Classroom SystemsSchool-wide PBIS

CHRIS BORGMEIER, PHD

PORTLAND STATE UNIVERSITY

CBORGMEI@PDX.EDU

W W W. P BIS C LA S S R O O M S Y S TEM S. P BW O R K S. C O M

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

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 practices SW leadership team Regular data review Regular individual & school action planning

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

Behavioral Expectations

EXTENDING PBIS INTO THE CLASSROOM

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

Example Classroom Matrix

Teaching Behavioral Expectations & Routines

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

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

Teaching Behaviors & Routines

Tell/model/explain Guide practice Monitor & assess Give positive feedback

Give corrective feedback – initial focus on prompting expected behavior

Prompt/Precorrect for Expected Behavior

Frequent Teaching & Review until class is fluent

Video Demonstration of Teaching Routines & Expectations

http://explicitinstruction.org/?page_id=75

Watch videoIdentify:

Behavioral Expectations Defined & Taught Classroom Routines Defined and Taught

Identify strategies use to instruction expectations & routines

Time for Teachers to Complete

IDEALLY…Identify and set aside times for teachers to

work on this taskTeachers may want to work on this in grade

level teams to share ideasHave teachers turn in completed Classroom

planning worksheets to PBS team to share with other teachers

Misbehavior Happens: Train staff with strategies for responding

Options for responding to misbehavior in the classroom

“Defusing Anger & Aggression” or “Managing Non-Compliance” video by Geoff Colvin

Purchase at www.lookiris.com through Iris Media Show isolated vignettes Identify specific strategies used in video Identify how & when to use strategy in your

classroom• Be SPECIFIC -- what to say/ what to do

Physically rehearse doing it your way several times Develop prompts to encourage use in classroom

Classroom SystemsSchool-wide PBIS

Increasing Specific Praise (5 to 1 Ratio)

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com

Supporting Effective Classroom Practices

Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood

The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

Objectives Teach staff the “Habit Loop” and how to change/

develop good habits

Identify the Targeted Classroom Practice & provide examples

1) Brief presentation of practice2) Time to individualize practice to fit your classroom,

context & needs

3) Brief presentation of Reminders & Supports to use your practice

4) Time to develop an individualized Plan for Support

The Power of Habit:

Why we do what we do in life and

business

Charles Duhigg

Video Intro

#2 on NY Times

Bestseller List on

March 18th 2012

Integrating “Power of Habit” in to the Classroom

How can we support teachers to: Understand the “Habit Loop” Build habits to use Evidence-based

Classroom practices Change or Build Habits in the classroom &

replace w/ Evidence-based classroom practices

The Habit Loopfrom “The Power of Habit”

A habit is a formula our brain automatically follows:When I see a CUE, I will do ROUTINE in order to get a REWARD.

Classroom SystemsBuilding Capacity v. One Shot Support

Build systems to support sustained use of effective practices SW leadership team Regular data review Regular individual & school action planning

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

Classroom Practices Self Assessment

Staff completed the Classroom Practices Self Assessment on-line last month

Team collects data to: Strategically guide decision making re: Prof’l Dev’t

Identify staff development topics/ areas of common need

Monitor progress

Looking for High Blue (Not or Partially In Place) & High Red (Priority)

Jason Lee K-8January 2015 Rankings

% Not or Partial In

Place

% High/Med Priority

Total Rank

2. 5:1 ratio 45 68 113

8. PreCorrect 48 81 129 2

11. Stud Resp 45 68 113

12. Varied Resp 42 74 116

15. Success Rate 58 84 142 1

18. T: Group Work

39 75 114

School-wide Total % In Place = 74%Partial = 24%Not In Place = 1%Not Applicable = 2%

Targeted Classroom Practices

5:1 Ratio – Increasing acknowledgment of expected behavior I acknowledge student positive behavior at least

5 times more often than I acknowledge student problem behavior.

“Power of Habit” in the Classroom

1) Brief presentation of practice

2) Time to individualize practice to fit your classroom, context & needs

3) Brief presentation of Self-Monitoring use of your targeted practice

4) Time to develop an individualized Self-Monitoring Plan

Follow Along in the 5 to 1 Ratio Guide

Praise & the 5:1 Ratio

Pay attention to What you Want to See

Acknowledge positive behavior 5 times more often that you respond to negative behavior

Keep it genuine; not the same for all kids

Negative interactions are not wrong and are sometimes necessary; the keys are: How the negative interactions are provided (gentle, respectful

corrections) & the ratio

There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

Why Praise & Acknowledge Desired Behavior?

Reinforce teaching of new behaviors

Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial

Harness the influence of kids who are showing expected behaviors to encourage the kids who are not

Strengthen positive behaviors that can compete with problem behavior

Improve school climate

Create positive interactions and rapport with students

5:1 Positive to Negative Ratio

The field at large recommends somewhere between 3 and 6 positive to every 1 negative Gable, Hester, Rock & Hughes, 2009; Kerr & Nelson,

2006; Nafpaktitis, Mayer & Butterworth, 1995; Stichter et al., 2009; Walker, Ramsey & Gresham, 2004)

Mental Health (Frederickson & Losada, 2005) 2.5 to 1 = normal functioning 4.3 to 1 = optimal functioning

Tipping point seems to be 2.9 to 1

5ish to 1

5:1 ratio, it’s not just for kids

Married couples that last (Gottman, 1994) Flourishing marriages: 5.1 to 1 speech acts &

4.7 to 1 for observed emotions Poor marriages: 0.9 to 1 speech & 0.7 to 1

actions

Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7

Losada, 1999; Losada & Heaphy 2004

ELEMENTARY60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes

MS60 min x .04/min = 2.4 praise/hour; 1 every 25 minutes

Research on Praise & Acknowledging Positive Behavior

Research has demonstrated that increased Praise can lead to increases in the following:

Students’ correct responsesWork productivity and accuracyAcademic performanceOn-task behavior and attentionCompliance, positive comments about

self Cooperative play

Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008

Critical Features of Acknowledgement

Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior

performed Sincere: credible and authentic Varied: varied word choice, varied academic and

behavior praise, whole group, small group and individual Student referenced: compares student performance to

previous performance and does not compare students to others; acknowledge effort 

Positive Acknowledgement/ Praise examples

 “Excellent job listening and following directions the first time.”

“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”

“Wow, you completed your math work correctly before the end of class.”

When Acknowledging Positive Behavior

Identify the specific behavior being acknowledged

Link the behavior to one of the SW-Rules

GOOD EXAMPLE “Wow, thank you for helping to clean up the spill,

that was very Responsible of you”

NOT AS GOOD “Thank you, good job!”

Increase Positive Feedback & Decreasing Negative

ID a specific problem behavior you would like to see less of and define the opposite of this behavior

Teach & re-teach the expected/desired behavior

Provide “precorrections” in advance to set up positive behavior

Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback

Coaching Classroom Management, 2006

Procedural Steps for increasing Positive Acknowledgement Ratio

1) Identify challenging times, routines and behaviors that occur throughout the day

2) Identify desired behaviors to focus on praising, particularly during challenging times

3) Explicitly teach students to engage in desired behaviors

Procedural Steps for increasing Positive Acknowledgement Ratio

4) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior

5) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior

6) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

Step 1: Identify Challenges & Positive Acknowledgements

Your Turn

Take a few minutes to Complete Step 1 of the Worksheet

Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support

FLIP THE RATIOTrading Negative Acknowledgements for Positive

Your Turn

Take a few minutes to Complete Step 2 of the Worksheet

Share your strategies with a partner

Set up Systems to Increase Positive Acknowledgement

Good Behavior Game T-chart Teach behavioral expectations Students earn points for positive behavior Teacher gets points for negative behavior Total points at end to determine if “reward” is earned

Hand out Acknowledgement Tokens or Tallies for positive behavior Individuals or Pre-arranged Groups in the classroom

Students Teacher

Ways to Encourage & Monitor your Ratio

Post a visual reminder to praise students in area viewed frequently

Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise

Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success

Self Monitoring

Training on classroom management practices alone does not result in changes or improved practice

Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices

(Simonsen, MacSuga, Fallon & Sugai, 2013)

Self Monitoring

Strategies for Self-MonitoringIndex Card Tearing (long side for positive, short

side for negative)Hash marks on tape on your arm or pant legGolf CounterMove Pennies or paperclips from one pocket to

other based positive & negative acknowledgements

Step 3: Self-Monitoring Plan

Your Turn

Take a few minutes to Complete Step 3 of the Worksheet

Make sure to Identify meaningful& feasible supports Identify your strategy for Self-Monitoring

Develop Peer Strategies for support – you can discuss with a peer

Please turn in a copy of your implementation plan with your name on it before you leave We will copy and get it back to you

Daily email prompt to enter self-monitoring data

Ongoing Implementation Supports

Graphic summary of Self-monitoring data will be provided

Review in PLC teams Set goals Problem Solve Encourage, Support & Celebrate

Team & School-wide Supports

Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom

improvement a regular part of meetings and activities

Begin meeting w/ 2 minute check: Check-In & Celebrate

successes Encourage implementation Problem solve & enhance

implementation Support Habit Development!

School-wide Supports Reminder on Morning

announcements Regular review/check-in

at staff meeting Rewards for

implementers & exemplars Recognize your Buddy Recognize someone you

observed engage in the practice

Daily or weekly implementation updates & recognition

Group Discussion

What school-wide strategies would be helpful for you in supporting your implementation? Regular reminders over announcements? Staff meeting review & sharing? Collect implementation data?

Daily email, survey monkey?

Next Steps

Daily monitoring of targeted classroom habit & data entry (4-6 weeks)

Regular encouragement and support from Leadership team

Review of data at team & staff meetings

Build Effective Classroom HABITS!!!

References

Descriptive Readings Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive

classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26. Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and

Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in

classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.

Research Studies demonstrating outcomes associated with the use of praise to reprimand Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science

Research Associates. Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom

management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261. Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise

on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.

Relationship between praise, rewards, and intrinsic motivation Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom:

Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis.

Review of Educational Research, 64(3), 363-423. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the

effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.