1. CLASSROOM SYSTEMS SCHOOL-WIDE PBIS
Chris Borgmeier, PhD
Portland State University
 Advanced Tier 1  Classroom Systems

3. Expectations for Professional Learning
Actively participate
Limit side conversations
Excuse yourself quietly if you must
Raise your hand if you have a question
Turn off cell phones & use technology responsibly

4. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
School-wide
Systems

5. Evidence Based Practices
Classroom Setting
Evidence Based Practices
Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 5 positive to 1 negative adult-student interaction
Active supervision
Redirections for minor, infrequent behavior errors
Frequent pre-corrections for chronic errors
Effective academic instruction & curriculum
SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills.
If you were to visit these classrooms, you would see these practices on a daily basis.
The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.
How can we implement systems that consistently support these practices?

6. Example Action Plan Strategies - Roadmap
+ Build on SW System + Use school-wide leadership team + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

7. Classroom Systems Building Capacity v. One Shot Support
Build systems to support sustained use of effective practices
SW leadership team
Regular data review
Regular individual & school action planning
Regular support & review
To begin school year & throughout school year

8. Extending SW-PBS in to the Classroom
Video/Activity
-Anita Archer

9. Focus on the Classroom
Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom
Potential reasons:
Need for direct training to generalization or adapt school-wide practices to classroom settings OR
That school-wide intervention does not specifically address the broader array of practices required in the classroom

10. Behavioral Expectations
Extending PBIS into the Classroom

11. Defining Behavioral Expectations & Classroom Routines
Link classroom to school-wide expectations
What are Classroom Routines?
How to:
Enter the classroom
Sharpen pencil
Turn in homework
Get a pass
Ask for help
Participating in Class - Raise hand & wait to be called on
Completing a Classroom Matrix w/ Routines
See pp. 2-3 in packet

12. Teaching Behavioral Expectations & Routines
Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practice
Link classroom to school-wide Schedule for Teaching of Expectations & Routines

13. Video Demonstration of Teaching Routines & Expectations
Watch video
Identify:
Behavioral Expectations Defined & Taught
Classroom Routines Defined and Taught
Identify strategies use to instruction expectations & routines

15. Teaching Behaviors & Routines
Tell/model/explain
Guide practice
Monitor & assess
Give positive feedback
Give corrective feedback – initial focus on prompting expected behavior
Prompt/Pre-correct for Expected Behavior
Frequent Teaching & Review until entire class is fluent

16. Task Analysis of Daily Routines - Examples

17. Closure 3 – 2 – 1 Feedback

18. Our Next P.D…….. Part 2 Focus: Responding to Misbehavior Date TBA
Please bring:
Today’s PowerPoint and activities/notes
A copy of your own classroom rules/expectations

19. Responding to Misbehavior
Part 2

20. Misbehavior Happens: Train staff with strategies for responding
Options for responding to misbehavior in the classroom
“Defusing Anger & Aggression” or “Managing NonCompliance” video by Geoff Colvin
Targets Secondary classrooms but useful for Elementary
Purchase at through Iris Media
Show isolated vignettes
Identify specific strategies used in video
Identify how & when to use strategy in your classroom
Be SPECIFIC -- what to say/ what to do
Physically rehearse doing it your way several times
Develop prompts to encourage use in classroom

21. Watch the Defusing Anger & Aggression video ID strategies Apply to 2 specific classroom scenarios

22. Team Work Time
How could you use a video like “Defusing Anger & Aggression” in a way that will have a more direct influence on supporting implementation of identified practices into classrooms?
Is this PD you want to move forward with? If so, how, who and when?
How will you provide regular follow-up & support?

23. Responding to Problem Behavior
Developing Routines
Responding to Problem Behavior

24. Guidelines for Responding to Misbehavior
Respond Consistently, Calmly, Briefly & Return to Instruction
Goal: pay more time & attention to positive behavior
Reduce Student Escalation
Reduce amount of missed instructional time

25. Promoting Simple Routines
Make it your school Mantra
Post it (posters)
Say it
Encourage it, Prompt it
Praise it

26. 3 P’s - cheap, easy & powerful Behavior Management Tools
Proximity
Moving & scanning frequently
Slowly moving toward a student & using proximity, instead of verbally addressing
Praise
Acknowledging other students who are on task
Precorrection
Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior

27. Use Alpha Commands when responding to problem behavior
Minimal # of words
Clear, concrete & specific
Give a reasonable amount of time for behavior to occur
Beta Commands
Wordy
Vague
Often convey feelings of frustration or anger
May contain many sets of directions

28. Alpha Commands Alpha Commands are Clear & Positive
“Pick up your chair, sit down, and draw a picture of your favorite animal”
instead of
“How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”

29. Preplanned Consequence
Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)
Specific Request
If, Compliance
Walk Away & wait
5-10 seconds
If, Non-Compliance
Reinforce!
“Please _________”
Request in a calm voice
If, Noncompliance
Preplanned Consequence
Walk away & Wait 5-10 sec.

30. Team Work Time Any ideas for promoting simple routines?
Will a theme or mantra work in your school?
Discuss the role the SW-PBIS leadership team must play in keeping the theme alive and active

31. CLASSROOM SYSTEMS FOCUS: SCHOOL-WIDE SUPPORT

32. Classroom Practices Self Assessment
Staff completed the Classroom Practices Self Assessment on-line earlier this Fall
Plan to complete 3 times per year
Fall/ Winter/ Spring
Team collects data to:
Strategically guide decision making re: Prof’l Dev’t
Identify staff development topics/ areas of common need
Monitor progress

34. Looking for High Blue (Not or Partially In Place) & High Red (Priority)

35. Elementary Winter 2012-13 Rankings
% Not or Partial In Place
% High/Med Priority
Total
Rank
5:1 ratio 68 79
147
PreCorrect 95
174 1
Instr’l Time 63 84
OTR
163 2
Correct Resp 74 89 3
T: Group Work
158
School-wide Total % In Place = 54%
Partial = 42%
Not In Place = 4%
Not Applicable = 1%

36. Targeted Classroom Practices
PreCorrection
Chronic problem behaviors are anticipated and precorrected.
4:1 Ratio/ Praise
I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior.

37. CLASSROOM SYSTEMS TEAM IMPLEMENTATION & SUPPORT

38. Supporting Effective Classroom Practices
Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood
The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

39. #2 on NY Times Bestseller List on March 18th 2012
The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro
#2 on NY Times Bestseller List on March 18th 2012

40. Integrating “Power of Habit” in to the Classroom
How can we support teachers to:
Understand the “Habit Loop”
Build habits to use Evidence-based Classroom practices

41. Next Steps
Teach staff the “Habit Loop” and how to change/ develop good habits
Identify the Targeted Classroom Practice & provide examples =
5 to 1 Ratio, PreCorrection
Brief presentation of practice
Time to individualize practice to fit your classroom, context & needs
Brief presentation of Reminders & Supports to use your practice
Time to develop an individualized Plan for Support

42. Classroom Systems School-wide PBIS Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhD
Portland State University

43. PBIS Classroom System: Next Steps
Brief presentation of practice
Time to individualize practice to fit your classroom, context & needs
Brief presentation of Self-Monitoring use of your targeted practice
Time to develop an individualized Self-Monitoring Plan

44. Follow Along in the 5 to 1 Ratio Guide

47. Definitions of Acknowledgement of Positive & Problem Behavior
 Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior.
The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.

48. Why Acknowledge Desired Behavior?
Reinforce the teaching of new behaviors
Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial
Harness the influence of kids who are showing expected behaviors to encourage the kids who are not
Strengthen positive behaviors that can compete with problem behavior
Improve school climate
Create positive interactions and rapport with students
“Adult attention, even if it is negative, is a powerful reinforcer--especially for students with the most challenging behaviors who typically receive very little positive attention.” (Maag, 2001)
What Great Teachers do to create environments where students:
1. Know what is expected. With acknowledgement come an expectation of accountability
2. Receive recognition each week for good behavior.
3. Have a teacher who cares, and pays attention.
4. Receive encouragement to contribute and improve.
5. Have the opportunity to do the right thing.

49. Why Increase Positive Acknowledgements?
After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5%
In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year
In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year
Becker, Engleman, & Thomas, 1975

50. 5:1 Ratio Pay attention to What you Want to See
Acknowledge positive behavior 5 times more often that you respond to negative behavior
Keep it genuine; not the same for all kids
Negative interactions are not wrong and are sometimes necessary; the key is the ratio
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

51. Research on Praise & Acknowledging Positive Behavior
Praise has the strongest research, with increases shown in:
Students’ correct responses
Work productivity and accuracy
Academic performance
On-task behavior and attention
Compliance, positive comments about self
Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008

52. Critical Features of Acknowledgement
Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced
Immediate
Specific: explicitly describes the desired behavior performed
Sincere: credible and authentic
Varied: varied word choice, varied academic and behavior praise, whole group, small group and individual
Student referenced: compares student performance to previous performance and does not compare students to others; acknowledge effort 

53. When Acknowledging Positive Behavior
Identify the specific behavior being acknowledged
Link the behavior to one of the SW-Rules
GOOD EXAMPLE
“Wow, thank you for helping to clean up the spill, that was very Responsible of you”
NOT AS GOOD
“Thank you, good job!”

54. Procedural Steps for increasing Positive Acknowledgement Ratio
Identify challenging times, routines and behaviors that occur throughout the day
Identify desired behaviors to focus on praising, particularly during challenging times
Explicitly teach students to engage in desired behaviors

55. Procedural Steps for increasing Positive Acknowledgement Ratio
Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior
Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior
Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

56. Increase Positive Feedback & Decreasing Negative
ID a specific problem behavior you would like to see less of and define the opposite of this behavior
Teach & re-teach the expected/desired behavior
Provide “precorrections” in advance to set up positive behavior
Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback
Coaching Classroom Management, 2006

58. ELEMENTARY
60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes MS
60 min x .04/min = 2.4 praise/hour;
1 every 25 minutes

59. Step 1: Identify Challenges & Positive Acknowledgements

60. Your Turn Take a few minutes to Complete Step 1 of the Worksheet
Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support

61. FLIP THE RATIO Trading Negative Acknowledgements for Positive

62. Your Turn Take a few minutes to Complete Step 2 of the Worksheet
Share your strategies with a partner

63. Set up Systems to Increase Positive Acknowledgement
Students Teacher
Good Behavior Game
T-chart
Teach behavioral expectations
Students earn points for positive behavior
Teacher gets points for negative behavior
Total points at end to determine if “reward” is earned
Hand out Acknowledgement Tokens or Tallies for positive behavior
Individuals or Pre-arranged Groups in the classroom

64. Ways to Encourage & Monitor your Ratio
Post a visual reminder to praise students in area viewed frequently
Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise
Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success

65. PLAN FOR SUPPORTING IMPLEMENTATION

66. Self Monitoring
Training on classroom management practices alone does not result in changes or improved practice
Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices
(Simonsen, MacSuga, Fallon & Sugai, 2013)

67. Self Monitoring Strategies for Self-Monitoring
Index Card Tearing (long side for positive, short side for negative)
Hash marks on tape on your arm or pant leg
Golf Counter
Move Pennies or paperclips from one pocket to other based positive & negative acknowledgements

68. Step 3: Self-Monitoring Plan

69. Your Turn Take a few minutes to Complete Step 3 of the Worksheet
Make sure to Identify meaningful& feasible supports
Identify your strategy for Self-Monitoring
Develop Peer Strategies for support – you can discuss with a peer

70. Team & School-wide Supports
Team Supports (e.g. Dept., Grade Level, PLC)
Make Classroom improvement a regular part of meetings and activities
Begin meeting w/ 2 minute check:
Check-in, share ideas & give feedback to:
Encourage implementation
Check-in, problem solve, enhance implementation
School-wide Supports
Reminder on Morning announcements
Regular review/check-in at staff meeting
Rewards for implementers
Recognize your Buddy
Recognize someone you observed engage in the practice
Daily or weekly implementation checks
via link
Put sticker on staff board to rate implementation

71. Group Discussion
What school-wide strategies would be helpful for you in supporting your implementation?
Regular reminders over announcements?
Staff meeting review & sharing?
Collect implementation data?
Daily , survey monkey?

72. References Descriptive Readings
Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32.
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4),
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
Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimand
Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates.
Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3),
Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.
Relationship between praise, rewards, and intrinsic motivation
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. [Article]. School Psychology Review, 33(3),
Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis. Review of Educational Research, 64(3),
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6),

74. SCHOOL 2
K-5 Elementary School
348 students
85% Free or Reduced Lunch

78. ELEMENTARY
60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes MS
60 min x .04/min = 2.4 praise/hour;
1 every 25 minutes

79. 4th/5th Teacher 1
5.4 Praise/Hr

80. 3rd Grade -- Teacher 1
5.4 Praise/Hr

81. Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr

84. Self-Monitoring & Goal Setting in PLCs
Collect 2-3 days of baseline data before setting a goal

85. How are you collecting self-monitoring data?
Golf counter = 5
Tally marks = 16
Sticky note on arm = 1
Sticky note on back of name tag = 4
Sticky note on table = 1
Tally sheet = 8
On the board = 2
Paper Clip System = 1
Tears on paper = 1

90. What’s next? SW-PBIS team – continues supporting implementation
Daily prompts to enter self-monitoring data
Weekly PLC meetings to review data & evaluate goals
Observation walkthroughs x principal, coach & PBIS team members (tracking specific praise & precorrection)
Rewards for data entry, meeting goals and
Continue collecting staff Self Monitoring data for 4-6 weeks
Decide whether to move on to training next behavior(s)

91. 10 of 19 staff members reported they had continued to self-monitor 8 weeks after team requests for self-monitoring data

94. GOOD BEHAVIOR GAME

95. Good Behavior Game as a “Universal Behavioral Vaccine”
Approximately 20 independent replications of the GBG across different grade levels, different types of students, different settings, and some with long-term follow-up show strong, consistent impact on impulsive, disruptive behaviors of children and teens as well as reductions in substance use or serious antisocial behaviors.
Embry, 2002
The Good Behavior Game (GBG), a universal classroom behavior management method, was tested in first- and second-grade classrooms in Baltimore beginning in the 1985–1986 school year. Followup at ages 19–21 found significantly lower rates of drug and alcohol use disorders, regular smoking, antisocial personality disorder, delinquency and incarceration for violent crimes, suicide ideation, and use of school-based services among students who had played the GBG.
Kellam et al., 2011

96. Develop Poster with Expectations

98. See p. 5 of your packet for ideas of potential Rewards

100. Teaching Behavioral Expectations The Most Important Part

101. Teacher Responsibilities
Be enthusiastic about the game
Set students up to be successful (PreTeach & PreCorrect Expectations)
Catch students doing Good Behavior (the expected behaviors) frequently
Keep students honest by providing corrections when necessary
Follow through with Rewards
Every time you play at first; can make less frequent later

102. Good Behavior Game Play it every day Can play it 2-3 times per day
As students begin mastering behavior for certain routines… try different times of day

103. Daily Email Link to Survey Check-in

104. Referrals from 4/6-4/17 During GBG implementation
0.4 referrals/day
1 referral in Classroom

105. 10 school days Before GBG 10 school days After GBG 1.3 referrals/day
7 referrals in Classroom
1.8 referrals/day
7 referrals in Classroom

106. QUESTIONS? SUGGESTIONS?
Chris Borgmeier