1. PBIS Maryland Coaches Meeting: Classroom Management Practices March 8, 2016 Cathy Shwaery, cshwaery@midatlanticpbis.org

2. Acknowledgements For the content of this presentation: Mid-Atlantic PBIS Midwest PBIS

3. Learning Intentions To provide – Core knowledge of classroom systems and practices – High level of technical assistance to teams and school staff Resources to Reference – www.pbis.org See “Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers” www.pbis.org

4. For teachers

6. 8 Classroom Components within Tier I 1.Arrange orderly physical environment 2.Define, teach, and acknowledge rules 3.Explain and teach routines 4.Provide specific and contingent praise for appropriate behavior 5.Provide error correction through prompt, re-teach, and providing choices 6.Provide multiple opportunities to respond 7.Use Class-wide group contingencies with the Positive Behavior Game 8.Employ Active supervision – move, scan, interact

7. The Positive Behavior Game Definition The Positive Behavior Game is a format to explicitly teach, remind, and reward positive student behavior and has been shown to increase student social and academic success without detracting from instruction The PBG is directly linked to the school-wide behavioral expectation and supports consistency of expectations across classrooms.

8. The Positive Behavior Game (PBG) supports the use of classroom strategies by clarifying expectations and creating more opportunities for teachers to use the classroom strategies. The game format makes it more appealing to students, and focuses teacher attention on the positive behaviors students display. Rationale

9. Teacher sets up the students to “catch” them having positive behaviors – Teacher has to catch the students engaging in the desired behaviors – If students need a reminder, the students do not get a point. Whole group earning a reward – Based on the overall behavior of the group Cultivate and reinforce social responsibility Positive Behavior Game

10. 1. PBIS team selects desired behavior, based on discipline data 2. Teachers teach the desired behavior 3.Explain the rules and HAVE FUN! 4.Teachers uses specific praise when “catching” students 5. Class gets a point every time the students are “caught”

11. School-Wide Data

12. What is your best guess for the most prevalent problem behavior? For elementary, middle, high school? What would be a good replacement behavior? – What is the behavior you want to see INSTEAD of the problem behavior? Checking in

13. 1.Selecting Desired Behavior – As with other goals, you will have to track progress to see the optimal time period for the behavior change. – Some behaviors take longer to shift – Some behaviors will take less time – If we implement well then we have more power to shift the behaviors more quickly. How to Play PBG: Step 1

14. How you play PBG: Step 2 2.TEACH Star Behaviors – Define and Model for students: EXAMPLES: RESPECT looks like raising our hand and waiting silently until we are called on. NON-EXAMPLES: It does NOT look like shouting out, whispering to your neighbor, putting your head on the desk and humming. – Provide opportunities for students to practice: 1.I am going to read a sentence out loud. If the main character is showing RESPECT everyone put your thumbs up. If the main character is not showing RESPECT everyone turn your thumbs down. 2.Turn to your partner and explain how you will show respect today. When you are done, please put your thumbs up and I will call on you. 3.Now we are going to practice as a class.

15. How to Play PBG: Step 3 3.Explain the Rules and HAVE FUN! – After you have taught and practiced desired behaviors, PLAY the game! – Play for 10-20 minutes, or for the duration of an activity (such as lining up for recess) – Play 2-3 times per day – Play during the most challenging transitions, or subject matter EX: Lining up for recess, Circle time, independent work time, etc.

16. How to Play PBG: Step 3 (cont.) 3.Explain the Rules and HAVE FUN! Students during reading today we are going to show our RESPECT. How do I show respect, who can remind me? Great responses! Yes, if I catch a student showing RESPECT by using listening ears, and having quiet mouths the class team gets a star. If I have to remind the class, or if someone does not show RESPECT by calling out, then class does not get a star. Your job as a class is to get as many stars as possible for showing RESPECT by using listening ears and having quiet mouths.

17. How to Play PBG: Prompts and Corrections If student(s) need a reminder or correction: – State the desired behavior: We show RESPECT by raising our hands and staying silent until we are called on to speak. Class does not earn a point Praise next demonstration of RESPECT

18. How to Play PBG: Prompting and Corrections If the student with problem behavior does not respond to the class correction: – Use teacher proximity by standing near the student – Quietly prompt the student EX: Jessica, can you please show Respect by raising your hand to speak? I would be happy to call on you then. – Be sure to deliver immediate, specific praise and a class points once the student demonstrates the desired behavior.

19. How to Play PBG: Prompting and Correcting If students get frustrated with a peer who needed the reminder – Remind them this is a whole group effort – Remind them we are supporting one another to achieve our goal – Consider teaching how to support each other, EX: “That’s okay, you will remember next time.” – Consider awarding extra points when students are supportive of each other

20. How to Play PBG: Step 4 4.Use Specific Praise A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of desired behavior Specific praise should be delivered in a ratio of 4:1 – 4 Praise statements for every 1 redirecting statement EX: Thank you for raising your hand, that is RESPECTFUL! EX: Your eyes are on me right now, that is great! EX: What a SAFE choice to use walking feet in the hall!

21. How to Play PBG: Step 5 5.Deliver Class Points – Identify a place on the board / wall where you will put class points – Write the desired behavior at the top EX: “RESPECT by raising our hand – You want to display the points in a location that is visible to all students – The points serve as a reminder of their excellent behaviors! – Every time you catch a student, provide specific praise and put a point on the board

22. How to Play PBG: Step 5 5.Deliver Class Points – Aim for a minimum of 1 point per minute If you play for 10 minutes = 10 points If you play for 20 min = 20 points – Use a higher frequency of points if it is a difficult transition and / or activity

23. How to Play PBG: Step 5 5.Deliver Class Points – More difficult transitions and activities may require more frequent reinforcement – Use a higher frequency of points if it is a difficult transition and / or activity – Aim for a minimum of 2 points per minute If you play for 10 minutes = 20 points If you play for 20 min = 40 points

24. How to Play PBG: Step 5 Recognition/Rewards for Reaching Group Goal – Verbal praise: Hooray! You Won! That was higher than yesterday’s points! – Social rewards: extra recess; picking order of next activities; playing a learning game; sitting where you want; announcement of achievement on intercom; etc. Brainstorm your ideas:

25. 1. PBIS team selects desired behavior, based on discipline data 2. Teachers teach the desired behavior 3.Explain the rules and HAVE FUN! 4.Teachers uses specific praise when “catching” students 5. Class gets a point every time the students are “caught”

26. How do we know if it is working? Desired behavior written on the board: – “RESPECT by raising our hand” Points underneath the posting: Consider keeping track on your planner / calendar – Are there more Class points each day? – Do school-wide data reflect a reduction in disruption (defiance, contact, etc.)?

27. Potential Obstacles? What are some potential obstacles to using the PBG? Are they similar to obstacles for implementing: – SW Expectations and Rules? – Acknowledgements? – Training and Technical Supports? What solutions have you implemented for other implementation components? How do you expand those to include the PBG supports?

28. https://www.teachingchannel.org/videos/build-student- vocabulary?utm_source=Alpha+List&utm_campaign=1be2957791-

30. A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of expected behavior in a ratio of 4:1. Descriptive and specific : Identifies and defines both the student and behavior being recognized Behavior-contingent: student accurately displays desired behavior Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior Behavior Specific Praise Statements Definition

31. “ Whatever you feed, will grow.” ~Bishop TD Jakes

32. Contingent praise is associated with increases in a variety of behavioral and academic skills (Partin, Robertson, Maggin, Oliver, & Wehby, 2010) Behavior specific praise has an impact in both special and general education settings (Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000) Rationale

33. Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior Name behavior and tie back to school-wide expectation Intermittent/Unexpected Brings “surprise” attention to certain behaviors or at scheduled intervals Use to maintain a taught behavior How to Use Behavior Specific Praise Statements

35. A brief, informative statement following the occurrence of an undesired behavior that specifies what the learner should do differently in the future Error Correction Definition

36. ▪Interrupts the problem behavior and engages the students in the expected behavior to maintain positive learning climate ▪Ensures the students exhibit the expected behavior in future occurrences of similar situations ▪Avoids escalation of the problem behavior ▪ Decreases future time out of learning/instruction. Rationale (Colvin, 2010)

37. Deliver in a brief, concise manner Pair with behavior-specific praise when student displays appropriate behavior Use error correction as a teaching opportunity to clarify and reteach expectations Use the same calm instructional approaches used to correct academic errors Point out the problem through specific feedback and redirection Delivering Error Correction

39. After a student calls out in class the teacher responds, “Please raise your hand before calling out your answer” After students are talking too loudly during group work, the teacher responds, “Please use a quieter whisper voice while working with your partner” After a student is out of his/her seat inappropriately, the teacher responds, “Please return to your seat to finish your work” Error Correction Examples

40. – How many times do I have to tell you to work quietly? – Didn’t I just tell you to get your work done? – Why are you talking when I’m talking? – Do you want me to send you to the office? – What’s going to happen if I call your mother? – What do you think you’re doing? – Don’t you think you should be using your time better? Error Correction: Non-examples

41. Activity: Rephrase each of the non-examples using Positive Corrective Feedback Non-examples Examples How many times do I have to tell you to work quietly? Why are you talking when I am? Do you want to be sent to the office? What’s going to happen if I call your mother?

43. Prepare for Classroom Component module presentation to all faculty Identify small learning communities – Carry out data collection specific to the module – Analyze efforts specific to the identified skill Classroom Component Module: System

44. Who supports your teachers? Create system that allows teachers to request assistance with specific skill – Request mechanism – Communication protocol

45. Questions