1. Classroom Systems School-wide PBIS

3. PBS – Respect & Responsibility
Others
Use cells & breaks
Work as team collaboratively
Self
Hydrate & stretch
Self-assess
Maximize activity & work time
Environment
Pre-cycle & recycle
Maintain neat working area

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 precorrections 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 support staff to implement these practices consistently?

6. Non-example Action Plan Strategies

7. Example Action Plan Strategies

8. Classroom Systems Building Capacity v. One Shot Support

9. Extending SW-PBS in to the Classroom

10. 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

11. Behavioral Expectations
Extending PBIS into the Classroom

12. 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

15. 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

16. 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

17. 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

18. Scheduling Lessons
Similar to scheduling times to conduct SW PBS Lessons
Can schedule times to conduct Classroom lessons & routines
In beginning of the year
Booster sessions throughout the year
Reteaching areas of concern
Maybe arriving to class, raising hand & waiting to be called on, etc.

19. 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

20. Team Work Time
How will you extend the link between SW Rules & defining behavioral expectations into the classroom?
How will you actively and explicitly set up teachers to make this link in their classrooms?

21. Catch ‘em Being Good 5:1 Ratio
More information to come with
“Building Habits”

22. Extending the Acknowledgment System in to the Classroom
Extending the SW Acknowledgment System into the classroom
Creating an Additional Classroom Acknowledgment system
Use systems to acknowledge individual students & group
Have teachers with model acknowledgment systems in the school share how they implement their classroom acknowledgment systems
During instruction is when we have the most on our mind – an acknowledgment system can be prompt needed to develop those habits of catching kids doing well

23. Responding to Misbehavior

24. Misbehavior Happens: Train staff with strategies for responding
Options for responding to misbehavior in the classroom
“Defusing Anger & Aggression” or “Managin 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

25. 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
See packet – 9 Variables Affecting Compliance

26. 3 cheap, easy & powerful Behavior Management Tools
Proximity
Moving & scanning frequently
Slowly moving toward a student & using proximity, instead of verbally addressing
Reinforcement
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. Classroom Systems Team Implementation & Support

31. Supporting Effective Classroom Practices

33. Classroom Systems Focus: School-wide Support

34. Classroom Practices Self Assessment

37. Elementary Winter 2012-13 Rankings

38. Targeted Classroom Practices

39. PBIS Classroom System: Next Steps

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

41. #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

42. 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

43. Follow Along in the 5 to 1 Ratio Guide

44. 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

45. 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.

46. 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

47. 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

49. 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

51. 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

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. 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.”

54. 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!”

55. 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

56. 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

57. 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

58. The 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.

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. 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)

66. 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

67. Step 3: Self-Monitoring Plan

68. 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

69. Daily email prompt to enter self-monitoring data

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

71. 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

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),

73. School 1

77. Self-Monitoring & Goal Setting in PLCs

83. What’s next?

84. How are you collecting self-monitoring data?

91. Next Steps

92. Next Steps