building, precorrection (both social-behaviorally and academically) and relationship skills with…

​

Positive Greetings at the Door intervention

23

SCCOE: Equity | Diversity | Inclusion | Partnership

24 of 86

24

SCCOE: Equity | Diversity | Inclusion | Partnership

25 of 86

What It Is

Strategy for:

  • Increasing academic engagement
  • Decreasing unwanted behavior
  • Improving student-teacher relationships

​

.

25

SCCOE: Equity | Diversity | Inclusion | Partnership

26 of 86

What It Is

  • A routine to start class or the day with a positive interaction. It can include greeting students by name
  • Shaking a student’s hand, asking a short question, or making a friendly comment that communicates they are welcome.

​

.

26

SCCOE: Equity | Diversity | Inclusion | Partnership

27 of 86

What It Is

  • The teacher provides specific positive interactions (i.e., greeting using the student’s name, handshake) with each student as they enter the classroom
  • The teacher provides preventative statements to encourage successful transition into the classroom setting.
  • The teacher provides positive reinforcement to recognize students’ behavior for being on time to class.

​

.

27

SCCOE: Equity | Diversity | Inclusion | Partnership

28 of 86

This Can Look Like

28

29 of 86

The Science Behind It

Positive Greetings at the Door intervention (Cooke, et. al).

​

29

30 of 86

Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Classroom Management Strategy (2018) Clayton Cook & Aria Fiat, et. al.

​

92% of middle school teachers strongly agreed that the 5:1 ratio strategy is “reasonable, acceptable and effective.”

Students engaged in 12% less “disruptive behavior”in classrooms using the strategy (saving 7 minutes per hour/108 hours per year).

Students experienced 20% more time academically engaged (12 minutes per hour/180 hours per year).

SCCOE: Equity | Diversity | Inclusion | Partnership

31 of 86

Purpose of the Study

  • Do students exposed to PGD exhibit gains in academic engaged time (AET) when compared with students in attention control classrooms?
  • Do students exposed to PGD exhibit reductions in DB when compared with students in attention control classrooms?
  • Do teachers find the PGD strategy to be acceptable, appropriate, and feasible for use?

31

SCCOE: Equity | Diversity | Inclusion | Partnership

32 of 86

Method

Setting and Participants:

  • Participants were students in 10 classrooms from two middle schools in the Pacific Northwest of the United States.
  • The middle schools were relatively large (enrollment: School One 968 students and School Two 1,068 students) and served a racially (percent non-White: School One 68% and School Two 73%) and economically (free and reduced lunch: School 1, 52% and School 2, 64%) diverse student population.

32

SCCOE: Equity | Diversity | Inclusion | Partnership

33 of 86

Method

​

Measures:

  • Class-wide and individual student behavioral observations
  • Social validity measure
  • Fidelity of implementation

33

SCCOE: Equity | Diversity | Inclusion | Partnership

34 of 86

Results

The means for the intervention group increased across pre and post (Δ = 20%;Post M = 79.70%), the means stayed roughly the same for the attention control group (Δ = 4.80%; Post M = 59.54%)

​

34

SCCOE: Equity | Diversity | Inclusion | Partnership

35 of 86

Results

​

​

​

35

SCCOE: Equity | Diversity | Inclusion | Partnership

36 of 86

Why Greet Students At The Door?

(Allday and Pakurar, 2007)

36

  • Greeting students at the door increases engagement by

? percent.

  • Disruptions reduced by ? percent.

​

  • The simple act of greeting a student at the door can result

in gaining ? minutes of instructional time to your day.

37 of 86

37

And it’s as easy as...

38 of 86

Why It Works

  • Increases social belonging and promote a positive classroom environment.
  • Reminds all students of what behaviors are expected for success prior to the lesson.
  • Offers encouraging messages to specific students based on past experience

​

​

.

38

SCCOE: Equity | Diversity | Inclusion | Partnership

39 of 86

39

Anyone can do it

40 of 86

Step-by-Step:

Positive Greetings at the Door

​

40

41 of 86

Thoughts?

Please share you thoughts on our evaluation

http://bit.ly/SCCOEPBISeval2021

​

41

SCCOE: Equity | Diversity | Inclusion | Partnership

42 of 86

Positive Behavioral Interventions and Supports

June 28, 2021

Rafael Rodriguez

Positive Behavioral Interventions Specialist

He/Him/His

​

​

Individualization - Empathy - Strategic - Developer - Context

Jess Simpson

Positive Behavioral Interventions Specialist

She/Her/Hers

​

​

Input-Connectedness-Command-

Communication-Restorative

​

43 of 86

Building Community

Individualization - Empathy - Strategic - Developer - Context

​

Super Power: My talent allows me to multiply the strengths and potential of others. My ability brings the team together and strengthens its bond.

​

What you can count on me for:

Lifting your spirit by extending a helping hand, offering advice, or just acting as a sounding board.

​

Input-Connectedness-Command- Communication-Restorative

​

Super Power: Keeper and disseminator of useless AND not so useless information. I use my love of reading, collecting memories and experiences, and learning from others to spread knowledge.

What you can count on me for: Answering questions, knowing where to help you find an answer, and finding answers for you (I love a good research project or internet stalk).

43

Superhero Persona

44 of 86

44

45 of 86

Wellness and Wellbeing

​

Risk Factors

​

​

Resilience Factors

​

Anxiety, Depression, & Other Forms of Internalizing Problems

Disruptive Behaviors (i.e. Defiance, Rule Violations, Substance Use)

Life Satisfaction & Happiness

Strong Social Relationships

Trauma & Other Environmental Stressors

Thinking Errors, Behaviorally Withdrawn

Risky/Unsafe Settings

Inconsistent Rules & Expectations Across Settings

Building Blocks of Well-Being (i.e. Gratitude, Empathy, Persistence)

Basic Needs are Met

Social Skills

Healthy Interactions (minimal Bullying, High Support)

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

SCCOE: Equity | Diversity | Inclusion | Partnership

46 of 86

CA Healthy Kids Survey Results

(5th grade) Do the teachers and adults at school…

  • care about you?
  • listen to what you have to say?
  • make an effort to get to know you?

​

(Secondary) At my school, there is a teacher or some other adult…

  • who really cares about me.
  • who notices when I’m not there.
  • who listens to me when I have something to say.

46

SCCOE: Equity | Diversity | Inclusion | Partnership

47 of 86

Wellness and Wellbeing

​

Risk Factors

​

Disruptive Behaviors (i.e. Defiance, Rule Violations, Substance Use)

Risky/Unsafe Settings

Inconsistent Rules & Expectations Across Settings

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

SCCOE: Equity | Diversity | Inclusion | Partnership

48 of 86

Why Develop a System for �Teaching, Prompting & Monitoring Behavior?

​

48

  • For a youth to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times. (Harry Wong)

​

  • For a youth to learn something new, it needs to be repeated on average � ? times. (Joyce and Showers, 2006)
  • Academic and social-emotional behaviors develop together.
  • Procedures and routines create structure.
  • Repetition is key to learning new skills.
  • Adults average ? . (Joyce and Showers, 2006)

49 of 86

Setting Reasonable, Equitable and Realistic Expectations

49

Are we setting unreasonable expectations?

Are the expectations inequitable?

Are you sure?

    • If we can not dedicate time to explicitly teach an expectation - then it is not an expectation.
    • If we believe expectations are unfair, unteachable or unreasonable, we will not respond consistently.
    • We set ourselves up to be consistent in reinforcing expectations.

50 of 86

Guided by school–wide Core Values

Specific to our current setting

    • Seek input from students AND families

Positively stated

    • Walk quietly in the hallways v. don’t run

​

    • ​

Focus on clear, specific behaviors

    • Individual snacks during independent working time v. no eating

Defining Expectations to Teach

51 of 86

Chat

Please use the chat box to communicate with the presenter and each other, it’s a great way to interact!

If you don’t see the chat box on the right of your screen, you can click on the Chat icon on the bottom and it will appear

How could you positively state this expectation?

52 of 86

SEL Framework

52

SCCOE: Equity | Diversity | Inclusion | Partnership

53 of 86

Specific Behaviors + Social-Emotional Skills

53

Specific Behavior

Pro-Social Skills

  • If you have a question or challenge, wait to be acknowledge and present your thoughts to the group or teacher.

​

  • Use academic language when responding to classmates in class or online

​

  • Manage your materials and resources responsibly (keep clean, keep parts together (ie. charger), keep charged), remember passwords.

​

  • Demonstrates an awareness of when help is needed and who can provide it.

​

​

  • Demonstrates awareness of personal rights and responsibilities.

​

  • Demonstrates the skills to set, monitor, adapt, achieve, and evaluate goals.

SCCOE: Equity | Diversity | Inclusion | Partnership

54 of 86

(adapted from Florida AWARE, 2015; Suldo & Romer, 2016)

Wellness and Wellbeing

Strong Social Relationships

Building Blocks of Well-Being (i.e. Gratitude, Empathy, Persistence)

Social Skills

Healthy Interactions (minimal Bullying, High Support)

​

Resilience Factors

​

SCCOE: Equity | Diversity | Inclusion | Partnership

55 of 86

55

56 of 86

  • The Role of Positivity and Connectivity in the Performance of Business Teams: A Nonlinear Dynamics Model
  • Marcial Losada, Emily Heaphy (2004)
    • High Performance teams = 5.6 : 1
    • Medium Performance teams = 1.9 : 1
    • Low Performance teams = 1 : 2.7
      • ​

56

SCCOE: Equity | Diversity | Inclusion | Partnership

57 of 86

57

SCCOE: Equity | Diversity | Inclusion | Partnership

58 of 86

Definition:�Behavior Specific Praise Statements

A behavior-specific praise statement is verbal or written feedback that is descriptive, specific, and delivered upon student demonstration of expected behavior.

​

Strive for a 5:1 ratio �(5 positives to 1 negative)

​

58

​

​

​

​

​

​

  • Identify student or group
  • Describe and acknowledge the rule/behavior being recognized
  • Link to school-wide expectation(s)

SCCOE: Equity | Diversity | Inclusion | Partnership

59 of 86

“Sergio, thank you for emailing your question after the lesson. That was a great example of responsibility.”

​

59

Inform the student of the specific positive behavior they were doing, and rule to which it is tied.

SCCOE: Equity | Diversity | Inclusion | Partnership

60 of 86

Behavior Specific Praise

SCCOE: Equity | Diversity | Inclusion | Partnership

61 of 86

Benefits of Behavior Specific Praise

  • Helps adults and students focus on positive social behaviors and actions.
  • It is the most powerful behavior change tool teachers have in their repertoire.
  • Increases the likelihood students will use the recognized behaviors and skills in the future.
  • Decreases inappropriate behavior and therefore, reduces the need for correction.
  • Enhances self-esteem and helps build internal locus of control.

61

SCCOE: Equity | Diversity | Inclusion | Partnership

62 of 86

62

  • Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

​

  • Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. (source: casel.org)

Admit and Exit Tickets

  • Example: At the end of class, students write in the chat:
    • a classmate that they would like to recognize or acknowledge,
    • a question they have,
    • something that they are grateful for, or
    • a thought about the lesson for the day.

​

SCCOE: Equity | Diversity | Inclusion | Partnership

63 of 86

  • Think about the behaviors you would like to see in your classroom/site (e.g., listening while others are speaking, using the chat option, reaching out for support). �
  • Write a list of specific behaviors that will help students, staff and families continue to progress socially and/or behaviorally (e.g., use everyone's name, raise your hand and ask questions when confused�
  • Use this list to begin noticing and acknowledging behavior.
    • You may post some of these positive behavioral expectations around your classroom/site as a reminder for you to praise those specific behaviors; this can also serve as a reminder for all community members to display the desired, specific, appropriate behaviors.

64 of 86

Fostering Community at the Door

  • Incorporating social-behavioral instruction and practice into the initial weeks of school.
  • Incorporating identity building, precorrection (both social-behaviorally and academically) and relationship skills with…

​

Positive Greetings at the Door intervention

64

SCCOE: Equity | Diversity | Inclusion | Partnership

65 of 86

65

SCCOE: Equity | Diversity | Inclusion | Partnership

66 of 86

What It Is

Strategy for:

  • Increasing academic engagement
  • Decreasing unwanted behavior
  • Improving student-teacher relationships

​

.

66

SCCOE: Equity | Diversity | Inclusion | Partnership

67 of 86

What It Is

  • A routine to start class or the day with a positive interaction. It can include greeting students by name
  • Shaking a student’s hand, asking a short question, or making a friendly comment that communicates they are welcome.

​

.

67

SCCOE: Equity | Diversity | Inclusion | Partnership

68 of 86

What It Is

  • The teacher provides specific positive interactions (i.e., greeting using the student’s name, handshake) with each student as they enter the classroom
  • The teacher provides preventative statements to encourage successful transition into the classroom setting.
  • The teacher provides positive reinforcement to recognize students’ behavior for being on time to class.

​

.

68

SCCOE: Equity | Diversity | Inclusion | Partnership

69 of 86

This Can Look Like

69

70 of 86

The Science Behind It

Positive Greetings at the Door intervention (Cooke, et. al).

​

70

71 of 86

Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Classroom Management Strategy (2018) Clayton Cook & Aria Fiat, et. al.

​

92% of middle school teachers strongly agreed that the 5:1 ratio strategy is “reasonable, acceptable and effective.”

Students engaged in 12% less “disruptive behavior”in classrooms using the strategy (saving 7 minutes per hour/108 hours per year).

Students experienced 20% more time academically engaged (12 minutes per hour/180 hours per year).

SCCOE: Equity | Diversity | Inclusion | Partnership

72 of 86

Purpose of the Study

  • Do students exposed to PGD exhibit gains in academic engaged time (AET) when compared with students in attention control classrooms?
  • Do students exposed to PGD exhibit reductions in DB when compared with students in attention control classrooms?
  • Do teachers find the PGD strategy to be acceptable, appropriate, and feasible for use?

72

SCCOE: Equity | Diversity | Inclusion | Partnership

73 of 86

Method

Setting and Participants:

  • Participants were students in 10 classrooms from two middle schools in the Pacific Northwest of the United States.
  • The middle schools were relatively large (enrollment: School One 968 students and School Two 1,068 students) and served a racially (percent non-White: School One 68% and School Two 73%) and economically (free and reduced lunch: School 1, 52% and School 2, 64%) diverse student population.

73

SCCOE: Equity | Diversity | Inclusion | Partnership

74 of 86

Method

​

Measures:

  • Class-wide and individual student behavioral observations
  • Social validity measure
  • Fidelity of implementation

74

SCCOE: Equity | Diversity | Inclusion | Partnership

75 of 86

Results

The means for the intervention group increased across pre and post (Δ = 20%;Post M = 79.70%), the means stayed roughly the same for the attention control group (Δ = 4.80%; Post M = 59.54%)

​

75

SCCOE: Equity | Diversity | Inclusion | Partnership

76 of 86

Results

​

​

​

76

SCCOE: Equity | Diversity | Inclusion | Partnership

77 of 86

Why Greet Students At The Door?

(Allday and Pakurar, 2007)

77

  • Greeting students at the door increases engagement by

? percent.

  • Disruptions reduced by ? percent.

​

  • The simple act of greeting a student at the door can result

in gaining ? minutes of instructional time to your day.

78 of 86

78

And it’s as easy as...

79 of 86

Why It Works

  • Increases social belonging and promote a positive classroom environment.
  • Reminds all students of what behaviors are expected for success prior to the lesson.
  • Offers encouraging messages to specific students based on past experience

​

​

.

79

SCCOE: Equity | Diversity | Inclusion | Partnership

80 of 86

80

Anyone can do it

81 of 86

Step-by-Step:

Positive Greetings at the Door

​

81

82 of 86

Thoughts?

Please share you thoughts on our evaluation

http://bit.ly/SCCOEPBISeval2021

​

82

SCCOE: Equity | Diversity | Inclusion | Partnership

83 of 86

83

Slide

Link

11, 12

https://casel.org/sel-framework/

15

https://journals.sagepub.com/doi/abs/10.1177/0002764203260208

25,26

https://www.pbis.org/resource/positive-greetings-at-the-door

27

https://www.yourtherapysource.com/blog1/2018/02/28/one-simple-strategy-improve-behavior/#:~:text=%20The%20Positive%20Greetings%20at%20the%20Door%20strategy,3%20The%20teacher%20provides%20positive%20reinforce...%20More%20

28

https://www.youtube.com/watch?v=YY1cwBUR2e4

29

https://drive.google.com/file/d/1ekz4-oaKkCEtQmUHHxuUIx4CAWPiCaiP/view?usp=sharing

37

https://youtu.be/I0jgcyfC2r8

38

https://www.yourtherapysource.com/blog1/2018/02/28/one-simple-strategy-improve-behavior/#:~:text=%20The%20Positive%20Greetings%20at%20the%20Door%20strategy,3%20The%20teacher%20provides%20positive%20reinforce...%20More%20

39

https://www.youtube.com/watch?v=lt6k50yuJeU

40

https://www.sjcoe.org/selparesources/tiers/Positive_Greetings_at_the_Door_script.doc.pdf

42

http://bit.ly/SCCOEPBISeval2021

SCCOE: Equity | Diversity | Inclusion | Partnership

84 of 86

84

Slide

Link

11, 12

https://casel.org/sel-framework/

15

https://journals.sagepub.com/doi/abs/10.1177/0002764203260208

25,26

https://www.pbis.org/resource/positive-greetings-at-the-door

27

https://www.yourtherapysource.com/blog1/2018/02/28/one-simple-strategy-improve-behavior/#:~:text=%20The%20Positive%20Greetings%20at%20the%20Door%20strategy,3%20The%20teacher%20provides%20positive%20reinforce...%20More%20

28

https://www.youtube.com/watch?v=YY1cwBUR2e4

29

https://drive.google.com/file/d/1ekz4-oaKkCEtQmUHHxuUIx4CAWPiCaiP/view?usp=sharing

37

https://youtu.be/I0jgcyfC2r8

38

https://www.yourtherapysource.com/blog1/2018/02/28/one-simple-strategy-improve-behavior/#:~:text=%20The%20Positive%20Greetings%20at%20the%20Door%20strategy,3%20The%20teacher%20provides%20positive%20reinforce...%20More%20

39

https://www.youtube.com/watch?v=lt6k50yuJeU

40

https://www.sjcoe.org/selparesources/tiers/Positive_Greetings_at_the_Door_script.doc.pdf

42

http://bit.ly/SCCOEPBISeval2021

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85 of 86

Polls

85

Slide

Questions/Answers

1

What motivates you in the morning?

New day, new you.

Time to accomplish a task.

Family, children, or loved ones.

Someone needs me.

Morning? I want to sleep in!

Coffee or your favorite morning beverage.

Being one with yourself.

Exercise/Physical activity

Social Media check-in

8

Chat Question: Type in the chat a rule you remember from school that now as an adult in school you find unreasonable. DO NOT push enter until the presenter says, “Waterfall”

SCCOE: Equity | Diversity | Inclusion | Partnership

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Polls

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Questions/Answers

36

  • Greeting students at the door increases engagement by ? percent.
    • -5
    • 0
    • 10
    • 20
    • 50
    • 100
  • Disruptions reduced by ? percent.
    • 0
    • 5
    • 9
    • 20
    • 50
    • 100
  • The simple act of greeting a student at the door can result in gaining ? minutes of instructional time to your day.
    • 0
    • 15
    • 30
    • 45
    • 60
    • 90

SCCOE: Equity | Diversity | Inclusion | Partnership