PBIS Implementation Goal

PBIS Implementation Goal
Core Feature PBIS Implementation Goal I. Classroom Systems 42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms. 43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) 44. Expected Classroom routines are taught. 45. Classroom teacher uses immediate and specific praise. 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors. 47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

Objective Identify actions for a school-wide team to improve the quality of classroom management throughout their school

SWPBS Practices School-wide Classroom Family Non-classroom Student

ALL Classroom Supports SOME FEW Data Collection and Progress
Monitoring at T3 Working with Families Role on the Individual Support Team Building Behavior Pathways and Hypothesis Statements FEW SW Expectations linked to class rules and routines Behavior Basics Evidence Based Practices Feedback Ratio Wait time Opportunities to Respond Self Management Academic Match Working with Families Transitions Using Pre-corrections Active Supervision Data Collection and Using Data to Guide Decisions ODR, MIR Self Assessment Peer Coaching Good Behavior Game ~5% SOME Working with Families Deciding to increase Support Progress Monitoring Using the Daily Progress Report Working with Students using CICO Working with Students using “CICO Plus” Academic or Social Instructional Groups Using Data to Guide Decisions Working with T2 Teams ALL Using ODR, Office Managed v Classroom Managed, teacher expectations, PD includes these topics… Community of Practice and life long learners? Does admin support this kind of climate?

Today’s Questions How important is classroom management?
How can teachers ‘grow the green’? How can we identify areas of strengths using the Classroom Management Self Assessment? How do classroom behavior support practices blend with school-wide systems? As a team, how will you work to make all classrooms effective settings? Research supports Revisit this – what is the overarching question for Predictable (clear expectations) Positive (teach rather than punish) Consistent Consultation and coaching

What the Research Says about Classroom Management
Linked with positive student outcomes (academic and behavior) Increased risk of preventing more serious problems among at-risk kids Supports all students in the prevention of possible current and future behavior problems. Strong management signals to kids that the class is a safe place to learn. Well managed classrooms are rated as having more positive climates. (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009) Teachers experience greater efficacy Increased student achievement Creative and flexible instructional delivery Teacher longevity (Woolfolk, 2002) The rationale for the study really goes back to the belief that Schools can either inhibit or foster the development of behavior problems in students. There is a great deal of literature showing that classrooms with poor behavior management produce negative students outcomes. In fact, the number of students considered at risk for emotional and behavioral disorders have been linked to classroom organization and behavior management. Further, research supports that students in poorly managed classrooms are not only at risk for current behavior problems while in that classroom, but they are at greater risk for future behavior problems. For instance, Kellam…….1998 randomly assigned students to first grade classrooms either receiving a classroom management intervention or not (the Good Behavior Game) and they found that boys that were poorly managed were significantly more likely have behavior problems in sixth grade than similar boys in well managed classrooms. Further, these students are being followed and they are in their 20’s. They are finding that students in the first grade classroom who received the classroom management are less likely to be diagnosed with CD or antipersonality disorder. So, simply intervening and providing effective classroom management in 1st grade reduced long term negative outcomes. Therefore, finding ways to increase effective behavior management practices in the classroom is paramount.

Effective Classroom Management Practices
Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer Effective Classroom Management Practices Current Status Not In Pl Partial In Place 2 DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations) ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIRONMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding a) Classroom activities have locations b) Teacher able to monitor whole class c) Traffic patterns established FEEDB ACK 4. Active supervision of classroom a) moving through classroom, scanning, interacting 5. Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations MAXIMIZING STUDENT ENGAGEMENT Maximize academic engagement a) Opportunities for student responses (0.5/min) Promote academic success a) Academic success rate matches level of learning b) Curricular adaptations available to match student ability Vary modes of instruction ADDRESSING PROBLEMATIC BEHAVIOR 9. Hierarchy of responses to problem behavior a) Do not ignore moderate/intense problem behavior b) Specific feedback for social/academic errors c) Responses to problem behavior allow instruction to continue System available to request behavioral assistance Summary Score Total Points = ______ X 100% = % 20

Unit 1. Design and teach classroom expectations that align with the school wide expectations
Establish Teach Prompt Monitor Evaluate 3-5 positively stated expectations align with school wide expectations Evaluate any problems Who? Where? What? When? teach explicitly have students practice provide visual reminders pre-correction supervise provide feedback

Activity for Unit 1: Establish, Teach, Review, Monitor, and Reinforce a small number of positively stated expectations. Routines Rules Entering classroom Seat work Small group activity Leaving classroom Show Respect Be Responsible Be Ready

Unit 2. Establish Routines and Effective Learning Environments
Develop Predictable Routines Teacher routines Student routines Design an environment that.. elicits appropriate behavior minimizes crowding and distraction

Unit 3: Design a Functional Physical Layout for the Classroom
Different areas of the classroom designed for different purposes Traffic Patterns Visual access Teacher access to students at all times Student access to instruction Density Teacher 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?

Activity: Map School-wide Rules & Expectations to Classroom Routines
School Rule Be Safe Be Respectful Be Responsible Expected Student Behaviors Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules Classroom Routines Starting the day put personal belongings in designated areas turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30 Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

Effective Classroom Procedures (Newcomber & Lewis)
List Classroom Rules: 1. 2. 3. 4. 5. Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations? Identify Procedures for Teaching Classroom Rules: How and when will they be taught? Record dates taught & reviewed Identify your attention signal: Date taught Determine your daily/hourly schedule Is your schedule posted?

3. Feedback: Establish a continuum of strategies to acknowledge appropriate behavior.
Five instances of praise for every correction. Begin each class period with a celebration. Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc

Increasing Positive Interactions
Use individual conferences to provide specific praise “Search” for reinforceable behaviors Reduce attention to misbehavior and increase time rewarding positive behaviors Praise should be… – contingent: occur immediately following desired behavior – specific: tell learner exactly what they are doing correctly and continue to do in the future

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.

4. Maximize student academic engaged time
The Effective Teacher Teaches students not a subject or a grade level Maximizes academic learning time Has students earning their own achievement Keeps the students actively engaged in learning - Wong, 1998

Maximize Academic Engaged Time: Instruction Influences Behavior
Pacing Opportunities for student responses Acquisition vs Practice Student feedback from teacher Student choice Sequence activities so preferred activities follow more demanding activities Re-package it

5. Address Problematic Behavior: Establish a continuum of strategies to respond to inappropriate behavior. Apply consistently Immediate feedback (when possible) Plan consistent with school-wide plan Define the school-wide “rule” for what is managed in the classroom and what is sent to the office Consequence linked to context Establish predictable consequences Establish individual consequences AND group consequences 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

Alpha vs. Beta COMMANDS Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”) Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”) (Annemieke Golly)

Reasonable and Logical Strategies
Student Behavior Common response PBIS response Chews Gum Teacher sends student to the office ??? Turns in a sloppy paper Teacher refuses the paper Walks in noisily Teacher ignores behavior

Student Behavior Common response PBIS response Chews Gum Teacher sends student to the office Dispose of gum, writes paper on the issue Turns in a sloppy paper Teacher refuses the paper Redoes the paper Walks in noisily Teacher ignores behavior Walks in again quietly

Student Behavior Common response PBIS response Passes paper in incorrectly Teacher deducts 10 points ??? Arrives late Teacher sends student to the office Does not bring text book or pencil Student sits at their desk without a pencil or textbook

Student Behavior Common response PBIS response Passes paper in incorrectly Teacher deducts 10 points Passes paper in again correctly Arrives late Teacher sends student to the office Misses instruction and has to get help from a peer Does not bring text book or pencil Student sits at their desk without a pencil or textbook Student has to borrow one from the teacher for .50 cents (classroom money)

Use Data to Examine Classroom System: Tools to help

Effective Classroom Management Practices
Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer Effective Classroom Management Practices Current Status Not In Pl Partial In Place 2 DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations) ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIRONMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding a) Classroom activities have locations b) Teacher able to monitor whole class c) Traffic patterns established FEEDB ACK 4. Active supervision of classroom a) moving through classroom, scanning, interacting 5. Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations MAXIMIZING STUDENT ENGAGEMENT Maximize academic engagement a) Opportunities for student responses (0.5/min) Promote academic success a) Academic success rate matches level of learning b) Curricular adaptations available to match student ability Vary modes of instruction ADDRESSING PROBLEMATIC BEHAVIOR 9. Hierarchy of responses to problem behavior a) Do not ignore moderate/intense problem behavior b) Specific feedback for social/academic errors c) Responses to problem behavior allow instruction to continue System available to request behavioral assistance Summary Score Total Points = ______ X 100% = % 20

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!

Building Systems to Support Best Practices in the Classroom
How will staff get skills? How will staff get feedback? build ongoing structure- buddy system, assigned core master teachers Develop Training Calendar of PD-orientation, annual staff development days, staff meetings Develop Access for Teacher Support- Request for Assistance Communication to Staff Support “Team” Can District/Admin deliver Time and Resources?

Develop system to present best practice and encourage teacher engagement and implementation
Weekly skill and/or feature mini-lessons Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Created timelines for implementation of each feature Periodic self-assessment for progress monitoring and fidelity check Planned booster session University of Missouri Lori Newcomer, Ph.D.

Action Plan

Strategies and Resources
School Action Plan Tier/Topic Evidence/Data Roadblocks Strategies and Resources Next Steps Action Who? When? Master Teachers 2 in building Time to visit classrooms Floating Sub Principal Take Class Double up classes Survey Staff for strategies and report to team Marla By

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