1. Classroom Systems School-wide PBIS
Chris Borgmeier, PhD
Portland State University

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

3. Non-example Action Plan Strategies
Purchase & distribute classroom management curriculum/book
Discuss at faculty meeting
Bring in CM expert for next month’s ½ day in-service
Observe in effective classroom
Observe & give feedback
What is likelihood of change in teacher practice?
(Sugai, 2006)

4. Example Action Plan Strategies
+ 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)

5. 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

6. Classroom Systems Focus: School-wide Support

7. 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

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

10. 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%

11. 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.

12. Classroom Systems Team Implementation & Support

13. 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”

14. #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

15. The Habit Loop from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see a CUE, I will do ROUTINE in order to get a REWARD.

16. Steps to Changing your Habits
Identify your Bad Habit Loop
Identify your habit/Routine to change
Look for Rewards
Isolate the Cue
Have a Plan for change
Identify your Replacement Behavior “New Habit”
Pair w/ Rewards

17. My “Bad Habit” Loop from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 1: Identify your Habit – I raise my voice, scolding my daughter
Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum, but raising my voice usually further escalates; so what is my reward?.... I get to feel like I’m doing something & letting her know this is not ok
Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling, throwing a tantrum

18. The Habit Loop A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in order to make me feel like I’m doing something & let her know it’s not OK to act this way (reward).
Step 4: Have a Plan – Replace raising my voice with calmly saying “yelling is not ok” and consistently saying to her tell me what you want & occasionally prompting her with the words to say – this should provide me the Reward of letting her know it’s not ok, “doing something” and make me feel better and more controlled about how I’m responding… and teaching her specifically how to respond… over time reducing the trantrums & whining

19. 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
Change Bad Habits in the classroom & replace w/ Evidence-based classroom practices

20. 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

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

22. 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

23. Follow Along in the 5 to 1 Ratio Guide

26. 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.

27. 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.

28. 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

29. 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

30. Positive Interactions
Positive interactions can be provided in a variety of ways:
verbal praise
positive feedback re: appropriate behavior
nonverbal acknowledgement
smiling, nodding, winking

31. 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

32. 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 

33. Positive Acknowledgement/ Praise examples
 “Excellent job listening and following directions the first time.”
“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”
“Wow, you completed your math work correctly before the end of class.”

34. 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!”

35. 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

36. 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

37. 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

38. Step 1: Identify Challenges & Positive Acknowledgements

39. 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

40. FLIP THE RATIO Trading Negative Acknowledgements for Positive

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

42. 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

43. 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

44. PLAN FOR SUPPORTING IMPLEMENTATION

45. 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)

46. 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

47. Step 3: Self-Monitoring Plan

48. 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

49. 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

50. 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?

51. 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),

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

57. 1000 Classroom Observation Study
=5.4 Pos. Feedback / Hour
Total Classrm Obs.
Elem = 1515
MS = 725
HS = 1381

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

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

60. Teacher 1
Teacher 2
Teacher 3
Teacher 4

61. 4th/5th Teacher 1
5.4 Praise/Hr

62. 3rd Grade -- Teacher 1
5.4 Praise/Hr

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

66. 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

71. 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)

72. 10 of 19 staff members reported they had continued to self-monitor 8 weeks after team requests for self-monitoring data

75. Questions? Suggestions?
Chris Borgmeier