1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Session C4: Classroom Management Modules KY PBIS Network Coaches Training Institute 2012

2. Training Objectives Know the research and how application of the research might transform your school Introduction to the modules Discuss how to establish a plan for training and evaluation Review one module in-depth

3. Starting off the school year with effective classroom management, including clear rules and procedures, results in higher levels of appropriate behavior and high academic performance. Emmer et al., 1980; Evertson & Emmer, 1982

4. You are observing in a classroom and notice that 5 students are off-task frequently and that their behavior is distracting to other students. You ask the teacher if the behavior of the class was typical during the observation and she replies, “Oh, yes. I have several this year that are a handful.”

5. What Kind of Supports Might Be Most Appropriate? A. Individual behavior plan for each of the 5 off-task students B. Small group for the 5 off-task students to learn more appropriate skills C. Teach/re-teach classroom rules and expectations to the whole class

6. Possible Criteria to Use Indicators of Inefficient Classroom Management Disruptive behaviors  Interfere with teaching/learning and  Occur more than once per hour More than 2-3 students off-task at one time More than 10% students have incomplete assignments Students need constant reminders to follow classroom rules

7. Fact or Fiction “Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time.” Cotton, 1990

8. ~80% of Students Tier 1 = Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings Tier 2 = Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tier 3 = Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Behavior ~15% ~5% CONTINUUM OF SCHOOL- WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Goal: Reduce new cases of problem behavior and/or academic failure Goal: Reduce current cases of problem behavior and/or academic failure Goal: Reduce intensity and severity of chronic problem behavior and/or academic failure

9. Critical Element 9 of School-wide PBIS: Classroom Systems Classroom rules are defined for each of the school-wide expectations and posted in classrooms Classroom routines and procedures are explicitly identified for activities where problems often occur Expected behavior routines in classroom are taught Classroom teachers use immediate and specific praise Acknowledgement of students demonstrating adherence to rules and routines occurs more frequently than acknowledgement of inappropriate behavior Procedures exist for tracking classroom behavior problems Classrooms have a range of consequences/ interventions for problem behavior that are documented and consistently delivered

10. BoQ vs. PBIS SAS PBIS Teams tend to rate Classroom Systems as occurring at a higher level on the BoQ than teaching staff do on the PBIS SAS PBIS Teams should examine SAS results from Classroom Systems to guide decision-making surrounding classroom management training In addition, administrators should review Office Referral data to determine if referrals are consistently written across teacher and grade level and what types of behavior problems are most prevalent

11. Scope of the Problem “Discipline” has been rated as a top concern in Phi Delta Kappa/Gallup polling for many years Public Agenda (2004) survey found that 97% of teachers believe schools need good discipline to excel About 1/3 of teachers reported they had considered quitting teaching due to the volume and intensity of student misbehavior Behaviors of concern include: disruption, disrespect, verbal abuse, bullying, fighting, theft, threats, and drugs

12. Effective Classroom Practices (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) 1. Maximize Structure and Predictability  High classroom structure (e.g., amount of teacher directed activity)  Physical arrangement that minimizes distraction 2. Post, Teach, Review, Monitor, and Reinforce Expectations  Active Supervision 3. Actively Engage Students in Observable Ways 1. Multiple Opportunities to Respond 2. Response Cards 3. Direct Instruction 4. Computer-assisted Instruction 5. Classwide Peer Tutoring 6. Guided Notes

13. Effective Classroom Practices (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) 4. Use a Continuum of Strategies to Acknowledge Appropriate Behavior  Specific and/or contingent praise  Classwide group contingencies  Behavioral contracting  Token economies 5. Use a Continuum of Strategies to Acknowledge Inappropriate Behavior  Error Corrections  Performance Feedback  Differential Reinforcement  Planned Ignoring (Plus Contingent Praise and or Instruction)  Response Cost  Time Out

14. Newcomer, 2008

16. Research on Classroom Management Classroom management was found to be the most important factor influencing student achievement (Wang, Haertel, & Walberg, 1993) A negative relationship between teacher criticism and student achievement was shown (Linney & Seidman, 1989) In regards to classroom management, schools should determine (a) which teachers need support, (b) what teacher behaviors need support through training, and (c) if training has the desired effect (Kazdin, 1974)

17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavioral Interventions And Supports OUTCOMES Social Competence & Academic Achievement

18. Tier 1 Strategies Tier 2 Strategies Acknowledgement Active Supervision Compliance Continuum of Responses Opportunities to Respond Physical Space Possible Motivation Procedures and Routines Rules and Expectations Activity Sequence and Offering Choice Academic Success and Task Difficulty Classroom Modules

19. Tier 1 Strategies Tier 2 Strategies Homework Completion De-escalation Modules Under Development

20. Overview of Modules Rules and Expectations (55 minutes) What is it?  Active teaching and use of classroom rules that are tied to school- wide expectations in order to achieve the maximum impact on student behavior Purpose of session  Clarify the difference between expectations and rules  Ensure rules are linked to expectations Important to know: Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emmer, 1982; Johnson, Stoner & Green, 1996)

21. Overview of Modules Procedures and Routines (55 minutes) What is it?  Procedures explain the accepted process for carrying out a specific activity  Routines are the habits we form by repeating the same set of steps over and over Purpose of session  Increase the use of well-taught, smooth procedures and routines that increase efficiency in the classroom Important to know: When students can predict the events throughout their school day, they are more likely to be engaged (Kern & Clemens, 2007, p. 67)

22. Overview of Modules Acknowledgement (90 minutes) What is it?  A continuum of research-based strategies designed to increase desirable, appropriate behavior in the classroom Purpose of session  Increase the overall number of acknowledgements  Increase the accuracy/effectiveness of acknowledgement Important to know: Teachers should strive to improve both ratio of positive to negative interactions AND overall number of positives

23. Overview of Modules Active Supervision (60 minutes) What is it?  Monitoring procedures that involve moving, scanning, and interacting with students Purpose of session  Improve supervision practices in order to decrease inappropriate behavior Important to know: Multiple studies have shown a decrease in problem behavior where there is active supervision

24. Overview of Modules Compliance (75 minutes) What is it?  Compliance is achieved when students respond to a request or a direction with the expected behavior in a timely manner Purpose of session  Identify reasons students are non-compliant  Improve use of strategies that promote compliance and prevent and/or respond to non-compliance Important to know: The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold or berate a student (Alberto & Troutman, 2006)

25. Overview of Modules Continuum of Consequences (70 minutes) What is it?  Using a continuum of positive and negative consequences to respond to behavior Purpose of session  Identify reasons why corrective strategies do not always work  Discuss methods of responding to behavior with positive and negative consequences Important to know: Behavior is strengthened or weakened by its consequences

26. Overview of Modules Opportunities to Respond (65 minutes) What is it?  An instructional question, statement or gesture made by the teacher seeking an academic response from students Purpose of session  To increase use of OTR in the classroom in order to positively impact on-task student behavior and achievement Important to know: Increasing OTRs leads to increases in on-task behavior and improved reading and math performance

27. Overview of Modules Physical Space (60 minutes) What is it?  Use of classroom arrangements to promote student success Purpose of session  Understand and apply knowledge of physical space arrangement, proximity, supervision, and schedules to support student learning Important to know: Mobility and proximity are powerful tools in classroom management

28. Overview of Modules Possible Motivation (50 minutes) What is it?  Identifying why a staff member thinks a student has engaged in serious misbehavior Purpose of session  To increase the number of teachers that attempt to define the possible motivation of behavior when writing office discipline referrals Important to know: Having information regarding possible motivation shapes the adjustments that are made to school-wide procedures

29. Overview of Modules Activity Sequence/Offering Choice (60 min) What is it?  Activity Sequencing: thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior  Offering Choice: allowing students choices in the ways in which assignments are completed Purpose of session  Incorporate ways to use activity sequencing and offering choice to improve behavioral and academic outcomes for students Important to know: use of these strategies has been shown to increase engagement and decrease disruptive behaviors

30. Overview of Modules Academic Success and Task Difficulty (55 min) What is it?  Modifying instruction or providing accommodations to ensure the student experiences higher levels of academic success Purpose of session  Incorporate ways to modify task difficulty to support student behavior and learning Important to know: Task difficulty is one of the primary curricular variables that can set the occasion for problem behaviors in the classroom ( Gunter, Denny, Jack, Shores, & Nelson, 1993)

31. Deciding on Modules: Don’t Overlook the Fundamentals Three sources for inconsistency occur when a teacher exhibits  ____________ expectations  __________ monitoring, and  __________ beliefs Students cannot accomplish the unreasonable, try to get away with what they can, and know when a behavior is not really expected (Everston, Emmer, & Worsham, 2003)

32. Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority. Good & Brophy, 2000

33. Using the Modules Plan to alter presentations and/or handouts to be more appropriate for your school and level You may want to create different activities or use cartoons or video clips that are different from what is in the modules Modify the training matrix found in each module to be specific to your school

34. Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Example: Training Matrix

35. Module Preview

36. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Opportunities to Respond KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

37. Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

38. Training Objectives Review the research on the use of Opportunities to Respond (OTR) strategies in the classroom Learn various methods to increase OTR in the classroom Develop a plan to increase OTR

39. Agenda (65 minutes) Opening/Overview of OTR (15 minutes)  Activity #1: Practice Strategies to Increase OTR (30 minutes)  Activity #2: Review Strategies  Activity #3: Response Card Practice Summary/Next Steps (20 minutes)  Activity #4: Planning

40. Pre-Assessment Prior to this training session, your classroom has been observed and two sets of information have been provided to you:  Frequency count of Opportunities to Respond (OTR)  Percent of time on task for students in your class Through today’s training, consider how you can increase the overall number of OTRs and the percentage of student on-task behavior

41. Opportunities to Respond An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008)  Reading aloud  Writing answers to a problem  Verbally answering a question  Responding to a teacher’s cue

42. Opportunities to Respond ANTECEDENT Teacher Provides Verbal Questions Prompts Cues BEHAVIOR Student Responses Written Choral Verbal Motor CONSEQUENCE Teacher Provides Specific, Positive Feedback

43. Opportunities to Respond: Example ANTECEDENT Teacher says, “When I give the signal everyone answer this question: What is 5 times 6?” Teacher waits a few seconds and gives signal. BEHAVIOR Students chorally respond, “30.” CONSEQUENCE Teacher says, “Yes! The correct answer is 30.”

44. Why Provide Multiple OTR? Behavioral Outcomes Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time Heward, 1994

45. Why Provide Multiple OTR? Academic Outcomes Improved Reading Performance:  Increased percentage of reading responses  Mastery of reading words  Rates of words read correctly  Decreased rates of words read incorrectly (Carnine, 1976; Skinner, Smith,& McLean, 1994) Improved Math Performance:  Percentage of problems calculated correctly per minute  Number of problems completed  Active correct responses (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

46. Rate of OTR New Material:  4 – 6 student responses per minute with 80% accuracy Practice Work:  9 – 12 student responses per minute with 90% accuracy CEC, 1987; Gunter, Hummel, & Venn, 1998

47. Activity #1: Practice 1. Read the Classroom Vignette (Handout 1). 2. Determine how many opportunities to respond were provided to students during the instructional period. 3. Identify whether each opportunity was an individual or group response.

48. Strategies to Increase OTR A. Track Students Called On B. Guided Notes C. Response Cards D. Computer Assisted Instruction E. Classwide Peer Tutoring

49. Activity #2: Review Strategies 1. Read about the strategy you have been given as a group. 2. Be prepared to explain your strategy and demonstrate or tell how to use it with students in the classroom.

50. Activity #3: Response Card Practice Distribute true/false cards to all participants Routine:  I will ask a question and give you time to think.  I will say “Answer.”  Show your card with your answer toward me.  Hold card up until I say “Cards down.”  Place card on table and put eyes on me. Practice

51. Next Steps 1. Select an OTR strategy to work on and develop a written plan 2. Implement the strategy for at least 4 weeks 3. Post-Assessment observations will then be completed 4. Repeat steps 1-2 for any additional strategies you want to enhance

52. Activity #4: Planning Complete a written plan for the strategy you’ve selected 1. Identify target/objective of the lesson 2. Description of the strategy to be used 3. Target date for beginning the strategy 4. Add any additional notes

53. References Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206. Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author. Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11. Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320). In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole. Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, 98-107. Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64. 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(3), pp. 351-380. Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.

55. Develop a Training Plan Develop a plan  Who will receive training?  Who will deliver training?  When will training occur?  How many modules will be covered in a year?  Who will collect baseline assessment?  Who will collect post-assessment?

56. Who Will Receive Training? All teachers Teachers who are assigned Teachers who volunteer

57. When Will Training Occur? Start in summer One per semester Two per semester After school During school

58. Next Steps Make sure you schedule time in faculty meetings for discussion and support Develop a system of support through Peer Coaching (training will be offered in August or September)

59. Why Peer Coach? Training Outcomes Training ComponentsKnowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

60. Why Peer Coach? Research found that teachers demonstrated behavior change only after receiving performance feedback Simonsen, Myers, & DeLuca, 2010

61. Why Peer Coach? To promote consistency of implementation To ensure fidelity of implementation To support teachers with classroom management in a non-evaluative manner

62. Components of Peer Coaching 1. Build the relationship/explain the process 2. Pre-conference 3. Observe the teacher 4. Post-conference

63. References Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66. Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University. Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214. Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102. 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(3), pp. 351-380. Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33(4), 300-318.