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. Behavioral Expectations
Extending PBIS into the Classroom

7. 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

9. Example Classroom Matrix

10. Teaching Behavioral Expectations & Routines
Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practice
See Sample Lesson Plan (pp. 4-5 in packet)
Link classroom to school-wide Schedule for Teaching of Expectations & Routines

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

12. 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

13. Time for Teachers to Complete
IDEALLY…
Identify and set aside times for teachers to work on this task
Teachers may want to work on this in grade level teams to share ideas
Have teachers turn in completed Classroom planning worksheets to PBS team to share with other teachers

14. Misbehavior Happens: Train staff with strategies for responding
Options for responding to misbehavior in the classroom
“Defusing Anger & Aggression” or “Managing Non-Compliance” video by Geoff Colvin
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

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

16. 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”

17. Objectives
Teach staff the “Habit Loop” and how to change/ develop good habits
Identify the Targeted Classroom Practice & provide examples
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

18. #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

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 or Build Habits in the classroom & replace w/ Evidence-based classroom practices

20. 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.

21. 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

22. Classroom Practices Self Assessment
Staff completed the Classroom Practices Self Assessment on-line last month
Team collects data to:
Strategically guide decision making re: Prof’l Dev’t
Identify staff development topics/ areas of common need
Monitor progress

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

25. Jason Lee K-8 January 2015 Rankings
% Not or Partial In Place
% High/Med Priority
Total
Rank
2. 5:1 ratio 45 68
113
8. PreCorrect 48 81
129 2
11. Stud Resp
12. Varied Resp 42 74
116
15. Success Rate 58 84
142 1
18. T: Group Work 39 75
114
School-wide Total % In Place = 74%
Partial = 24%
Not In Place = 1%
Not Applicable = 2%

26. Targeted Classroom Practices
5:1 Ratio – Increasing acknowledgment of expected behavior
I acknowledge student positive behavior at least 5 times more often than I acknowledge student problem behavior.

27. “Power of Habit” in the Classroom
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

28. Follow Along in the 5 to 1 Ratio Guide

29. Praise & the 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 keys are:
How the negative interactions are provided (gentle, respectful corrections) &
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. Why Praise & Acknowledge Desired Behavior?
Reinforce 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.

31. 5:1 Positive to Negative Ratio
The field at large recommends somewhere between 3 and 6 positive to every 1 negative
Gable, Hester, Rock & Hughes, 2009; Kerr & Nelson, 2006; Nafpaktitis, Mayer & Butterworth, 1995; Stichter et al., 2009; Walker, Ramsey & Gresham, 2004)
Mental Health (Frederickson & Losada, 2005)
2.5 to 1 = normal functioning
4.3 to 1 = optimal functioning
Tipping point seems to be 2.9 to 1
5ish to 1

32. 5:1 ratio, it’s not just for kids
Married couples that last (Gottman, 1994)
Flourishing marriages: 5.1 to 1 speech acts & 4.7 to 1 for observed emotions
Poor marriages: 0.9 to 1 speech & 0.7 to 1 actions
Business teams
High Performance teams = 5.6 to 1
Medium Performance teams = 1.9:1
Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004

34. 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

36. Research on Praise & Acknowledging Positive Behavior
Research has demonstrated that increased Praise can lead to increases in the following:
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

37. 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 

38. 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.”

39. 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!”

40. 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

41. 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

42. 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

43. Step 1: Identify Challenges & Positive Acknowledgements

44. 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

45. FLIP THE RATIO Trading Negative Acknowledgements for Positive

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

47. 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

48. 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

49. 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)

50. 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

51. Step 3: Self-Monitoring Plan

52. 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
Please turn in a copy of your implementation plan with your name on it before you leave
We will copy and get it back to you

53. Daily email prompt to enter self-monitoring data

54. Ongoing Implementation Supports
Graphic summary of Self-monitoring data will be provided
Review in PLC teams
Set goals
Problem Solve
Encourage, Support & Celebrate

55. 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 & Celebrate successes
Encourage implementation
Problem solve & enhance implementation
Support Habit Development!
School-wide Supports
Reminder on Morning announcements
Regular review/check-in at staff meeting
Rewards for implementers & exemplars
Recognize your Buddy
Recognize someone you observed engage in the practice
Daily or weekly implementation updates & recognition

56. 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?

57. Next Steps
Daily monitoring of targeted classroom habit & data entry (4-6 weeks)
Regular encouragement and support from Leadership team
Review of data at team & staff meetings
Build Effective Classroom HABITS!!!

58. 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),