Classroom Systems within PBIS Module 6 Rob Horner, University of Oregon www.pbis.org

Objectives Define 10 features of effective classroom management Build a strategy for defining and teaching classroom routines Define the link between effective teaching and improved classroom behavior   Outcomes: Strategy for assessing classroom management systems Strategy for defining and teaching classroom routines

Main Messages The consequences for problem behavior are important (and necessary)…but prevention is more efficient and effective. Invest in prevention first Invest in a “whole-school” approach to classroom management Effective instruction is among the most effective strategies for improving classroom behavior. Focus as much on “how to implement” as on “what to do.” Focus as much on how to improve classroom management across the whole school as you do on how to improve the classroom management in your class Link behavior supports and academic supports. Students who are engaged and successful behave well “All organizations are designed, intentionally or unwittingly, to generate exactly the results they get.” R. Spencer Darling

Context/ Assumptions Your role is coach/trainer to implement PBIS You can define the core purpose and features of PBIS Your schools are ready for Classroom Systems (e.g. TFI scores)

Classroom Systems in TFI

Materials Slides PBIS Technical Brief Classroom Self-Assessment Checklist Teacher Request for Assistance Form

Sobering Considerations Student problem behavior is cited by the U.S. Dept of Education as one of the top three reasons why educators leave the field. Student problem behavior is one of the top two content areas identified by teachers (a) as an on-site training need, and (b) as a gap in their pre-service training.

A Framework for Considering Classroom Behavior Management Responses to Problem Behavior Prevention of Problem Behavior Individual Classroom Whole School

A Framework for Considering Classroom Behavior Management Responses to Problem Behavior Prevention of Problem Behavior Individual Classroom -Self-control -Function-based response -Negative response -Early intervention -5:1 ratio -Define Expectations Define Routines Clear Consequences Precorrection Premack Schedule Classroom layout Academic match Whole School -Clear, school-wide consequence system -Strong admin support -School-wide reward system -School-wide expectations -School-wide assess -School-wide data system -Request for assist

SWPBIS Practices School-wide Classroom Non- classroom Family Student

Systems for Students with High-Risk Behavior SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 27

In Well Managed Classrooms Students: Follow a predictable schedule Demonstrate high rates of academic engagement Experience high rates of academic success (85%) Respond with high rates of compliance Follow a schedule with high rates of student managed behavior Use problem solving structures Follow smooth and efficient transitions

In Classrooms that were Ineffective Wehby, Symons, &Shores (1995) Less than half of student hand raises or correct academic responses were acknowledged by teachers   About 26 “to do” statements per hour Less than 2 praise statements per hour 64% of “to do” statements were social in nature Most academic work consisted of independent seatwork Inconsistent and unpredictable distribution of teacher attention Compliance to a command generally resulted in the delivery of another command

Classroom Management is a School-wide Consideration PBIS School team provides support Clear delineation of office-managed versus classroom-managed problems Training on effective teaching and behavior support strategies Access to evidence-based strategies Materials for implementing interventions Easy way for teachers to request secondary and tertiary interventions assistance It is your job as part of the SWPBS team to be able to do these things Assess a classroom to identify potential problems Provide teachers with tips and strategies Help teacher evaluate success of strategies and plan Need to show the Team Model!

Ten Features of Effective Classroom Management Physical Layout is functional Behavioral expectations taught Teach common routines Maintain high academic engagement Prompt and pre-correct for appropriate behavior Active supervision High rate of positive recognition Continuum of consequence for problem behavior Collect and use data for decision-making Request for assistance is easy and well defined (for teacher)

1. Design a Functional Physical Layout for the Classroom Different areas of classroom defined for different activities Define how to determine “what happens where” Traffic patterns Groups versus separate work stations Visual access Teacher access to students at all times Student access to relevant instructional materials Density Your desk

Questions for Planning Physical Space How many students will you have in the room at one time? How should your pupil’s seats be grouped? What kinds of activities will be taking place in your classroom? Do any students need to be isolated? If so, is it for certain activities or for most of the day? How is movement in the classroom to be regulated? What can you do to create a sense of well-being and safety for your students in your classroom?

Physical Space Divide Classroom into defined areas Locate areas within easy access of any external requirements (e.g. sink, light) Separate incompatible activities Limit barriers that hinder supervision Keep aisles and pathways are clear and don’t pass through work areas Avoid large open spaces that invite inappropriate physical activities Locate the Teacher’s desk: out of the way e.g., quiet work areas, group interaction areas, and whole-class discussion areas External: quiet, water, electrical outlets, extra light, etc., e.g., creative dramatics and listening centers

Classroom Arrangements Desks in rows Desks in a horseshoe

Classroom Arrangements Desks in clusters Desks in circles

Activity Select a grade level… and number of students in class Define three typical activities done in class A B C Define classroom organization and layout that is best for these activities yet allows teacher monitoring Describe how classroom activity drives decision of classroom physical organization.

2. Behavioral Expectations: Invest in Appropriate Behavior Define and teach 3-5 expectations for your classroom early in year. Positively stated expectations Easy to remember Posted in the classroom Consistent with School-wide rules/expectations Taught Directly Positive and negative examples Examples: Be safe, Be responsible, Be respectful Respect others, Respect property, Respect self

The Value of Classroom Expectations Rules serve as a framework for guiding both student and teacher behavior throughout the year Communicate teacher expectations Provide basis for teacher to “catch the students being good” Facilitate communication (teacher-student, student-student) Establishing what is desired allows all conversations about problem behavior to focus on what SHOULD happen, not what should not be happening.

Activity: Classroom Expectations List your classroom expectations. Are your classroom rules: Linked to school-wide expectations Specific and observable Taught, posted, reviewed What might you do to adjust your classroom expectations? Do with a partner or as a group—do you know each other’s rooms? Based on assessment of classroom What problems are occurring? What strategies/routines work well? What skills are students lacking? Goal: design environment to evoke appropriate behavior

3. Establish a Predictable Environment Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. “Show me you are listening” How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions.

Designing Classroom Routines Desired Behavior Signal Entering Class Walk in, sit down, start work Instruction on board Obtaining class attention Orient to teacher, be quiet ? Getting Help during seat work

Classroom Routines Matrix What do you expect? What is the signal?

Activity: (12 min) Identify Routines What are 3 routines common across classrooms in your school? Complete the matrix for your classroom (or a classroom you know well) What is a PROCESS you might use with your faculty to define and share effective examples?

4. Maximize Academic Engagement and Instructional Success Match Instructional demands to student competence Differentiated Instruction Efficient transitions Maximize opportunities for student responses Self-management Active Supervision Move Monitor Communication/Contact/Acknowledge Children with autism

Ensure Academic Success: Match Curriculum to Student Skills Failure as a discriminative stimulus for problem behavior. 70% success rate. Young learners versus experienced learners How can we teach with success and still teach the required curriculum? Monitor and adapt Maintain instructional objective, but adjust the curriculum/instruction The art of curricular adaptation (strategies) Differentiated Instruction Amanda Avoidance Video

Instruction Influences Behavior Pacing Opportunities for student responses Acquisition vs Practice/Performance Joe Wehby Phil Gunter Student feedback from teacher Instructional priming. Jorge

Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring

Teach Students to Self-Manage Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts. Teach self-management The target behavior The self-management behavior Prompts Consequences

Examples Anne Todd Children with autism…use of picture schedule Teach student expectations Teach student to self-monitor Teach student to self-evaluate Teach student to self-recruit feedback Children with autism…use of picture schedule Complete independent seat work… and transition to next task without prompt Anne

Activity: Self-recruited Recognition What is one common classroom routine where self-recruited recognition would be appropriate? Routine Student Self-evaluation behavior Student Self-recruitment behavior

5. Prompt and pre-correct appropriate behavior Review or practice appropriate behavioral routines prior to entering more difficult situations. Start of independent seat-work Prior to transitions Behavioral Momentum for students with more intense needs.

Activity: Pre-correction. Define a routine with higher than typical problem behavior. How might you use pre-correction with this routine? What would you do? When would you do it? How would you know if it was being effective?

3 middle school age students (2 boys, 1 girl, AA, W, Hisp) Problem Behavior: talking, annoying others, out of seat, sleeping, etc. DV: % intervals on-task 10 minutes (15s momentary t.s.) Multiple Baseline Design IV: Greeting: Student name + positive statement, then normal routines Allday & Pakurar (2007)

6. Active Supervision Move Interact Acknowledge Pre-correct Proximity makes a difference

7. High Rate of Acknowledgement for Appropriate Behavior Five instances of praise for every correction. Begin each class period with a celebration. Your first comment to a child establishes behavioral momentum. Engelmann, Mace, “interspersed requests” Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc

Many options for Reward Systems Key features Efficient Functional Sustainable Individual/Group/Whole Class DoJo Good Behavior Game

Activity: Classroom Acknowledgements What is a Student Behavior that you Value How is student behavior acknowledged? Is recognition benefiting one student, group, whole class, whole student body? 1. 2. 3.

8. Establish a predictable and consistent hierarchy of consequences for problem behavior Do not ignore problem behavior (unless you are convinced the behavior is maintained by adult attention). Establish predictable consequences Establish individual consequences AND group consequences

Consequences for Problem Behavior Make every interaction a teaching event Focus on what you want … more than what you don’t want Invest in what happens BETWEEN problem events. Prevent escalation Disengage quickly Continue instruction for remainder of class Academic engagement is valued Minimize reward for problem behavior Consider WHAT the behavior is, WHERE it is occurring, WHY it continues. Remove access to the WHY Safety Goal: design environment to evoke appropriate behavior Tips for re-teaching rules -ask students—not just recite but come up with examples and non-examples -embed into curriculum

Solutions How can we avoid the problem context in the future? Prevent How can we avoid the problem context in the future? Teach How can we define, monitor and teach the desired behavior? Prompt How can we establish opportunities for the desired behavior? Reinforce How to ensure that desired behavior is rewarded regularly? Extinguish or Withhold Reward How to minimize reward for problem behavior Consequence How to provide a functional consequence for problem behavior? Safety Ensure safety of all

Strategies for Teachers Systemic Immediate Prevent Isolate/ Define Teach Redirect Prompt Choice Reward Extinction for problem behavior Correct/Consequence Safety Colvin Rayette Academic Eddie Shane

Role of Teams: Ensure Teachers Have a Plan Distinguish between office managed and classroom managed Classroom plans should include opportunities for students to learn and/or practice more acceptable behaviors Help ensure consistency in delivery of consequences Generate ideas for immediate consequences Documentation system for classroom managed problems Ideas for notifying parents of problems Emphasize prevention

9. Collect and use data for decision-making Decisions: Student grouping Curriculum adaptations More intense behavior support Data to consider Number of problem behaviors in classroom Who: one student, many students What: What are the problem behaviors When: Time of day, Time of class What activity, expectations Why: To get attention, to avoid tasks, ???

One Example: Only for Classroom

10. Teacher has System to Request Assistance Teacher should be able to identify need for assistance and request help easily. Teacher request for assistance form Three times each year when teacher is prompted to identify students needing extra support. Request for assistance form

Whole School Emphasis Define the Mean Classroom Management rating for the school Each teacher does self-assessment (after training, or with coach) Team shares mean (not individual scores) Repeat process 2-3 times during the academic year. Ask staff to identify any “element” they would want training around. Organize professional development around staff requested “elements” Always tie professional development back to student outcomes.

Activity: Classroom Self-Assessment. Assume you are the faculty for the whole school. Independently rate your own classroom If you do not have a classroom rate a classroom you know best. Develop a hypothetical “Mean” for the school Identify the one or two elements of the self-assessment that would make the biggest difference. Identify one action to be completed within the next three months of school that would improve that element. Assume your action was completed and was effective Develop hypothetical “Means” for two more iterations and plot the graph you would present to the faculty.

Summary Foundation Ideas 10 key elements to Classroom Management Prevention, Whole School, Importance of Instruction 10 key elements to Classroom Management Self-assessment for guiding individual classrooms School-wide protocol for guiding professional development.