1. 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.

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

3. Positive Behavioral Interventions & Supports (PBIS) Whole-school universal preventive intervention Applies behavioral, social learning, organizational behavioral theories Targets general population Requires a shift from punitive to preventive Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.

4. Classroom SWPBS Practices Non-classroom Family Student School-wide

5. Big Idea green zone We often assume green zone is in place everywhere – But what about the classroom? – How is PBIS being used in the classroom to prevent yellow zone behaviors? – By fortifying the green zone, we can reduce need for yellow zone

6. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27

7. ~5% ALL SOME 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 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 Data Collection and Progress Monitoring at T3 Working with Families Role on the Individual Support Team Building Behavior Pathways and Hypothesis Statements Classroom Supports

9. 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?  Classroom behavior support practices blend with school-wide systems  As a team, how will you work to make all classrooms effective settings?

10. In a Well-Managed Classroom Students are actively involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant

11. In Well Managed Classrooms Students: Follow a predictable schedule Perform with high rates of academic engagement Experience high rates of academic achievement Respond with high rates of compliance Follow a schedule with high rates of student managed behavior Use problem solving structures Follow smooth and efficient transitions

12. In Classrooms that were Ineffective Wehby, Symons, &Shores (1995) Less than half of student’s hand raises or correct academic responses were acknowledged by teachers About 26 “to do” statements per hour Less than 2 praise statements per hour 64% of “to do” statements were social in nature Most academic work consisted of independent seatwork Inconsistent distribution of teacher attention Compliance to a command generally resulted in the delivery of another command

13. 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)

14. What the Research says about Classroom Management Greater student engagement (Morrison, 1979) Friendlier peer interactions and helpful behaviors, more attentive, less aggression (Susman, Husten-Stein & Friedrich-Coffer, 1980). Teachers experience greater efficacy (Woolfolk, 2002) – Increased student achievement – Creative and flexible instructional delivery – Teacher longevity

15. Evidence based practices in classroom management Maximize structure in your classroom. – Routines, Environment Post, teach, review, monitor, and reinforce a small number of positively stated expectations. – Teaching matrix for the classroom Actively engage students in observable ways. – Think beyond the worksheet Establish a continuum of strategies to acknowledge appropriate behavior. – Contingent and specific Establish a continuum of strategies to respond to inappropriate behavior. – Error correction, planned ignoring, time away from activity (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

16. 10 Key Features of Classroom Management Review each feature Consider a system for taking this information to the whole faculty Build a “measure” of school-wide classroom management – Use this measure for action planning and continuous improvement

17. 1. Behavioral Expectations: Invest in Appropriate Behavior Define and teach 3-5 expectations for your classroom early in year. Positively stated expectations Easy to remember Posted in the classroom Consistent with School-wide rules/expectations Taught Directly – Positive and negative examples Examples: – Be safe, Be responsible, Be respectful – Respect others, Respect property, Respect self

18. The Value of Classroom Expectations Rules serve as a framework for guiding both student and teacher behavior throughout the year Communicate teacher expectations Provide basis for teacher to “catch the students being good” Facilitate communication (teacher-student, student-student) Personalize school-wide expectations

19. Activity: Classroom Expectations  List your classroom expectations.  Are your classroom rules:  Linked to school-wide expectations  Specific and observable  Taught, posted, reviewed  What might you do to adjust your classroom expectations?

20. 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?

21. 2. Establish a Predictable Environment Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. – “Show me you are listening” How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions.

22. Designing Classroom Routines RoutineDesired Behavior Signal Entering ClassWalk in, sit down, start work Instruction on board Obtaining class attention Orient to teacher, be quiet ? Getting Help during seat work ??

23. Classroom Routines Matrix RoutineWhat do you expect? What is the signal? 1 2 3

24. Activity: 12 min Identify Routines  What are 3 routines common across classrooms in your school?  Complete the matrix for your classroom (or a classroom you know well)  What is a PROCESS you might use with your faculty to define and share effective examples?

25. Teach Students to Self-Manage Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts. Teach self-management – The target behavior – The self-management behavior – Prompts – Consequences

26. 3. Active Supervision Move Interact Acknowledge Pre-correct Proximity makes a difference

27. Activity: Pre-correction.  Define a routine with higher than typical problem behavior. How might you use pre-correction with this routine?  What would you do?  When would you do it?  How would you know if it was being effective?

28. 4. Establish a “positive environment ” Five instances of praise for every correction. Begin each class period with a celebration. Your first comment to a child establishes behavioral momentum. – Engelmann, Mace, “interspersed requests” – Behavioral priming Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc

29. Increasing Positive Interactions 1 (negative) to 5 (positives) – Remind yourself of the “debt” Specific vs. general praise Identify specific times to provide praise – Before certain lessons – your reminder – During transitions – students’ reminder

30. Increasing Positive Interactions Use individual conferences to provide specific praise “Search” for reinforceable behaviors Reduce attention to misbehavior and increase time rewarding positive behaviors Increase positive interactions and use noncontingent positives

31.  To have all materials  Almost always  Get all things together the night before  We write assignments in planner  Reminders in calendar  We smile and greet each other  Sometimes  Model for each other  All  We encourage one another  Sometimes Model for each other  All  We work together to earn extra recess time  Seldom  Create class incentive program  Mrs. Clarke  Say hello and smile when we are in other areas of the building  Seldom  Model for each other  All  Get acknowledgement from our teacher  Sometimes  Follow class rules and routines- encourage one another  All Our Good Day Classroom Plan Good Day What happens on a Good Day? Now How often does it happen ? Action What can I do to make it a Good Day? Who can Help?

32. 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.

33. 5. Design a Functional Physical Layout for the Classroom – Different areas of classroom defined for different activities Define how to determine “what happens where” – Traffic patterns – Groups versus separate work stations – Visual access Teacher access to students at all times Student access to relevant instructional materials – Density – Your desk

35. 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?

36. Physical Space Divide Classroom into defined areas Locate areas within easy access of any external requirements (e.g. sink, light) Separate incompatible activities Limit barriers that hinder supervision Keep aisles and pathways are clear and don’t pass through work areas Avoid large open spaces that invite inappropriate physical activities Locate the Teacher’s desk: out of the way

37. Classroom Arrangements Desks in rowsDesks in a horseshoe

38. Classroom Arrangements Desks in clustersDesks in circles

39. 6. Maximize Academic Engaged Time Efficient transitions Maximize opportunities for student responses Self-management Active Supervision Move Monitor Communication/Contact/Acknowledge

40. Wong: The 4 kinds of time at school Allocated Time 100% – Total time kids are in class Instructional Time90% – Total time you can observe a teacher teaching Engaged Time75% – Total time a student is involved in the learning Academic learning time35% – Time during which a student can demonstrate their learning.

41. Techniques for maximizing academic engagement during teacher-led discussions Provide ample opportunities to respond Two minute pause Think-write or draw Outcome starter sentence Reaction diagram Compare/contrast diagram

42. Maximize Academic Engaged Time: Instruction Influences Behavior Pacing Opportunities for student responses Acquisition vs Practice/Performance Student feedback from teacher Student choice Sequence activities so preferred activities follow more demanding activities

43. Activity: Count opportunities for student responses during a 20 min teaching lesson. – Elementary – Middle – High School

44. 7. Ensure Academic Success: Match Curriculum to Student Skills Failure as a discriminative stimulus for problem behavior. – 70% success rate. – Young learners versus experienced learners – How can we teach with success and still teach the required curriculum? Monitor and adapt – Maintain instructional objective, but adjust the curriculum/instruction – The art of curricular adaptation (strategies) Have fun Kent McIntosh

45. Instruction Influences Behavior Pacing Opportunities for student responses Acquisition vs Practice/Performance – Joe Wehby – Phil Gunter Student feedback from teacher Student choice Sequence activities so preferred activities follow more demanding activities Jorge

46. 8. Establish an effective hierarchy of consequences for problem behavior Do not ignore problem behavior – (unless you are convinced the behavior is maintained by adult attention). Establish predictable consequences Establish individual consequences AND group consequences Define the school-wide “rule” for what is managed in the classroom and what is sent to the office

47. Activity  Define the school-wide rule for what should be managed in the classroom versus what should be sent to the office.  Any behavior that places the student or others at risk.  Any major behavioral violation  Any behavior that requires more than 1 min of teacher time pulled from instruction for all.

48. Decreasing Negative Interactions Determine if aspects of the environment (physical setting, schedule, organization, social situation) are contributing Use “pre-corrections” to prevent the misbehavior Praise other students for doing things the “right way”

49. Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat violations Plan consistent with school-wide plan Consequence linked to context Consequences for Problem Behavior

50. Reasonable and Logical Strategies Student BehaviorCommon responsePBIS response Chews GumTeacher sends student to the office ??? Turns in a sloppy paper Teacher refuses the paper ??? Walks in noisilyTeacher ignores behavior ???

51. Reasonable and Logical Strategies Student BehaviorCommon responsePBIS response Chews GumTeacher 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 noisilyTeacher ignores behavior Walks in again quietly

52. Reasonable and Logical Strategies Student BehaviorCommon responsePBIS response Passes paper in incorrectly Teacher deducts 10 points ??? Arrives lateTeacher sends student to the office ??? Does not bring text book or pencil Student sits at their desk without a pencil or textbook ???

53. Reasonable and Logical Strategies Student BehaviorCommon responsePBIS response Passes paper in incorrectlyTeacher deducts 10 pointsPasses paper in again correctly Arrives lateTeacher 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)

54. Strategies for Intervening Proximity – Adult presence and supervision Gentle verbal reprimand – Short, very brief disruption, clear – State positive rather than negative (accusative) Discussion – Most effective if discreet and occurs later If not, you leave class waiting; misbehaving student can get rewarded; student will likely be defensive; your own frustration

55. Strategies for Intervening (cont) Praise someone else – Descriptive praise, but avoid embarrassment – Best for younger children who are eager to please Restitution – Repair damage but don’t hold grudge – Reparation is not punishment Use sincerity – How their behavior is affecting others (& you) – Keep emotions in check

56. Strategies for Intervening (cont) Family Contact – Be objective and descriptive, not judgmental – Suggest that family discuss the situation later and communicate expectations Don’t imply child should be punished – Create partnership with parent to support child Humor – Best when used selectively with older students – Avoid sarcasm, embarrassing, or making joke of child or situation

57. 9. Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring

58. 10. Teacher has System to Request Assistance Teacher should be able to identify need for assistance and request help easily. – Teacher request for assistance form – Three times each year when teacher is prompted to identify students needing extra support. Request for assistance form

59. Models for implementing new skills (or support with existing Consultation and feedback can be effective in increasing effective teaching practices (Sheridan & Welch, 1996) Peer coaching as a way to support implementation of new skills – Conduct observations of each other Teacher teams – Invite feedback (during challenges) – Ask for help!

60. 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?

61. Building Systems to Support Best Practices in the Classroom How will staff get assistance for students who need more support? Easy to complete Clear Process – Who gets the completed form? When should I hear back?

62. Building Systems to Support Best Practices in the Classroom How will staff get skills? “If you don’t feed the teachers, they will eat the children” Leadership Team will: – Conduct needs assessment- make professional development decisions based on results Self assessment, Classroom Check-up EBS Self Assessment – Classroom Walk through

63. Develop system to present best practice and encourage teacher engagement and implementation – Develop Annual Training Calendar – Created timelines for implementation of each feature Weekly skill and/or feature mini-lessons Cool Tools – Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Dedicated time during staff meetings – Planned booster session – Orientation for new staff University of Missouri Adapted from Lori Newcomer, Ph.D.

64. How will staff get feedback Create small learning communities – Ability for teachers to observe each other – Get access to data- performance feedback Team builds structure- Van Acker Grade level teams provide support buddy system core master teachers

65. Data System Observation, Take Data, Provide Feedback Periodic self-assessment for progress monitoring and fidelity check

66. Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer Effective Classroom Management Practices Current Status Not In Pl 0 Partial 1 In Place 2 DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations) ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIORNMENT 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 6. Maximize academic engagement a) Opportunities for student responses (0.5/min) 7. Promote academic success a) Academic success rate matches level of learning b) Curricular adaptations available to match student ability 8. 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 10. System available to request behavioral assistance Summary Score Total Points = ______ X 100% = % 20

67. Activity  Assume you are the faculty for the whole school. Independently rate your own classroom  If you do not have a classroom rate the classroom you know best. Produce a “Mean” for the school by taking the mean of your classrooms. Identify the one element of the self-assessment that would make the biggest difference. Identify one action to be completed within the next three months of school that would improve that element.

69. 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?

70. 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

71. Response cost… …a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior. Response cost is often used with token economy programs. The response cost must be less than the total amount of number of reinforcers available (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

72. Working together in a peer coaching relationship Communicate effectively Listen more… – Develop inner silence – Clarify – Communicate your understanding – Practice listening

73. Data is your friend Data is not a four letter word

74. Use Data to Examine Classroom System: Tools to help How do you know PBIS is in place? Collect data – Are rules being followed? – If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

75. Resources on Classroom Management CHAMPs: A proactive and positive approach to classroom management – Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing. Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches – Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing.

76. Classroom Check-up A consultation model designed to increase behavior management – Conduct observations – Assess critical classroom variables Positive to negatives Number of disruptions per 5 minutes Percent of on-task kids – Provide feedback – Collaboratively design individualized intervention plan – Teachers self-monitor/ and are receive ongoing feedback and support (Reinke et al., 2008)

77. Classroom Check-Up Observation Form Step 1 Opportunities to respond Correct academic responses Disruptions Ratio of Interactions – Specific praise – General praise – Reprimands

80. Classroom Check-Up Observation Form Step 2 For the next 5 minutes, focus on a different student every 5 seconds. Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again. Continue until 5 minutes has elapsed.

81. 1+1+ 2+2+ 3+3+ 4-4- 5+5+ 6+6+ 7+7+ 8+8+ 9+9+ 10 + 11 + 12 + 13 + 14 + 15 - 16 - 17 + 18 + 19 + 20 - 21 - 22 + 23 + 24 + 25 - 26 - 27 + 28 + 29 + 30 + 31 + 32 - 33 - 34 + 35 + 36 + 37 - 38 - 39 - 40 + 41 + 42 - 43 - 44 - 45 - 46 + 47 + 48 + 49 + 50 + 51 + + 52 + 53 + 54 + 55 + 56 + 57 + 58 + 59 + 60 + Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent. 44 /60 = 73%

82. Sample

83. CCU Feedback Form Calculate your data/tallies Fill into the feedback columns (by looking at the benchmarks) Choose ONE goal! Watch your students succeed! A few notes – These are determined by ideal research conditions – Special education considerations

86. Classroom Management: Self Assessment Classroom Management PracticeRating 1.I have arranged my classroom to minimize crowding and distractionYes No 1.I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 1.I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 1.I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 1.I provided each student with multiple opportunities to respond and participate during instruction. Yes No 1.My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 1.I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 1.I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 1.I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 1.In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes________ Simonsen, Sugai, Fairbanks, & Briesch, 2006 http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=174

87. 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 MissouriLori Newcomer, Ph.D.

88. A few cautions and adaptations to practices Response Cost

89. Response cost… …a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior. Response cost is often used with token economy programs. The response cost must be less than the total amount of number of reinforcers available (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

90. Response Cost -AKA The Chart! Top 5 cautions when using ‘the chart’ 5. Be sure to build in forgiveness 4. Never let a student get ‘in the hole’ 3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost) 1. PBIS Standards of Practice – Techniques that do not cause pain or humiliation or deprive the individual of basic needs (2007). PBS standards of practice: Individual level. Available for download from http://apbs.org/whatsnew.html#standards_of_practice.

91. Resources Coaching Classroom Management: S trategies and Tolls for Administrators and Coaches – Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to classroom management – Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing. – Function Based Thinking: A systematic way of thinking about function and its impact on classroom behavior. Beyond Behavior (in press) Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P. Good Behavior Game Implementation & Procedures Manual – Anderson, C,M. & Rodriguez, B.J.