Classroom Systems:Positive Behavior Support

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu www.web.pdx.edu/~cborgmei/

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

ID Source of Concern

Individual Student Support Couple of students

causing repeated concerns

Few concerns with other student behavior in class

Concerns w/ students may cross multiple settings

Classroom Support Referral/ discipline

occurring with a number of different students

Same students have fewer concerns in alternate settings

or

Look at the data

Referral data Individual Student concern v. Classroom

Management concern # of referrals per teacher # of referrals per student

Where to intervene?Student or Classroom?

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day in-

service- Observe in effective classroom - Observe & give feedback

What is likelihood of change in teacher practice?(Sugai, 2006)

Example Action Plan Strategies+ Build on SW System+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

(Sugai, 2006)

Classroom SystemsBuilding Capacity v. One Shot Support

Build systems to support sustained use of effective practicesSW leadership teamRegular data reviewRegular individual & school action planning

Regular support & review To begin school year & throughout school year

Team led, school-wide approach to classroom systems

Don’t train & hope

Consistent recurring focus on evidence based practices for effective classroom management

Link with SW-PBS efforts Team driven Use data to guide & monitor efforts

Classroom Management Checklist

Have your entire staff complete the Classroom Management Self Assessment Checklist

Plan to complete 3 times per year Fall/Winter/Spring

Team collects data to: Strategically guide decision making

Identify staff development topics/ areas of common need Monitor progress

When Giving the Survey

Make sure staff understand this is NOT an evaluative tool

Encourage honest evaluation of individual practices If anonymous responses would increase accuracy of evaluation

– you could do so

Preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate

Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom management and behavior

Look at data in multiple ways

Entire staff mean School-wide -- strive for 80% In Place

Across items: identify faculty strengths Identify common areas of need for whole staff

development

Focus training on specific areas to develop Monitor growth over the course of the year

Present Data to Staff

Show:StrengthsAreas to DevelopHow the team is using the data to guide

planning for staff development related to Classroom Systems

What is next?

Prioritizing Areas for Staff Dev’t

Staff Development activities focused on specific strategies Challenge = Building Habits – remembering to do the

little things consistently

Priority 1 PreCorrection

Model – give examples Have staff members ID 3 recurring challenges with a student or

entire class Develop 2 PreCorrection statements for each scenario Identify strategies for review and encouraging use of identified

strategies Morning announcements – PreCorrect staff to PreCorrect

Instructional Observations/Evaluations Set up consistent expectations across school

with regard to effective classroom management practices

Use an observation tool focused on the same practices as the classroom self-assessment

Staff know the targets for part of their evaluation & it will match with self-assessment and personal goals

Activity

Using the school data provided from Multnomah ElementaryPrioritize 3 target skills for Staff Development

What would be some ideas for providing this staff development?Remember… avoid Train & HopeSee next slide for guidelines

Individual Action Planning

Using Self Assessment w/ Individual Teachers Have teachers complete self-assessment

Build in time for staff to reflect on scores & develop a personal action plan focusing on specific practices in self assessment Encourage staff to identify a way to regularly prompt/encourage

use of practices Buddy system Review at staff meetings or prompts

Periodic review of progress on individual action plans

Tasks

Identify a schedule for doing assessment Staff-wide (3 x’s per year)

Give the Self Assessment to staff to complete Suggest giving staff time to complete the assessment

in a staff meeting

SW PBS team summarizes the data & Develops an Action Plan

Present data to staff w/ action plan

Extending SW PBS in to the Classroom

Focus on the Classroom

Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom

Potential reasons: Need for direct training to generalization or adapt

school-wide practices to classroom settings OR That school-wide intervention does not specifically

address the broader array of practices required in the classroom

Defining Expectations & Teaching Behavior Extension to Classrooms

Defining Behavioral Expectations & Classroom Routines Link classroom to school-wide expectations

What are Classroom Routines? How to:

Enter the classroom Sharpen pencil Turn in homework Get a pass Ask for help Participating in Class - Raise hand & wait to be called on

Completing a Classroom Matrix w/ Routines See pp. 2-3 in packet

Teaching Behavioral Expectations & Routines

Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practiceSee Sample Lesson Plan (pp. 4-5 in packet)

Link classroom to school-wide Schedule for Teaching of Expectations & Routines

Teaching Behaviors & RoutinesTell/model/explainGuide practiceMonitor & assessGive positive feedback

Give corrective feedback – initial focus on prompting expected behavior

Prompt/Precorrect for Expected BehaviorFrequent Teaching & Review until class is

fluent

Scheduling Lessons

Similar to scheduling times to conduct SW PBS Lessons

Can schedule times to conduct Classroom lessons & routines In beginning of the year Booster sessions throughout the year Reteaching areas of concern

Maybe arriving to class, raising hand & waiting to be called on, etc.

Catch ‘em Being Good5:1 Ratio

Extending the Acknowledgment System in to the Classroom Extending the SW Acknowledgment System into the

classroom Creating an Additional Classroom Acknowledgment

system Use systems to acknowledge individual students & group

Have teachers with model acknowledgment systems in the school share how they implement their classroom acknowledgment systems

During instruction is when we have the most on our mind – an acknowledgment system can be prompt needed to develop those habits of catching kids doing well

Responding to Misbehavior

Misbehavior Happens: Provide staff with guidelines for responding Options for responding to misbehavior in the

classroom “Defusing Anger & Aggression” video by Colvin

Targets Secondary classrooms but also useful for Elementary

Purchase at www.lookiris.com through Iris Media Follow-up w/ small group discussions to identify specific

strategies used in video & develop an Action Plan to encourage use in classroom

Have staff role play some of the strategies

Guidelines for Responding to Misbehavior

Respond Consistently, Calmly, Briefly & Return to Instruction Goal: pay more time & attention to positive behavior Reduce Student Escalation Reduce amount of missed instructional time

See p. 7 in packet – 9 Variables Affecting Compliance

3 cheap, easy & powerful Behavior Management Tools

Proximity Moving & scanning frequently Slowly moving toward a student & using proximity,

instead of verbally addressing Reinforcement

Acknowledging other students who are on task Precorrection

Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior

Use Alpha Commands when responding to problem behavior Alpha Commands

Minimal # of words Clear, concrete &

specific Give a reasonable

amount of time for behavior to occur

Beta Commands Wordy Vague Often convey feelings

of frustration or anger May contain many

sets of directions

**See pp. 8-9 for guidelines on Responding to Problem Behavior

Alpha Commands

Alpha Commands are Clear & Positive “Pick up your chair, sit down, and draw a picture

of your favorite animal”

instead of

“How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”

Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)

Specific Request

If, Compliance Walk Away & wait 5-10 seconds

If, Non-Compliance

Reinforce!

“Please _________”

Request in a calm voice

If, Compliance

If, Noncompliance

Preplanned Consequence

Walk away & Wait 5-10 sec.

Reinforce!

For the Most Challenging Students

Have you tried everything you can think of? Self check w/ suggested interventionsSee packet p. 6 for suggested interventions

page Seek assistance from Individual Student

Systems

Role of Academics

Instructional Classroom Management Among the Best Behavior Management tools we

have in the classroom Effective Instruction

Using Research Based Curriculum

High rates of student participation Successful participation – 90% success rate or better

Most frequent reinforcer in the classroom should be academic success