Supporting Learning and Teaching through Effective Classroom Management Andrea Napolitano-Romer Portland Public Schools George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May

~50% problem behavior occurs in classrooms Behavior affects teaching & learning opportunities, time, & engagement

Why formalize classroom management? Arrange environment to maximize opportunities for –Academic achievement –Social success –Effective & efficient teaching

PURPOSE Highlight classroom management practices used by effective teachers to support teaching & learning in their classrooms Rationale (G) Guiding principles (G) Effective practices (G/A) Specific classroom examples (A)

Five Guiding Principles

GP #1: Good teaching one of our best behavior management tools Good TeachingBehavior Management STUDENT ACHIEVEMENT

1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Responsiveness to Intervention Academic SystemsBehavioral Systems Circa 1996

RTI Integrated Continuum Mar Academic Continuum Behavior Continuum

RtI

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% GP #2: Apply three tiered prevention logic to classroom setting

84% 58% 11% 22% 05% 20%

~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

GP #3: Link classroom to school-wide School-wide expectations Classroom v. office managed rule violations

Classroom SWPBS Subsystems Non-classroom Family Student School-wide

GP #4: Teach academic like social skills DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. I Need Assistance Raise hand or show Assistance Card. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

GP #5: Build systems to support sustained use of effective practices

SYSTEMS FEATURES School-wide implementation –All staff –Direct teaching 1 st day/week –Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

ODR Admin. Benefit Springfield MS, MD = % improvement = 14,325 min. = hrs = 40 days Admin. time Increased minutes for administrators be instructional leaders

ODR Instruc. Benefit Springfield MS, MD = % improvement = 42, min. = hrs = 119 days Instruc. time Increased minutes for academic engagement & opportunities to respond

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. Is SWPBS evidence- based practice?

Essential Behavior & Classroom Management Practices See Classroom Management Self-Checklist 66

Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 yes = Super 7-5 yes = So-So < 5 yes = Improvement Needed # Yes___

Andrea

References Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,

Organizational Features Common Vision Common Language Common Experience ORGANIZATION MEMBERS