1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Designing Physical Space KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

2. 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

3. Training Objectives Reflect on arrangements of classrooms and how they support student management Understand and apply knowledge of physical space arrangement, proximity, supervision, and schedules to support student learning

4. Agenda (60 minutes) Opening/Objectives (10 minutes) Classroom Design Introduction (20 minutes)  Activity #1: Classroom Snapshot  Activity #2: Self-Assessment Classroom Structure (10 minutes)  Activity #3: Classroom Structure Scheduling (10 minutes)  Activity #4: Schedule Give 1, Get 1 (5 minutes)  Activity #5: Give 1, Get 1 Summary/Next Steps (5 minutes)

5. Activity #1: Classroom Snapshot Place your finger in the spot where problem behaviors are most likely. WHY?? Graphic from Alabaman Dept. of Education at http://web.utk.edu/~mccay/apdm/classmgt/credits.htm

6. Classroom Design A classroom with a well-designed physical layout increases the likelihood of student learning and helps to promote higher levels of appropriate student behaviors Ahrentzen & Evans, 1984

7. Arranging the Room Mobility and proximity are powerful tools in classroom management Proximity sets limits on disruption and allows for academic and behavioral error correction and positive reinforcement Building positive rapport = being approachable Allows the teacher to move from one student to another with the fewest steps

8. Teacher Accountability Student Outcome 1. Moving the Room o Create a diagram of current classroom set-up o Track your movement in the room for 1 hour by placing an “X” where you are standing every 10 minutes o Track where problem behaviors occur during the same hour, then draw a line from your position to the location of the problem behavior o Compare your location with problem behavior location o Repeat this process every day for one week at different times of the day/with different classes o Self-reflect on your current classroom design, your movement, and ability to meet student needs  Classroom Behavior Incidence Forms o Collect the number of minor and major classroom referrals for 3 weeks before the training for each teacher Pre-Assessment

9. Activity #2: Self-Assessment Complete Designing Physical Space and Schedules Self-Assessment Use the self-assessment information along with your classroom referral data and the pre-assessment activity you completed to track your movements vs. problem behavior  Select one item in each category that you feel is important to classroom management success  Turn to the person beside you and discuss

10. Classroom Structure “Miss Marple, I need to talk to you about your seating arrangement.”

11. Classroom Design Arrange the physical space in your classroom so that it promotes positive student/teacher interactions and reduces the possibility of disruptions Sprick, 2009

12. Classroom Structure Design classroom to maximize walkways and proximity, minimize crowding, distraction and conflict  Easy traffic flow for all  Adequate supervision in all areas  High rates of feedback can be given to students  Seating arrangements compliment type of activity students are engaged in

13. Classroom Structure Classroom Arrangement High Structure Classrooms are typically used when there is/are:  High student/teacher ratio  Limited space  Independent learning or test taking  Several students with potentially disruptive behavior

14. Classroom Structure Classroom Arrangement High Structure Classrooms are associated with:  Greater task involvement  Friendlier peer interactions  More helpful behaviors  More attentive behavior  Less aggressive behavior Huston-Stein, Friedrich-Cofer, & Susman, 1977; Morrison, 1979

15. Classroom Structure Classroom Arrangement Low Structure Classrooms are typically used when there is:  Lower student/teacher ratios  Larger classroom space  Large group discussion, classroom meetings, behavioral lessons with active demonstration of skills

16. Classroom Structure  Traditional matrix arrangement reduces student- student interaction

17. Classroom Structure  Circular arrangement may facilitate student discussion  Allows teacher to easily circulate

18. Classroom Structure  Clusters allow small group work  Facilitates collaborative learning

19. Tips for Success Have a variety of physical arrangements planned and diagrammed before students arrive Practice setting up classroom for whole class instruction, small group activities and small group instruction combined with independent work Plan for “desk creep” by having floor markers or posters of seating arrangements for self- correction Protect the floor by placing old tennis balls on the feet of chairs and desks

20. Activity #3: Classroom Structure At your tables, discuss pros and cons of the three types of classroom structures depicted in the previous slides As a group, draw a different classroom structure Write down the pro’s and con’s of the structure selected by your group Be prepared to share out

21. Classroom Scheduling Reliable findings in educational research clearly establish the link between time available to learn, time spent in learning activities, and the actual learning that takes place (Jensen, 2003)

22. Why are Schedules Important? Ensures that activities are as predictable as possible Coordinates the classroom with the school-wide non-negotiable schedule Sets the priority of classroom activities and time devoted to learning

23. Flow of the Day/Class Identify teacher directed, independent work and group work activities  Maintain balance between types of activities  Schedule a variety of activities  Avoid extended periods of independent work

24. Scheduling Considerations Pay attention to specific times  Beginning of the day  Last five minutes of each period/lesson  After recess or entry into class from hall  Last hour of the day  Dismissal

25. Plan Your Schedule Pre-determined or planned schedules  Write down schedule of daily subjects  List typically occurring activities for each subject  Time spent on each activity  Teacher-directed  Independent work  Cooperative group task

26. Teach Your Schedule Actively teach your students how you want them to move from one activity to another or from one area of the classroom or to another 1. Give specific directions 2. Demonstrate the procedures 3. Allow student practice to fluency 4. Provide high rates of positive feedback

27. Sample One Hour Lesson Plan One hour lesson:  5 Minutes: Teacher-directed review  10 Minutes: Introduction of new concepts  10 Minutes: Teacher-directed guided practice and/or working on assignments  20 Minutes: Independent work/Cooperative tasks  10 Minutes: Teacher-directed corrections/guided practice  5 Minutes: Review; end class on positive note

28. 2 minutesIndependent warm-up exercise and attendance 5 minutesTeacher-directed review of previous concepts 10 minutesTeacher-directed introduction of new concepts 8 minutesTeacher-directed guided practice, working on assignment 15 minutesIndependent work or cooperative tasks (depending on task) 5 minutesTeacher-directed corrections and guided practice to help students identify errors or misunderstandings 5 minutesReview; go over homework if assigned; end class on positive note Sample 50-Minute Lesson Plan

29. Activity #4: Schedule Discuss these 2 questions with your grade-level team. 1. What is your daily schedule and how do you prompt or teach students to follow that schedule? 2. How do you distribute and collect lesson materials, supplies, manipulatives, teaching materials, etc. Each teacher should write down 1 new idea for sharing out.

30. Summary  Great design and clear schedules support increased student/teacher interaction  Every teacher/student interaction is a teaching moment  Make the most of those gained teaching moments

31. Activity #5: Give 1, Get 1 In groups of 4 take turns selecting an item from the list below and share how you demonstrate this in your class. Add new ideas.  Attempt to give class and individuals 5 positive interactions to 1 negative interaction  Greet all positively at the door  Close proximity to every child within an hour– within arms reach  Demonstrate age appropriate touch (e.g. hand on shoulder, shake hands, high five)  Demonstrate appropriate facial expressions  Demonstrate appropriate tone of voice  Body language open and welcoming  Ask open ended questions that reflect your interest in the student  Listen while students speak  Talk less than your students  Use empathy statements – act like a mirror and reflect child’s mood with understanding  Don’t sweat the small stuff  Stay cool Latham, G.I. (1999) Parenting with love: making a difference in a day. Logan, UT: P&T Ink.

32. Teacher Accountability Student Outcome 1. Moving the Room o Create a diagram of current classroom set-up o Track your movement in the room for 1 hour by placing an “X” where you are standing every 10 minutes o Track where problem behaviors occur during the same hour, then draw a line from your position to the location of the problem behavior o Compare your location with problem behavior location o Self-reflect on your current classroom design, your movement, and ability to meet student needs  Classroom Behavior Incidence Forms o Collect the number of minor and major classroom referrals for 3 weeks before the training for each teacher Post-Assessment

33. References Ahrentzen, S., & Evans, G. W., (1984). Distraction, privacy, and classroom design. Environment and Behavior, 16(4), 437-454. Colvin, G. (1997). The Effective Elementary Classroom. Longmont, CO: Sopris West. Huston-Stein, A., Friedrich-Cofer, L., & Susman, E.J. (1977). The relation of classroom structure to social behavior, imaginative plan, and self-regulation of economically disadvantaged children. Child Development, 48, 908-916. Jensen, E. (2003). Environments for Learning. San Diego, CA: Corwin Press. Jones, F. H. (2007). Tools for Teaching. Fredric, H. Jones and Associates, Inc. Latham, G.I. (1999). Parenting with Love: Making a Difference in a Day. Logan, UT: P&T Ink. Morrison, T.L. (1979). Classroom structure, work involvement, and social climate in elementary school classrooms. Journal of Educational Psychology, 71(4), 471-477. Sprick, R. S.(2009). CHAMPs. Eugene, OR: Pacific Northwest Publishing, Inc.