1. Tier 1 PBS and Classroom Systems Benchmarks of Quality Classroom Items # 42-48

2. 2 Objectives Participants will be able to: Identify the foundation for PBS classroom behavior management systems Name the top six classroom behavior management practices Identify two tools to assess behavioral needs within the classroom

3. 3 Classroom RtI for Behavior Classroom-Level PBS: Tier 1 Expectations - The foundation for classroom behavior management systems Critical component in a multi-tiered system of supports Helps teachers embed RtIB into classroom practices Provides tools for preventing problem behaviors Provides tools for remediation System for building in accommodations, as needed Assists teachers who need behavioral support, in addition to existing Tier 1 practices

4. 4 Tiers of PBS Tier 3 – (Intensive, Individualized) Processes and procedures reflect Tier 1 expectations coupled with team-based strategies to address problematic behaviors of individual students Tier 2 – (Targeted) Processes and procedures address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention, escape) Tier 1 & 2 – (Classroom) Processes and procedures reflect Tier 1 expectations coupled with pre-planned strategies applied within classrooms Tier 1 – (Core) Procedures and processes support behavior intended for all students, staff, across all settings

5. 5 Classroom PBS Basics Tier 1 expectations are the foundation for classroom management Classroom rules and procedures tied to Tier 1 expectations Rules are observable, measurable, enforceable Rules and procedures are identified, taught and reviewed regularly Classroom reward system supports Tier 1 expectations Includes high ratio of positives to negatives Increases likelihood students will engage in the desired behaviors Provides opportunities for at-risk students to experience success Responses to problem behaviors connected to Tier 1 expectations Teacher-managed referrals support Tier 1 system Used as a teaching tool for desired behavior

6. 6 Classroom Behavior Management Top 6 Behavior Management Practices: 1.Teach Tier 1 Expectations 2.Develop and teach classroom procedures & routines 3.Develop and teach effective classroom rules 4.Acknowledge appropriate behavior 5.Actively engage learners 6.Respond effectively to problem behavior

7. 7 1. Teach Tier 1 Expectations Tier 1 Expectations: Foundation for classroom behavior systems Posted in all classrooms Directly taught through on-going lesson plans Embedded into academic lessons Differentiate lessons based on need Whole class Smaller groups Individual Students

8. 8 Formal Lesson Plan Development Explain why the lesson is important or relevant Define concept/skill with examples & non-examples Have students apply the knowledge/skill Provide additional practice with feedback Differentiate instruction based on student need Expectations: Concept-Level lessons Rules: Specific skills students must rehearse in the identified setting

11. Embedding Expectations Social Studies: Discuss how different historical events unfolded due to conflict. Have students brainstorm solutions on different way the conflict might have been resolved Language Arts and Reading: Discuss how characters in a novel did not show respect. Have students re-write the story with the character showing respect

12. 12 2. Classroom Procedures and Routines Procedures and Routines: Provide structure and consistency for students regarding all activities or events: Classroom movements (transitions) Turning in assignments or homework, getting materials Gaining adult attention or asking for help Working in groups, independent seatwork, whole group instruction Must be taught, practiced, modeled and reinforced Developed for all staff Volunteers, substitutes, aides, paraprofessionals

13. Classroom Procedures by Expectation Procedures by Expectation Turn in HomeworkRestroom Be Safe Single file at cabinet Push in chair Be RespectfulWait quietlyWalk quietly Be Responsible Return to seat Take pass and return pass Begin ‘bell’ work

14. 14 Teaching Classroom Procedures and Routines Example: Lining Up Proactively identify problem situations/areas Teach the expectations (Be safe, Be Respectful) based on how they align with the procedure Model and practice the expected behaviors Reinforce appropriate behavior Review (pre-correct desired behaviors) Prompt Reinforce

15. 15 3. Classroom Rules Developed by the classroom teacher Aligned with the Tier 1 expectations Examples: Always push in your chair = Be Safe Turn in all assignments = Be Responsible Positively stated Limited in number (maximum 5) PBS team member may review rules for adherence to guidelines

17. Supporting Classroom Implementation Blank Classroom PBS Plans in the Misc. Section in the Tier 1 Training Binder

19. 19 4. Acknowledge Appropriate Behavior Acknowledging Appropriate Behavior: Specific verbal praise, gestures ( e.g., high-fives, thumbs up) Rewards: Points, social, activity, sensory, escape, tangible How to Acknowledge: Provide immediate, specific praise “Johnny, you were in your seat when the tardy bell rang, thank you for being responsible.” “Bridget, thank you for being safe by walking down the correct side.” 4:1 ratio of positives to corrective statements Use visual prompts in classroom as reminders to stay focused on the positives

20. 20 Levels of Acknowledgement ‘All for One’: Interdependent Group Contingency Whole group, universal approach Everyone engages in the desired behavior which earns the entire group/class a reward Example: Marbles in a jar ‘One for All’: Dependent Group Contingency Target student or targeted group Individual student earns a reward for the entire group by engaging in the targeted behavior; class encourages student ‘To each his/her own’: Independent Group Contingency Each student earns reinforcement based on his/her behavior Example: Behavior Report Card

21. 21 Examples of Rewards Positive note/phone call home Lunch with preferred adult (teacher, principal, coach) Sit in special chair (teacher’s chair, beanbag chair) Keep the class mascot on desk Mystery “Grab Bag” Homework pass Extra computer, library time Pizza, popcorn, popsicle party

22. 22 Build on the Tier 1 System Connect Classroom and Tier 1Reward Systems Every full jar of marbles the class earns, each student earns a Tier 1 token Add Tier 1tokens to the classroom treasure box Class competitions for public praise announcement Example: Class of the Week for Being Respectful Teacher nominates student for positive office referral and a raffle ticket

23. 23 Other Classroom Systems Stoplight or Flipping/Pulling Cards Focus is on inappropriate behaviors Students receive attention for not demonstrating Tier 1 expectations Opportunities for adverse reactions by students Possibility of increased or escalation of problem behavior Solution: Flip The System All students start in the ‘Neutral’ Zone Students earn the opportunity to move up to the ‘Go/Green’ Zone by demonstrating Tier 1 expectations

24. 24 5. Actively Engage Learners Active Engagement: Vary who responds (individual, groups, pairs) Provide numerous ‘opportunities to respond’ Use enthusiasm and humor Observable ways to engage students Auditory/visual signals (bells, buzzers, yes/no cards) White board, clickers Create Ownership: our room vs. my room Offer choices Link engagement with outcome objectives If everyone has an answer, I’ll knock one question off your homework”

25. 25 6. Responding Effectively to Problem Behavior Match severity of offense to the response Address the motivation (function) of the problem behavior Align responses with: Tier 1 expectations Clearly defined rules A system for teaching & rewarding expectations & rules Include opportunities to learn & practice appropriate alternatives Monitor responses to ensure they are effective

26. 26 Effective Classroom Responses Modify the Environment Change seating, reduce distractions, decrease noise Modify the Presentation Increase/decrease pace of instruction, shorten lecture time, increase student participation, use work groups, allow use of computer, short work breaks, study buddy Modify Curriculum and/or Instruction High-interest topic for reading/writing assignments, shortened assignments, visual aids, extended time, frequent feedback

27. 27 Positive Peer Modeling Focus on students engaging in the appropriate behaviors Identify students following the expectations Name the expectation Provide reinforcement (praise, token/ticket) Engage the class in discussion to identify problems in the classroom (e.g., talking out during instruction, out of seat) Discuss rationale for focusing on a behavior Identify a classroom goal that is achievable Determine classroom reward for achieving the goal

28. 28 Addressing Inappropriate Behavior Speak to student privately Remain calm, positive and objective Refrain from arguing with the student Acknowledge concerns/feelings, then re-direct to next opportunity for success End conversation immediately Avoiding Escalating Behavior and Power Struggles PBS Classroom Consultation Guide, Page 128 http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Co nsultation%20Guide.pdf http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Co nsultation%20Guide.pdf

29. 29 Teacher-Managed Referral Forms Problem-solving and progress monitoring tool Used for ongoing/repetitive issues with a student Individual problem solving, bring to problem solving team Student doesn’t need to know you’re filling it out Identifies Tier 1 issues (when aggregated) Skills to be taught/rewarded Support classroom management Form should be easy to complete Process for completing form should be simple Staff should be taught how and when to use the form

30. 30 Referral Review Steps for reviewing a classroom ‘referral’ with a student: 1.Name the problem behavior 2.State the Tier 1 expectation 3.Model expected behavior 4.Ask student to demonstrate behavior 5.Provide acknowledgement to student 6.Follow discipline referral process 7.Use a neutral, calm tone Provide feedback on a behavioral error Acknowledge feelings, but don’t argue Deliver in private

31. 31 Additional Classroom Support If a teacher is effectively using the top 6 classroom practices: Teaching Tier 1 expectations Teaching classroom rules, procedures, and routines Acknowledging Appropriate Behavior Actively engaging learners Responding effectively to problem behavior And has not successfully modified the behavior, s/he may seek assistance from the ‘Behavior’ team Classroom Consultation Guide

32. 32 Classroom Consultation Guide Who should use the Guide? Individuals supporting classroom teachers Classroom teachers School-based PBS team members Purpose of the Guide: Identify, assess, & evaluate classrooms in need of additional support Environment, Behavior System, Curriculum & Instruction Problem-solve to determine appropriate interventions Evaluate effectiveness of intervention strategies http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consulta tion%20Guide.pdf

33. 33 Guide has links within the document. To return to the Table of Contents press alt + left arrow key

34. Classroom Assistance Tool http://flpbs.fmhi.usf.edu/pdfs/CLASSROOM%20ASSISTANCE%20TOOL%209.10.docx

35. 35 Classroom Behavior Management Summary Identify areas of concern within the classroom: Be Proactive Alter the environment to prevent behaviors from occurring Teach appropriate behavior Tier 1 expectation lesson plans Utilize classroom rules, procedure and routines to support the expectations Embed in academics Reinforce desired behavior Develop effective responses to problem behaviors Acknowledge students engaging in Tier 1 expectations Use peer modeling and support

36. 36 http://flpbs.fmhi.usf.edu

37. 37 PBS Project Contact Heather P. George, Ph.D. Co-PI and Co-Director, Florida’s Positive Behavior Support Project Phone: (813) 974-6440 Fax: (813) 974-6115 Email: flpbs@usf.eduflpbs@usf.edu Website: http://flpbs.fmhi.usf.edu