Bridging the Gap

PBIS State Coaches Meeting April 21, 2009

Rosanne C. WilsonCynthia Schulmeyer Karyn Renneberg

HCPSS

Bridging the Gap

School-wide PBISBetween

and Classroom Management

Universal School-Wide

Classroom Universal

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

Data-based Monitoring

School-wide

Classroom

SWIS ODR DataLocation

Elementary Schools

20

3

1 1

3

8

1

7

0

5

10

15

20

25

Classroom Playground Gym Bus

1st Location

2nd Location

SWIS ODR Data Location

Middle Schools

11

1

0

1

4

7

0

2

4

6

8

10

12

Classroom Bus Hall/breezeway

1st Location 2nd Location

Summary

Location #1Classroom-79% (across levels)

Location #2Bus-52% (Elem/Middle)Playground-32% (Elem)Hall-58% (Middle)

Classroom-wide positive rules taught & encouraged Teaching classroom routines & cues taught &

encouraged Effective academic instruction & curriculum Ratio of 5 positive to 1 negative adult-student

interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors

Classroom

How Are Expectations and Rules Different?

• Expectations are broadly stated

• Expectations apply to all people in all settings

• Expectations describe the general ways that people will behave

Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida

APBS 2008

Differences continued. . .

• Rules describe specific behaviors:

Observable Measurable

• Rules may apply to a limited number of settings

• Rules clarify behaviors for specific settings

Transitioning PBS to the ClassroomKim Herrmann, Stephanie Martinez, & Michelle WhiteUniversity of South Florida APBS 2008

How Are Expectations and Rules Similar?

Both should be limited in number (3-5)Both should be positively stated Both should be aligned with the schoolBoth

should clarify criteria for successful performance

Transitioning PBS to the ClassroomKim Herrmann, Stephanie Martinez, & Michelle WhiteUniversity of South Florida APBS 2008

Which Ones Are Expectations? Which Ones Are Rules?

Table Activity

Envelope(s) on each table

Catagorize as rules or expectations

Add other rules or expectations to blank slips

Share out

BREAK

BREAK

Guidelines for Creating Rules

• Rules describe specific behaviors: Observable Measurable

• Rules may apply to a limited number of settings

• Rules clarify behaviors for specific settingsTransitioning PBS to the Classroom

Kim Herrmann, Stephanie Martinez, & Michelle White

University of South Florida APBS 2008

Define and teach 3-5 rules for your classroom early in year. Positively stated rules Easy to remember Posted in the classroomConsistent with School-wide

expectations Taught Directly

– Positive and negative examples Examples:

– Be safe, Be responsible, Be respectful– Respect others, Respect property, Respect self

SETTING

Classroom Hallways Playground Cafeteria Assembly Bus

Respect Ourselves

Be on task.Bring

homework.Come with materials (pencils,

paper, etc.)

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Sit in one spot. Watch for your stop.

Respect Others

Hands/feet to self.

Help/share with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.

Share equipment.

Practice good table manners

Listen/watch.Use

appropriate applause.

Use a quiet voice.Stay in your seat.

Respect Property

Recycle.Clean up after

self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit appropriately.

Use Your Style Arrive To School On Time

RESPONSIBLE Do Your Best

DETERMINED Eyes On Speaker

RESPECTFUL Inside Voice

RESPECTFUL Stay focused On Your Assignments

DETERMINED Keep Desk Orderly

RESPONSIBLE

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”

Provide multiple paths to success/praise.Group contingencies, personal contingencies, etc

Morning Meeting(Circle of Power and Respect, CPR)

Greeting

Sharing

Group Activity

Morning Message

– www.responsiveclassroom.com

What a Difference a Greeting Can Make

Sets that positive tone Provides a sense of recognition and belonging Requires students to extend the range of

classmates they notice and greet Allows the teacher to observe and take the pulse of

the class Provides practice in greeting others with appropriate

skills (eye contact, turn taking, hand shake, voice tone,etc)

ScoreBoard Similar to Good Behavior Game Write Class/Teacher name or for

younger classes smiley and frown. Points to class when rules are followed Points to teacher when not, don’t allow

more than a 3 point difference

Scoreboard After about 2-3 weeks add “Groan” Model and have class respond to prevent the fine Please Stop or Get it together,etc If the class responds before you write the points, then

they “win” This eliminates peer support of poor behavior

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.

Rules within Routines Matrix

Routines

Expectations

Entering Classroom

Seat WorkSmall Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Activity

Identify Routines

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

Instruction Influences Behavior

Pacing Opportunities for student responses

Acquisition vs. Practice/Performance Student feedback from teacher

Rob Horner, George Sugai, and Celeste Rossetto Dickey

University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org

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

Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org

Maximize Academic Engaged Time

Efficient transitions Maximize opportunities for student

responses Self-management Active Supervision

Move Monitor Communication/Contact/Acknowledge

Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org

Instructional “Management” Strategies

Peer tutoring Computer assisted Instruction Choral Responding Response Cards Direct Instruction Work-oriented, but relaxed and pleasant Students are deeply 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 is work-oriented, but relaxed and

pleasant

Universal Positive Behavior Support For the Classroom

Lori Newcomer, University of Missouri

C.M Anderson University of Oregon

Link classroom to school-wide–School-wide expectations

–Classroom v. office managed rule violations

Apply three tiered prevention logic to classroom setting

–Primary for all

–Secondary for some

–Tertiary for a few

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Studentswith At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL &POSITIVE BEHAVIOR

SUPPORT

Center on Positive Behavioral Interventions & Supports

www.pbis.org

George.sugai@uconn.edu

February 2006

Questions

This Afternoon Role of the Coach We want to Hear from You!!

QuickTime™ and a decompressor

are needed to see this picture.

New Coaches Veteran Coaches

Prizes! and Surprises!

Resources

• Best Behavior-Building Positive Behavior Support in Schools. Golly, A & Sprague, J. Sopris West Educational Services New York, NY 2005

• Building Effective Classroom ManagementRob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Support www.pbis.org

• Class-wide Interventions-Effective Instruction Makes a Difference Conroy, M.A. et al Teaching Exceptional children, Vol.40, No. 6, pp. 24-30

• Just In Time- Powerful Strategies to Promote Positive Behavior. Mendler, A.N., National Education Service, Bloomington, IN 2005

Resources

• Universal Positive Behavior Support for the Classroom, Lori Newcomer, University of Missouri

• Strategies for Successful Classroom Management-Helping Students Succeed without Losing your Dignity or Sanity, Mendler, A. N., Mendler, B.D., & Curwin, R.L.

Corwin Press, Thousand Oaks, CA , 2008

• Transitioning PBS to the Classroom K. Herrmann, S. Martinez, & M. White University of South Florida APBS 2008

• What Successful Teachers Do in Diverse Classrooms: Research Based Classroom Strategies for New and Veteran Teachers. Glasgow, N. A., McNary, S. J. & Hicks, C. D. (2006) Thousand Oaks, CA: Corwin Press