1. Connecting SW-PBIS to the Classroom: Designing Classroom Supports Patti Hershfeldt, Ed.D. Johns Hopkins University Bloomberg School of Public Health Center for Prevention of Youth Violence phershfe@jhsph.edu

2. 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.

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

4. 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

5. 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?

6. 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)

7. 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

8. 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

9. 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 Less than 2 praise statements per hour Most academic work consisted of independent seatwork Inconsistent distribution of teacher attention Compliance to a command generally resulted in the delivery of another command

10. 5 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

11. 1. Maximize structure in your classroom. 2. Establish, teach, prompt, monitor, and evaluate a small number of positively stated expectations. 3. Maximize academic engaged time 4. Establish a continuum of strategies to acknowledge appropriate behavior. 5. Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) Evidence Based Practices in Classroom Management

12. 1. Maximize Structure Develop Predictable Routines ◦ Teacher routines ◦ Student routines Design an environment that.. ◦ elicits appropriate behavior ◦ minimizes crowding and distraction

14. Design a Functional Physical Layout for the Classroom Different areas of the classroom designed for different purposes Traffic Patterns Visual access ◦ Teacher access to students at all times ◦ Student access to instruction Density Teacher desk

15. 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?

16. 2. Establish, teach, prompt, monitor, and evaluate a small number of positively stated expectations EstablishTeachPromptMonitorEvaluate

17. Establish Behavioral Expectations/Rules A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. Publicly post the rules. Should match SW Expectations

18. Teach rules in the context of routines Teach expectations explicitly. Define rule in operational terms—tell students what the rule looks like within routine. Provide students with examples and non- examples of rule-following. Actively involve students in lesson—game, roleplay, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting.

19. Teach the rules 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.

20. Prompt or remind students of the rules Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

21. Monitor students’ behavior Active supervision ◦ Move around ◦ Look around ◦ Interact with students  Reinforce  Correct

22. Evaluate the effect of instruction Collect data Are rules being followed? If not ask.. ◦ who is making them? ◦ where are the errors occurring? ◦ what kind of errors are being made? ◦ when are they being made? Summarize data (look for patterns) Use data to make decisions

23. Establish, Teach, Review, Monitor, and Reinforce a small number of positively stated expectations. Routines Rules Entering classroom Seat workSmall group activity Leaving classroom Show Respect Be Responsible Be Ready

24. 3. Maximize academic engaged time The Effective Teacher Teaches students not a subject or a grade level Maximizes academic learning time Has students earning their own achievement Keeps the students actively engaged in learning - Wong, 1998

25. 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.

26. Maximize Academic Engaged Time: Instruction Influences Behavior Pacing Opportunities for student responses ◦ Acquisition vs Practice Student feedback from teacher Student choice Sequence activities so preferred activities follow more demanding activities Re-package it

27. 4. Establish a continuum of strategies to acknowledge appropriate behavior. Five instances of praise for every correction. Begin each class period with a celebration. Provide multiple paths to success/praise.  Group contingencies, personal contingencies, etc

28. Increasing Positive Interactions Use individual conferences to provide specific praise “Search” for reinforceable behaviors Reduce attention to misbehavior and increase time rewarding positive behaviors Praise should be… – contingent: occur immediately following desired behavior – specific: tell learner exactly what they are doing correctly and continue to do in the future

29. 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.

30. 5. Establish a continuum of strategies to respond to inappropriate behavior. Apply consistently Immediate feedback (when possible) Plan consistent with school-wide plan ◦ Define the school-wide “rule” for what is managed in the classroom and what is sent to the office Consequence linked to context Establish predictable consequences Establish individual consequences AND group consequences

31. Alpha vs. Beta COMMANDS Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”) Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”) ( Annemieke Golly)

32. 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 ???

33. 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

34. 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 ???

35. Reasonable and Logical Strategies Student BehaviorCommon responsePBIS response Passes paper in incorrectly Teacher deducts 10 points Passes 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)

36. Use Data to Examine Classroom System: Tools to help

37. 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.

38. Classroom Check-up A consultation model designed to increase behavior management ◦ Conduct observations ◦ Assess critical classroom variables ◦ Provide feedback ◦ Collaboratively design individualized intervention plan ◦ Teachers self-monitor/ and are receive ongoing feedback and support (Reinke et al., 2008)

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

42. 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.

43. 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%

44. Sample

45. 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

48. 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

49. 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

50. 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.