1. 1 Preparing for the FCAT Monthly PBS Coaching Meeting Module K 2013 DC/District Name Here

2. 2 Suggested Agenda Tier 1 PBS PBS and academic achievement Data tools and data review FCAT preparation and strategies Classroom PBS Classroom PBS and academic achievement Classroom management strategies Classroom data tools and data review Classroom FCAT preparation and strategies

3. 3 Tier 1 PBS and Academic Achievement

4. 4 Positive Behavior Support and Academic Achievement Research 1.PBS, implemented with fidelity, results in a reduction of office discipline referrals and suspensions and is associated with academic gains in reading and math. (Muscott, Mann, LeBrun 2008) 2.Schools implementing SWPBS scored higher on state reading tests than non-PBS schools. (FLPBS Project, 2007; Horner, Sugai, Todd, Lewis-Palmer, 2005; Horner, Sugai, Eber, Lewandowski, 2004) 3.Academic success is intrinsically linked to behavioral success. (Witt, VanDerHeyden, Gilbertson, 2004). 4.Efforts to establish school-wide PBS are associated with increases in student time-in-school. (Scott & Barrett, 2004) 5. SWPBS increases attendance. ( Luiselli, Putnam, Sunderland, 2002)

5. 5 Tier 1 PBS 1.Aims to build effective environments where positive behavior is more effective than problem behavior 2.Collaborative, assessment-based approach to developing effective interventions for problem behavior. 3.Emphasizes the use of prevention, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

6. 6 Tier 1 PBS Decreases 1.Office Discipline Referrals (ODRs) 2.Classroom problem behaviors 3.Administrative or crisis support 4.Referrals for intensive supports or ESE services 5.Time away from the teaching-learning environment Increase 1.Student learning and academic engaged time 2.Opportunities for students to achieve or exceed proficiency 3.Socially appropriate behaviors 4.Enhances student-teacher relationship 5.Positive school climate for all students

7. 7 Tier 1 PBS Benefits All Students General education Special education With and without disabilities Across all grade levels Across all levels of academic achievement All Staff Not a special education issue, but an education issue All Families

8. 8 Tier 1 Critical Elements and Academic Success Expectations and rules developed, posted and taught Effective reward system developed, taught and implemented consistently Effective discipline procedures developed, taught and implemented consistently On-going evaluation of behavioral and academic data Discuss how these critical elements support academic success.

9. 9 Making Time for PBS Formal lesson plans Initial lesson plans provided Use existing curricula lesson plans (Skillstreaming, Second Step, etc.) Online lesson plans Provide incentives additional ideas from staff Set schedule with minimum requirements for teaching Embed PBS within academic lessons Increases relevancy of assignments Promotes generalization Saves time

10. Focusing on behavior does not impede student performance, but may help maintain or increase it.

11. Time Regained with PBS http://www.pbismaryland.orghttp://www.pbismaryland.org.... “Cost/Benefit Worksheet”

12. 12 Tier 1 Data Collection Coaching Facilitators PBSES data for each school Average percentage of students at Level 3+ on FCAT reading Average percentage of students making gains in reading Percent of lowest 25% making reading gains Average daily attendance Average ODRS/100 students Average ISS/OSS/100 students BoQ and/or PIC Data Fidelity of PBS implementation Specific areas of concern

13. 13 Tier 1 PBS and FCAT Preparation Group Activity and Discussion Analyze trends, positive increases and/or decreases Note specific areas of concern Have Tier expectations been taught to all students on your campus? Have all students had the opportunity to earn reinforcers for engaging in the school-wide expectations? Are specific lesson plans in place and being implemented to address expectations of concern? Others? Note areas of success What variables contributed to the successful outcomes? Other areas of success? Brainstorm possible goals for this year or next year Additional questions/comments/concerns

14. 14 Tier 1 FCAT Strategies Group Activity and Discussion Develop FCAT strategies based on the data review, analysis, and discussion Reteach/review Tier 1 expectations Enhance rewards focused on expectations ‘ Be Responsible’ = attendance, on-time to school ‘Be Prepared’ = Have all necessary work materials Hold a PBS FCAT pep rally Other ideas or strategies?

15. 15 Classroom PBS and Academic Achievement

16. 16 Classroom PBS and Academic Success Research 1.Time out of class for behavior issues negatively impacts a student’s academic engaged time (AET). ( Skiba, Peterson, 2003) 2.Amount of instructional time is highly correlated with student achievement. (Putnam, Horner, Algozzine, 2006) 3. Classroom PBS increases the amount of academic instructional time by 57% and the amount of on-task behavior by 24%. (Putnam, Handler, O’Leary-Zonarich, 2003; Putnam, Handler, Rey, O’Leary-Zonarich, 2002) 4. Evidence-based behavior strategies, implemented with fidelity, result in positive student outcomes in the classroom. (Simonsen, Myers, DeLuca, 2010; Christenson, Reschly, Appleton, et.al., 2008)

17. 17 Classroom Indicators 1.>2-3 students off-task at one time 2.>10% of the students have incomplete assignments 3.Students need constant reminders to follow classroom rules 4.Disruptive behaviors occur more than once per hour and interfere with teaching and learning

18. 18 80/20 Rule Time Invested in Student Behavior >80% of the day teacher is engaged in positive interactions with students Teaching and rewarding appropriate behavior Enhancing/building positive teacher-student relationships Effectively responding to inappropriate behavior Preventing problem behavior <20% of the day teacher is engaged in addressing inappropriate behavior Knoster, APBS 2011

19. 19 Classroom Behavior Management Assistance Tools Classroom Assistance Tool (CAT) http://flpbs.fmhi.usf.edu/resources_classroom.cfm Benchmarks of Quality http://flpbs.fmhi.usf.edu/coachescorner.cfm Classroom Items 42-48 Identify Areas of strength Systems needing more support Specific areas to target Information specific to particular students

20. 20 Classroom Management Classroom Assistance Tool (CAT) Factors Environment Physical setting Procedures and routines Behavior System Expectations and rules Reward system Responding to problem behavior Curriculum and Instruction Instructional design and strategies Planning and preparation http://flpbs.fmhi.usf.edu/resources_classroom.cfm

21. 21 http://flpbs.fmhi.usf.edu/resources_classroom.cfm

22. Classroom PBS Benchmarks of Quality (BoQ)

23. 23 Five (5) Effective Classroom Management Practices Evidence Based Strategies 1.Develop, post, and teach, classroom rules tied to Tier 1 expectations (BoQ 42 - 44) 2.Maximize structure (BoQ 43 - 44) 3.Actively engage students 4.Acknowledge appropriate behavior (BoQ 45 - 46) 5.Effective responses to inappropriate behavior (BoQ 47- 48)

24. 24 1. Classroom Rules Defined and Posted Middle School Classroom Rules Respect Work quietly during independent and small group activities Responsible In seat when bell rings Complete assigned work Safe Clean up area before leaving Push in chair Elementary Classroom Rules Respect Listening ears when others are talking Responsible Complete assigned task Remain in area Safe Hands at side when in line Clean up centers when done 3 to 5 positively stated rules Aligned with Tier 1 Expectations Describe what students are expected to do vs. “Do Not's”

25. 25 Teach, Practice, Feedback, Prompt Explicitly teach rules and expectations Operationally defined Embed in lessons Opportunities to practice new skill(s) Role play, model, etc. Check for understanding Performance feedback Acknowledge efforts Recognize small steps Pre-correction, prompts and/or cues Verbal reminders prior to activity Acknowledge those demonstrating rules/expectations Active supervision Scan, roam, interact

26. 26 2. Maximize Structure (BoQ 43-44) Environmental Design/Physical Setting Elicits appropriate behavior Helps prevent or decrease problem behavior Minimize crowding and distraction Furniture allows easy traffic flow Ensure adequate supervision of all areas Designate staff and student areas Seating arrangements (groups, carpet, etc.) Effective procedures and routines Tiered to Tier 1 expectations Provide structure, consistency, and predictability Additional ideas for maximizing classroom structure?

27. 27

28. 28 3. Actively Engage Students Active Engagement Optimizes student learning Decreases opportunities for problem behavior Brisk pace of instruction 5-second wait for student ‘think’ time High rates of opportunities to respond Participatory instruction (enthusiasm, humor) Peer tutoring Computer-assisted instruction Response types Individual, pairs, and group responding (choral) White board, computer, clicker Response cards (Yes/No, True/False, Agree/Disagree) Gestures (thumbs up/down, high five) Additional ideas for actively engaging students?

29. 29 4. Acknowledge Appropriate Behavior (BoQ 45 - 46) Purpose 1.Serves as a teaching tool 2.Elicits repetition of desired behaviors 3.Fosters a positive classroom climate 4.Builds positive student-teacher relationships 5.Creates behavioral momentum Guidelines 1.Align classroom rewards with Tier 1 system 2.Clearly define and teach criteria for earning a reward 3.Reward contingent on desired behavior(s) 4.Refrain from threatening loss of or taking earned items away 5.Minimum 4:1 ratio of positive to neutral/corrective comments

30. 30 5. Effective Responses to Inappropriate Behavior (BoQ 47- 48) Consequence Guidelines 1.Determined in advance and taught to students 2.Hierarchy of options 3.Aligned with function of behavior (get/obtain; escape/avoid) 4.Severity of consequence and behavior match 5.Opportunities provided to learn and practice appropriate alternatives Examples 1.Prompt desired behavior 2.Eye contact, proximity, alter seating 3.Planned ignoring 4.Provide choices 5.Failure to earn privilege 6.Reward around student engaging in problem behavior Additional examples of effective responses?

31. 31 Classroom Data Review Review and Discussion Benchmarks of Quality: Classroom Systems (42-48) Are classroom expectations and rules posted and taught? Do teachers use immediate and specific praise? Are effective instruction and behavior management occurring with the classrooms? Classroom Assistance Tool http://flpbs.fmhi.usf.edu/resources_classroom.cfm Are there teachers for which this tool might be helpful in addressing behavior concerns in the classroom? Additional questions/comment/concerns?

32. 32 Classroom PBS and FCAT Preparation Group Activity How are classrooms identified at your school as needing additional supports? Number of referrals from a teacher Several students referred from the same class for ESE Repeated requests for behavioral assistance Brainstorm strategies for introducing the Classroom Assistance Tool on your campus. Discuss ways to use the tool to assist teachers in addressing problem behaviors in the classroom.

33. 33 Classroom FCAT Strategies Group Activity Develop FCAT strategies based on data review and analysis Reteach/review Tier 1 expectations Procedures and routines posted and reviewed Rewards focused on expectations ‘Be Responsible’ = on time to class, on-task behavior ‘Be Prepared’ = all assignments completed Expectations embedded into writing prompts Use FCAT afternoon to reteach/review behavior lesson plans Other ideas or strategies?

34. 34 Wrap-Up Questions? Comments? Need for additional support or training? Next steps? Next meeting?

35. 35 Contact Information and Resources FLPBS MTSS Project Phone: (813) 974-6440 Fax: (813) 974-6115 E-mail: flpbs@fmhi.usf.eduflpbs@fmhi.usf.edu Website: http://flpbs.fmhi.usf.eduhttp://flpbs.fmhi.usf.edu Facebook: www.facebook.com/flpbswww.facebook.com/flpbs FLPBS on Twitter: www.twitter.com @flpbswww.twitter.com OSEP TA Center on PBIS Website: www.pbis.orgwww.pbis.org Association on PBS Website: www.apbs.orgwww.apbs.org