Connecting SW-PBIS to the Classroom: Designing Classroom Supports Susan Barrett Center on PBIS Sheppard Pratt Health System [email protected]

Connecting SW-PBIS to the Classroom: Designing Classroom

Supports

Susan BarrettCenter on PBIS

Sheppard Pratt Health [email protected]

Today’s Objectives

• Self Assessment- Assessing Current Status with Data

• Identifying the practices– Maximizing Student Engagement

• Building the system to support practices• Identifying role of administrator, team and

coach

Close the GlobalGap and

Healthy CountryHealthcare/economy

Academic Rigor

Social Emotional Health/ Mental

Wellness/Physical Health

Organizational Health:

Workforce

Equal Priority

Adapted from © Fixsen and Blase 2013, Barrett 2013

Impacts of SW-PBIS on Student Outcomes

• Significant reduction in school-level suspensions• Students in PBIS schools were 32% less likely to

receive an office discipline referral• A positive effect for school-level academic

performance (Bradshaw et al., JPBI, 2010)

• Significant reductions in teacher-rated behavior problems

• Rejection & bullying (Waasdorp, Bradshaw, & Leaf, 2012)• Service use (e.g., counseling, special education referral,

office referrals)• Reductions in concentration problems and

aggressive/disruptive behavior, and improvements in prosocial behavior and emotion regulation (Bradshaw et al., submitted)• Some indication that the intervention effects are strongest the earlier

students are exposed to SW-PBIS (Bradshaw et al., submitted)

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)

• Teachers experience greater efficacy– Increased student achievement– Creative and flexible instructional delivery– Teacher longevity (Woolfolk, 2002)

Workforce Development Snider 2006

“ I learned very little in my undergraduate teacher education program about how to teach; and for those 8 years I relied on luck, trial and error and the competence of colleagues for my professional development. I regret that I didn’t know more from the beginning because despite my earnest efforts, my students didn’t achieve as much as they could have. I knew very little about curriculum, effective teaching, or principles of classroom management beyond what I learned on the job.” (p. 2)

Leaders…“Call to Action”

How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?

**2 key components for School Improvement:1.Professional Development – Nurture the growth and development of our staff!!! Focus on skill development and support of individual educators2.Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

SYST

EMS

PRACTICES

DATA

SupportStaff Behavior

SupportDecisionMaking

SupportStudent Behavior

Classroom Supports

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

Big Idea

• We often assume PBIS PBIS is in place everywhere– But what about the classroom?– How is PBIS being used in the classroom ?– Do teachers feel supported?– How are teacher evaluation going ?

~5%

ALL

SOME

FEW

•SW Expectations linked to class rules and routines•Behavior Basics•Evidence Based Practices

•Feedback Ratio•Wait time•Opportunities to Respond•Self Management•Academic Match

•Working with Families•Transitions

•Using Pre-corrections•Active Supervision •Data Collection and Using Data to Guide Decisions

•ODR, MIR•Self Assessment

•Peer Coaching•Good Behavior Game

•Working with Families•Deciding to increase Support•Progress Monitoring

•Using the Daily Progress Report• Working with Students using CICO•Working with Students using “CICO Plus” Academic or Social Instructional Groups

•Using Data to Guide Decisions•Working with T2 Teams

•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements

Classroom Supports

Self Assessment• Review Data- Office Referrals by location

– Where are most referrals coming from in your school? What is most concerning?

• What are the current practices?– For Encouraging – For Responding

• What are the current structures in place that support teachers? – FORMAL: process in handbook, teams, paperwork, flowchart,

professional development– INFORMAL: What really happens?

• How would you change current system?

SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA – Supports Decision Making

PBIS “3-Circles” Problem-Solving Worksheet: What will students and teachers

say and do as a result of this: Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?____________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________

Classroom Management is a School-wide Consideration

• PBIS School team provides support– Clear delineation of office-managed versus

classroom-managed problems– Training on effective teaching and behavior

support strategies– Access to evidence-based strategies– Materials for implementing interventions– Easy way for teachers to request secondary and

tertiary interventions assistance

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.

Classroom Hallway CafeteriaAll School Settings

Respectful

Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells

Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self

Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume

Responsible

Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines

Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell

Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times

Ready

Carry supplies appropriatelyBe aware of people around you

Leave books/binders/coats in lockerGo directly to café Have money & number ready

Arrive on time and restedBe ready to participateKnow and follow school expectations

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s





Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

SYST

EMS

PRACTICES

DATA




Classroom Supports

Identify predictable problems

• Seat work / Independent Tasks–What’s the problem?–Who’s engaging in the problem?–When is it happening?–Why is it happening?

Self Assessment

• Current Tools– EBS Survey (Classroom)– 2010 New Teams have new BOQ and were introduced

to Classroom Supports

• Classroom Self Assessment• Administrator Walk Through- Missouri example• Teacher Focus Groups• Teacher evaluation and Support- Admin or team?

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONSClassroom behavioral expectations defined and taught (consistent with school-wide expectations)BOQ: Sect I #42

ESTABLISHG ROUTINES & EFFECTIVE LEARNING ENVIORNMENT Classroom routines defined and taught

a) Signal established for obtaining class attentionb) Self-management

Physical layout is functional and minimized crowding a) Classroom activities have locations b) Teacher able to monitor whole class c) Traffic patterns establishedBOQ: Sect I #43, 44

CONTINUUM OF STRATEGIES TO ACKNOWLEDGE APPROPRIATE BEHAVIORActive supervision of classroom a) moving through classroom, scanning, interactingPositive environment established a) 4 positive comments to every correction/negative b) First comment is positive/ celebrationsBOQ: Sect I #45, #46

MAXIMIZING STUDENT ENGAGEMENT Maximize academic engagement

o Opportunities for student responses (0.5/min)Promote academic successCurricular adaptations available to match student abilityUse activity sequence (scaffolding)Vary modes of instruction

DEVELOP A CONTINUUM OF STRATEGIES FOR RESPONDING TO PROBLEMATIC BEHAVIORHierarchy of responses to problem behaviorDo not ignore moderate/intense problem behavior Specific feedback for social/academic errorsResponses to problem behavior allow instruction to continue 10. System available to request behavioral assistanceBOQ: Sect I #47, 48

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONSClassroom behavioral expectations defined and taught (consistent with school-wide expectations)BOQ: Sect I #42

SYST

EMS

PRACTICES

DATA




Classroom Supports

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior5. Increasing Student Engagement6. Active Supervision

What are the Classroom Practices?

1. Classroom Expectations & Rules

Identify, Teach, Practice, Reinforce

Classroom Hallway CafeteriaAll School Settings

Respectful

Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells

Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self

Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume

Responsible

Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines

Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell

Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times

Ready

Carry supplies appropriatelyBe aware of people around you

Leave books/binders/coats in lockerGo directly to café Have money & number ready

Arrive on time and restedBe ready to participateKnow and follow school expectations

Why Focus on Classroom Rules?

• A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998)

• Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emer, 1982; Johnson, Stoner & Green, 1996)

• Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)

What are Expectations and Rules?

• Expectations are outcomes• Rules are the specific criteria for meeting

expectation outcomes• Rules identify and define concepts of

acceptable behavior• Use of expectations and rules provides a

guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards

Discuss: Importance of expectations & rules?

• 2-Minute Frenzy –

– How has clarifying schoolwide/non-classroom setting rules impacted student behavior?

– Why do you think it is important to clarify classroom rules?

Guidelines for Writing Classroom Rules

Consistent with schoolwide expectations/rules

1. Observable

2. Measureable

3. Positively stated

4. Understandable

5. Always applicable – Something the teacher will consistently enforce

Other Considerations…

• Students play a role in formulating rules

• Rules displayed prominently; easily seen

• Teacher models and reinforces consistently

• Rules that are easily monitored

Expectations and RulesExample…

• Expectation is: Students will be Safe

– Rules are…

• Keep hands and feet to self

• Use materials correctly

Which of These Follow the Guidelines?

• Keep hands and feet to yourself

• Turn in completed assignment

• Respect others

• Walk in the hallways

• Don’t run

Which of These Follow the Guidelines?

• Think before responding

• Come to class on time, prepared with all supplies and assignments

• Be responsible

• Be ready to learn

• Sit in your seat unless you have permission to leave it

3-5 positively stated expectationsalign with school wide expectations

teach replacement behaviorshave students practice

provide visual reminderspre-correctionsupervise

provide feedback

Evaluate problems Who? Where?What? When?

Basic Logic

Classroom Rule Writing Activity

• List problem behaviors in your classroom

• List replacement behavior (what we want kids to do instead)

• List schoolwide expectations

• Categorize rules within schoolwide expectations

*Post, teach and acknowledge

student compliance of rules

Handout 1 & 2

Classroom Rules Survey

• Write expectations from the SW matrix.

• List classroom rules for each expectation.

• Check if rules meet 5 criteria.– Observable, Measurable, Positive, Understandable,

Always Applicable

• Use survey questions to consider how expectations and rules are used throughout the building.

Handout 3

Schedule for Teaching Classroom Rules

• First Grading Period– Teach rules for all areas of school, including

individual classrooms, during first week of school

– After first week, review rules 2 or 3 times / week

Schedule for Teaching Rules

• Through Second Grading Period– Review rules once per week

• Remainder of the Year– Review rules periodically as needed

McCombs Middle School Teaching ScheduleDATES 6th Discover 6th Explorer Team 7 Team 8

Monday 8/30 2 3 4 5

TuPBISay 8/31 6 7 8 9

WednPBISay 9/1 1 2 3 4

Thursday 9/2 5 6 7 8

Friday 9/3 9 1 2 3

TuPBISay 9/7 4 5 6 7

WednPBISay 9/8 8 9 1 2

Thursday 9/9 3 4 5 6

Friday 9/10 7 8 9 1

Teaching Areas:1 – Cafeteria 4 – Restroom 7 -- Bus2 -- Hallway 5 – Auditorium 8 -- Office3 -- Outside 6 -- Before/After 9 -- Rewards 43

Admin and Coach: Establishing Systems

How will you support ALL teachers to align SWwith their classroom expectations/rules ?1.Gather data- Classroom Walkthrough2.Get buy-in (articles/research/baseline data)3.Teach Mini Module/Cool Tool4.Create support system (buddy/grade level team)5.Collect Data- performance feedback6.Present fidelity and outcome data-CELEBRATE

Using the Walk through

• Walk Through or Brief ObservationWho will conduct?Admin, Coach, Buddy or Peer?

References• Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

• Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

• Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education.

• Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

• Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon.

• IRIS Center, Research to Practice Instructional Strategies. Nashville: Vanderbilt University.

• Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

• Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

• Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation.

• Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.

• 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.



2. Classroom Procedures & Routines

Identify, Teach, Practice, Reinforce

Why Focus on Classroom Procedures and Routines?

• Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day. (Leinhardt, Weidman, & Hammond, 1987)

• As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated (Evertson, Emmer & Worsham, 2003; Good & Brophy, 2003)

What Are Procedures & Routines?

• Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom.

• Classroom procedures are patterns for accomplishing classroom tasks.

• Procedures form routines that help students meet expectations stated in the rules

What Are Procedures & Routines?

• Procedures should be succinct, positively stated and in age-appropriate terms

• Keep “Who, what, when, where, why, and how” in mind

• Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning 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.

Procedures and Routines

Effective Classroom Procedures (Newcomber & Lewis)

List Classroom Rules:

1.

2.

3.

4.

5.

Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations?

Identify Procedures for Teaching Classroom Rules: How and when will they be taught?

Record dates taught & reviewed

Identify your attention signal: Date taught

Determine your daily/hourly schedule

Is your schedule posted?

Procedure & Routine ExamplesElementary Secondary

•During Lessons

–Sit in a learning position

–Raise your hand for a turn to talk, if you

have

a question or if you need help

–Wait for the teacher to come to you

–Finish all of your work

–Read your book if you finish your work

early

–Take restroom or water breaks during

independent time

•Class Discussion

–Prepare for discussion by reading the

required

assignment in advance

–Wait until the other person is finished

speaking before you talk

–Stay on topic

–Respect other’s opinions and contributions

–Use appropriate expressions of

disagreement

Routines

RulesTransitions Seat Work

Small Group Activity

Whole Group

Be SafeHug your binder

Use walk ways

Sit ON chair. Feet on floor

Keep walk ways clear

Keep walk ways clear

Sit ON chair. Feet on floor

Be Respectful

Leave no trace

Do QUALITY

work QUIETLY

Use Names Take turns

Ask before you help

Agree to disagree

Look at speakerFollow voice

volumeRaise hand

Be Responsible

Write assignment in

plannerLeave with the

groupIn seat at the

bell

Start workRaise hand, ask for helpFinish your

work

Give back what you borrow

Put HW in boxShow active

listening

Rules within Routines Matrix- Signal/Prompt

Routines

Rules

Entering Classroom

Seat WorkSmall Group

Activity

Leaving Classroom

Respect

Responsibility

Safety

Table Activity: MatrixDevelop a sample class-wide matrix

• Develop a sample class-wide matrix for your classroom (or a classroom/grade/content area with which you are familiar).– School-wide expectations as row headings– Classroom routines as column headings– Fill in boxes with positive examples of rule- or

expectation-following behavior

• Prepare a 1 min update per table. 10 min10 min

Effective Learning Environments

• Develop Predictable Routines– Teacher routines– Student routines

• Design an environment that..– elicits appropriate behavior– minimizes crowding and distraction

Creating Environments

Environments that increase the likelihood are guided by a core

curriculum and implemented with consistency and fidelity

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

Questions for Planning Physical SpaceHow 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?

Elementary Example

• Lining Up– Sit quietly when you hear the signal

– Neatly place books and materials in your desk

– Quietly stand when your name (or row) is called

– Push your chair under your desk

– Quietly walk to the line

– Stand with your hands at your sides, facing forward, no talking

Elementary Example

• Learning Position– Sit with your bottom on your chair

– Sit with your legs under your desk

– Keep both feet on the floor

– Look at the teacher when he or she talks to the class

– Keep your materials on top of your desk

Elementary Example

• During Lessons– Sit in a learning position

– Raise your hand for a turn to talk, if you have a question or if you need help

– Wait for the teacher to come to you

– Finish all of your work

– Read your book if you finish your work early

– Take restroom or water breaks during independent time

Secondary Example

• Class Discussion– Prepare for discussion by reading the required

assignment in advance

– Wait until the other person is finished speaking before you talk

– Stay on topic

– Respect other’s opinions and contributions

– Use appropriate expressions of disagreement

Secondary Example

• Entering the Classroom– Enter the classroom before the bell rings

– Take your seat and get out the materials you need for class

– Talk quietly until the bell rings

– Stop talking and be ready to listen when the bell rings

Secondary Example

• Turning in Assignments– The last person in each row pass their paper to the

person in front of them

– The next person does the same until the papers reach the first person in each row

– The first person in each row passes papers to the right

– The first person in the last row places all papers in the basket on the teacher’s desk

Writing Procedures to Develop Routines

• Make a list of every task a student does in the classroom

• Determine the desired outcome• Decide how students need to complete the task• Consider what errors students are likely to

make• Consider problem areas or problem times…

often a well designed routine can smooth things out

Schedule for Teaching Classroom Procedures

• First Grading Period– Teach rules and procedures for all areas of school,

including individual classrooms, during first week of school

• Provide opportunities for review and practice• Provide frequent reinforcement/acknowledgement

– After first week, review rules and procedures 2 or 3 times per week

• Rapid pace, oral review during first or last few minutes of class

• Surprise quizzes about procedures for extra credit points• Divide into teams, ask questions about rules and procedures,

award points

Schedule for TeachingClassroom Procedures

• Second Grading Period– Review rules and procedures once per week

• Remainder of the Year– Review rules and procedures periodically as

needed

Teach Students to Self-Manage

• Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts.

• Teach self-management– The target behavior– The self-management behavior

– Prompts– Consequences

School Wide ConsiderationsHow do you check for this?

• Have SW expectations/rules/routines posted• Taught the expectation/rules/routines and

attention signal to ALL students.• Completed schedule for teaching throughout

year- use posters as script/prompt/common language

COACH/ ADMINISTRATOR• Conduct walk through- gather data• Celebrate!!!!

Map School-wide Rules & Expectations to Classroom Routines

School Rule Be Safe Be Respectful Be Responsible

Expected Student Behaviors

Walk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriately

Use kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned off

Be on timeBring binder and book everydayTake proper care of all personal belongings & school equipmentBe honestFollow game rules

Classroom RoutinesStarting the day put personal belongings in designated areas

turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30

Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class

Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished

Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help








• Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

• Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176






3. Classroom Strategies to Acknowledge Appropriate Behavior

What is your feedback ratio?

Why Acknowledge Appropriate Classroom Behavior?

Effective acknowledgment …• Can increase

– on-task behavior,

– correct responses, work productivity and accuracy,

– attention and compliance

– cooperative play

• Foster intrinsic motivation to learn which comes from mastering tasks

• Have vicarious effect with benefits that may be long lasting

Example Strategies to Acknowledge Appropriate Behavior

Examples…

• Verbal praise

• Thumbs up, high five

• Token economy

• Notes/phone calls home or to principal

• Student of the hour/day/week

• Special privileges earned through group contingency

Acknowledging Appropriate Behavior

Effective strategies are ….

• Clear and specific

• Contingent on desired behavior

• Applied immediately

• Teacher initiated

• Focus on improvement and effort


Effective strategies ….

• Provided frequently during acquisition

• Fade as skill develops

• Avoid comparison/competition across children

• Sincere and appropriate for student’s age

• Includes hierarchy of alternatives


Classroom Continuum:• Level 1 = Free and Frequent

– Use everyday in the classroom

• Level 2 = Intermittent– Awarded occasionally

• Level 3 = Strong and Long Term– Quarterly or year long types of recognition

Classroom Continuum of Strategies

Free & Frequent Intermittent Strong & Long Term

Verbal Praise

Smile

Stickers

Rubber Stamps

Thumbs up

Home Notes

Token Economy

Phone Calls

Special Privileges

Computer Time

Social/Free Time

Special Seat

Group Contingency

Field Trip

Special Project

Recognition

Ceremonies

Honor Roll

Classroom Continuum of Strategies

1. Clear and specific 2. Related to rules 3. Hierarchy of alternatives

Connection to SW System

Free and Frequent =

Intermittent

Strong and Long-term

Handout 1

What is your feedback ratio 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”– Behavioral priming

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

Feedback

• Defined as: When the degree to which a teacher provides the class or an individual student specific feedback on an academic or social behavior that indicates approval or preference for a specific behavior exceeds by a 5 to 1 ratio how often the teacher similarly gives feedback that indicates inaccuracy or disapproval.

Examples

• Teacher is circulating around the room during independent seat work, and says, “I have some good workers today!”

• Teacher is engaged in modeling of editing your own work through an example on the board during whole group instruction, she stops and says, ““I like the way everyone is listening so quietly”.

• Teacher is circulating through the class while students are writing and stops at one student and says:” Jamie, I like the way you are using your word list to check your spelling. “

Non-Examples

• “Ok, keep going” (prompt)• “Does ANYONE know what we are supposed

to be doing right now?” (this is a prompt disguised as sarcasm).

From Susan Barrett

Coach and Administrator: Building The System for Support

• How will you get baseline data? (Buy in)– Buddy to observe for 10– Teacher records voice for 10

• Teach mini module• Use buddy system to get performance

feedback• Show outcomes (anecdotal too)• CELEBRATE!!!

Classroom Continuum to Acknowledge Appropriate Behavior

• If a school wide system of recognition is already in place why is it important to also develop a classroom continuum of recognition?

• Give examples of how a classroom plan for acknowledging appropriate behavior might align with a school wide system of recognition.

• What response can you give to faculty who say it’s cumbersome or too much work to implement both a school wide system and a classroom system of recognition?

Group Contingencies

Interdependent Group-Oriented ContingencyDefinition: Reinforcement of the group is contingent on

the behavior of the whole class.Pros: Appropriate peer pressure which occurs naturally

in the classroom is used to encourage positive behavioral choices.

Cons: Scapegoating may occur. Students may blame one student for the class not earning the reward. One student may sabotage earning the reward for the whole group.

A few cautions and adaptations to practices

Response Cost

Response cost…

…a procedure in which a specific amount ofavailable reinforcers is contingently withdrawn following a response in an attempt to decreasebehavior. Response cost is often used with tokeneconomy programs. The response cost must beless than the total amount of number of reinforcersavailable (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

Response Cost-AKA The Chart!Top 5 cautions when using ‘the chart’5. Be sure to build in forgiveness4. Never let a student get ‘in the hole’3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost)

1. PBIS Standards of Practice – Techniques that do not cause pain or humiliation

or deprive the individual of basic needs

(2007). PBS standards of practice: Individual level. Available for download fromhttp://apbs.org/whatsnew.html#standards_of_practice.

TGBG: Overview

• General overview– Students divided into teams– Points allocated based on student behavior when

game is in effect– Rewards delivered periodically (end of day, end of

week) based on points earned

TGBG

1. Determine when game will occur (e.g., independent work, group work, computer time)

2. Break class into teams– Standing teams versus rotated membership

3. Review rules for TGBG

TGBG

1. Determine when game will occur2. Break class into teams3. Review rules for TGBG4. During game, provide points 5. Game ends, deliver recognition

– What is the goal?• Pre-announced versus hidden

– Who wins• Team with highest points versus everyone “over the bar”

Contingency Contingency Contracts + Contracts +

Student Interests Student Interests

RG3

Teach Work Completion

• Start work• Do work• Finish work

• Repeat directions back – what am I supposed to do?– What am I going to do?

• Goal line by time and Go back – 1st down by 5 – Go back and check your

work

• 3 times

Teach and Reinforce

When you get your work done…

RG3 = Reward list

When you do not get your work done…

Work Work Work = HW club

This is where you are now

This is your goal

Sign and Seal

• Sign if you agree• Review progress in 2 weeks

Earning pieces to the reinforcer

Hang Ten- - - - - - - -- - - - - - - - -- - - - - - - - -

Spinner

Mystery Motivator

• A mystery motivator is another way to add the exciting element of surprise to your reinforcement bank. It can be done by simply having your students come up with a bank of reinforcers, write them on small slips of paper, and place them in a rewards jar or in sealed envelopes. When students reach criteria, they can choose a slip from the paper. An alternative way is to place post it notes on a calendar or number grid. When students reach criteria, they can take a sticky note off. If the sticky note has an “X” under it, they can win the opportunity to draw a mystery motivator. (Maag, 2001a).

Group Contingencies• I am now responsible for another person’s

success….• Everyone is responsible for managing

behavior– “Hey- that’s not cool”– “We don’t do that here…”

• Examples: Paper Chain, “Anchor the Boat”

Resources• Coaching Classroom Management: Strategies 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.


• 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.













4. Classroom Response Strategies &

Error CorrectionIdentify, Teach, Practice, Reinforce

Classroom Response Strategies & Error Correction

• Providing effective error corrections.

• A continuum of response strategies.

• Consider the SW continuum of response.

• Enhancing classroom climate.

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office









Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Why Focus on Response Strategies & Error Correction?

• Clearly stating expectations and consistently enforcing them lends credibility to a teacher’s authority (Good & Brophy, 2000)

• Teachers who respond consistently feel positive about their teaching and help students improve their performance (Freiberg, Stein & Huan, 1995)


• Teachers should focus on increasing positive behavior and interactions by consistently enforcing expectations (Shores, Gunter & Jack, 1993)

• When teachers are inconsistent in their enforcement of expectations, students become uncertain of what those expectations are and that the expectations apply to them

(Evertson, Emmer & Worsham, 2003)


Consider this…

• “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).

Error CorrectionNon-Examples…

• How many times do I have to tell you to work quietly?

• Didn’t I just tell you to get your work done?

• Why are you talking when I’m talking?

• Do you want me to send you to the office?

• What’s going to happen if I call your mother?

• What do you think you’re doing?

• Don’t you think you should be using your time better?

Response Strategies & Error Correction

Should be….

• Calm

• Consistent

• Brief

• Immediate

• Respectful

Should also…

• 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

Activity: Reasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Chews Gum Teacher sends student to the office

???

Turns in a sloppy paper

Teacher refuses the paper

???

Walks in noisily

Teacher ignores behavior

???

Reasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Chews Gum Teacher 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 noisily

Teacher ignores behavior

Walks in again quietly

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)


Classroom Continuum of Response Strategies . . . 1. Prompt = visual or verbal cue

1. Redirect = restate matrix behavior

1. Re-teach = tell, show, practice, acknowledge

1. Provide Choice = range of alternates

1. Conference with Student













Response Strategies & Error CorrectionConference Procedures:

1) Positive, private, using quiet voice

2) Describe the problem

3) Describe the alternative (what the student should do instead)

4) Tell why alternative is better

5) Practice (student should tell and/or show)

6) Provide feedback

Response Strategies & Error Correction Conference Example

• Max, I know you were upset because the group didn’t include you.

• But you responded by calling them names and trying to argue.

• A respectful/safe way to handle this is to walk away and talk to someone else.

• By walking away and not raising your voice, you won’t get in trouble and someone might be able to help you join a group. Your yelling won’t change the behavior of the other students.

Response Strategies & Error Correction Example cont’d…

• Max, the next time someone tells you that you can’t join their group, tell me how you should handle it.

• That’s great Max. Even though it might be hard, being respectful/safe by staying calm, not raising your voice, and talking to someone about the problem will show other kids you can be a good group member and will keep you out of trouble.

Classroom Continuum of Response1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful

Words/actions an adult can use

Prompt Provide verbal and/or visual cue.

Redirect Restate the matrix behavior.

Reteach State and demonstrate the matrix behavior. Have student demonstrate. Provide immediate feedback.

Provide Choice Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete the task or for a different type of activity that accomplishes the same instructional objective.

Conference Describe the problem. Describe the alternative behavior. Tell why the alternative is better. Practice. Provide feedback.

Handout 1

Response Strategies & Error CorrectionPractice

Student Scenarios…• Consider the following examples of student misbehavior.

• With a partner discuss how the situation might have been avoided or ended differently if one or more of the Classroom Continuum of Response options were used.

• Using the Classroom Continuum of Response, identify options that might work best in each situation.

Handout 2

Scenario

• The class is working on an independent assignment. Students are working well except for two who are talking. The teacher says very firmly, “You are supposed to be working by yourself; there shouldn’t be any talking.” One student mumbles under his breath, and the teacher writes his name on the board. The student then curses at the teacher.

Schoolwide System for Responding to Inappropriate Behavior

• List the consequences in your school’s system for responding to inappropriate behavior

(i.e. safe seat, buddy room, detention, ISS, OSS)

• For each consequence consider whether systematic reteaching is included as part of the response process.

• If a reteaching component is not included for EVERY consequence, make plans to adjust this.

Climate Killers

• Sharp or excessive criticism• Sarcasm or humor at students’ expense• Reinforcers that are not meaningful to students• Lecturing students about behavior• Being inconsistent in rule enforcement and reinforcement• Having no social interaction with students• Showing little interest in students’ lives• Teaching lessons with no attention to student affect or stress

levels during instruction• Warning an angry student to “calm down” without providing

supports to achieve that goal.

Climate Enhancers

• Always model respectful and polite behavior• Praise genuinely and frequently• Set high, but reasonable and attainable expectations• Know your students• Spend time interacting with students• Use effective listening skills• Design classroom to be appealing to students• Celebrate student success and achievement• Use humor

What did the student do ?(Be specificMeasurable /observableWhat, when, who, )

How do I feel? What do I usually do?What do I say?What do I look like/sound like?

As a result, what does the student do?

What is maintaining the behavior?Why is it happening?

Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments

I feel startled at first and then I get anxious

I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…”

He spends the remainder of math class waiting for the principal to see him.

AvTI believe he escaping to the office to avoid independent work in math.

Adapted from Cooperative Discipline- Linda Albert-

AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task

Activity : Staff Response Form

References

• Alberto, P. A. & Troutman, A. C. (2006). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.


• McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: Keys to promoting self-regulated learning and performance. In H. F. O'Neil, Jr., & M. Drillings (Eds.). Motivation: Theory and research (pp. 49-69). Hillsdale, NJ: Erlbaum.



• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

• Walker, H. M., Ramsey, E. & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). NY: Brooks/Cole Publishing Company.



5. Increasing Student Engagement

Recognize and Respond

We are Social Beings first and foremost!!!

• Neurobiology and Social Connectedness

• Kernels of EBP within an implementation framework….– Imitation to empathy – modeling behavior we

want to see around us– Fostering mutual care

Belonging

Relationships and Youth Connectedness

ESSENTIAL to children’s well being.

• A sample of 2,022 students (999 boys and 1,023 girls) ages 12-14 years was measured at two time points twelve months apart on school connectedness and mental health symptoms (general functioning, depression, and anxiety symptoms). After adjusting for any prior conditions that could have led to mental health problems, the authors of the study reported stronger than previous evidence of the association with school connectedness and adolescent depressive symptoms and a predictive link between school connectedness to future mental health problems.

• 22 Early studies suggest that there are substantial percentages of violent youth who do not perceive themselves to be liked by classmates and who report loneliness.

(Clin, 2006 Adol Psychology)

Supports we can give them….

• Build a school climate that fosters academics• Improve communications between parents

and schools• Improve instruction and access to supports for

struggling students• Make curricula engaging, relevant and

connect school to work

Bridgeland, Dulio &Morison, 2006

Biggest support…..

• Ensure students have a strong relationship with at least one adult in school

• http://www.hsd401.org/parentinfo/hsredesign/studentvoices.htm

Bridgeland, Dulio &Morison, 2006

http://www.hsd401.org/parentinfo/hsredesign/studentvoices.htm

http://www.hsd401.org/parentinfo/hsredesign/studentvoices.htm

Helping All Students

School approaches to encouraging self-determination skills can promote interventions that will help reduce their dropout rates and thus positively effect the lives of individuals, their families and our communities.

What skills do we need to be self-determined?

Brainstorm

Core Components(combination of skills, knowledge & beliefs)

Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy

and outcomes expectancy

Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy &

Leadership Self-Awareness Self-Knowledge

We need to develop ALL of these skills

What is Self-Determination?

Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.

»Wehmeyer, 1996

What is Self-Determination?

Knowing & believing in yourself

Knowing what you want your future to be like and how to make plans to achieve this future.

Knowing the supports that you need to take control of your life.

Self- Determination 5 Interventions/strategies

• 1 Pagers• Good Day Plan• Student led conferences/IEPS• Lesson Plans based on core components• Goal Setting & Attainment

Learning Preferences• I like to have new concepts

modeled• Enjoy working in groups• I often get the “big” picture

and have to work to note the details

Accommodations that Work• Extended time• Help from my friends• Working with people with

different learning styles

I Want You to Know• I don’t like timelines• I work hard• I play hard

Interests• Animals• Cooking• Outdoors

Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75

You’re InvitedDate: 08-04-09 Time: 10:00 am

My Hobbies/ Interests

Name: Address:Phone: DOB:

You’re Invited To:Date: Time:With:

My Strengths

Changes I’d Like to Make

Courses I’m Working On

Goals I Want to Achieve

What Helps Me Work

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic Logic

Entire 9th grade class during1st week of school

Students at-risk for failing classCreate one for teachers

Individual students sends one to allTeachers prior to school year starting

What are other ways to use 1 Pager?

Good Day Plan

To have all materials Almost always Get all things together the night before

We write assignments in planner

Reminders in calendar

We smile and greet each other Sometimes Model for each other All

We encourage one another Sometimes Model for each other All

We work together to earn extra recess time

Seldom Create class incentive program

Mrs. Clarke

Say hello and smile when we are in other areas of the building

Seldom Model for each other All

Get acknowledgement from our teacher

Sometimes Follow class rules and routines- encourage one another

All

Our Good Day Classroom Plan

Good DayWhat happens on a

Good Day?

Now

How often does it happen ?

Action

What can I do to make it a Good Day?

Who can

Help?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior5. Student Engagement Relationships and Multiple Opportunities

to Respond6. Active Supervision


Effective Classroom Practice

“The hallmark of a well-managed classroom is one in which students are (a) meeting the teacher’s procedural and behavioral expectations, (b) academically engaged in meaningful learning tasks, and (c) interacting respectfully with one another and with the teacher.”

(Sprick, Knight, Reinke & McKale, 2006, p. 185)

6. Active Supervision

Comprehensive Classroom Management Plan

• Expected behaviors/routines taught

• Acknowledge appropriate

• Respond to inappropriate

• High rates of engagement (OTR)– Active Supervision

• Academic Success & Task Difficulty

• Activity Sequence & Offering Choice

What is Active Supervision?

Monitoring procedure that uses 3 components

1.Moving

2.Scanning

3.Interacting Frequently

(DePry & Sugai, 2002)

References

• Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.

• De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.

• Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.

• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

SYST

EMS

PRACTICES

DATA




Classroom Supports

OUTCOMES

Supporting Social Competence &Academic Achievement

What outcomes do you have for CWPBIS in your school? in your district?

What outcomes do you have for CWPBIS in your school? in your district?

Are these reflected in the action plan(s) for your

school? for your district?

Are these reflected in the action plan(s) for your

school? for your district?

What do these look like across tiers 1, 2, and 3?What do these look like across tiers 1, 2, and 3?

DATA

SupportingDecisionMaking

What data will you collect to (a) evaluate CWPBIS, (b) identify teachers who need

support, and (c) progress monitor?

What data will you collect to (a) evaluate CWPBIS, (b) identify teachers who need

support, and (c) progress monitor?

Are these data reflected in the action plan(s) for your school? for your district?

Are these data reflected in the action plan(s) for your school? for your district?

SWIS

Checklists

Walk Through

Self-Monitoring

Direct Observation

What does this look like across tiers 1, 2, and 3?What does this look like across tiers 1, 2, and 3?

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

PRACTICES

SupportingStudent Behavior

Building Systems to Support Best Practices in the Classroom

• How will staff get skills?• How will staff get feedback?

– build ongoing structure- buddy system, assigned core master teachers

• Develop Training Calendar of PD-orientation, annual staff development days, staff meetings

• Develop Access for Teacher Support- Request for Assistance

• Communication to Staff Support “Team”• Can District/Admin deliver Time and Resources?

Develop system to present best practice and encourage teacher engagement and implementation

– Weekly skill and/or feature mini-lessons for ALL– Time for grade level collaboration related to the

lesson, data collection, feedback (ADMINISTRATOR)– Time and resources for after school work sessions

(voluntary)– Created timelines for implementation of each feature– Periodic self-assessment for progress monitoring and

fidelity check- performance feedback– Planned booster session

Adapted from Lori Newcomer, Ph.D.

ADMINISTRATOR and COACH

• Each of these practices could be used as a mini module that could be taught in 10 minutes during a staff meeting!!

***Don’t overwhelm the teachers! – “Practice” of the month– Take Data-Pre/Post ** need performance feedback– How will you set that up?

• Buddy system, grade level teams?

(Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, in press)

Multi-tiered Support for Teachers

(Simonsen, first use August 2011)

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

178

Other examples…• Principal reviews 1 strategy per faculty meeting and

gives grade-level (or content-specific) teams time to action plan around incorporating the strategy into their classrooms.

• Dean of Students has teachers read a book on classroom management (e.g., Geoff Colvin’s book) and provides explicit training on each strategy (with CEUs).

• School arranges peer mentors for all new or struggling teachers. Mentors model and then provide coaching and feedback.

• Principal reviews 1 strategy per faculty meeting and gives grade-level (or content-specific) teams time to action plan around incorporating the strategy into their classrooms.

• Dean of Students has teachers read a book on classroom management (e.g., Geoff Colvin’s book) and provides explicit training on each strategy (with CEUs).

• School arranges peer mentors for all new or struggling teachers. Mentors model and then provide coaching and feedback.

179

Other examples…• Principal teaches one strategy (e.g., praise) and asks

teachers to self-monitor their use of that strategy during 1 instructional activity per day for a week. Teachers turn in their praise rates with a plan to improve or maintain their levels.

• PBIS team members present content on classroom management (e.g., matrix, lesson plans, etc.). Then, they hold “workshop” drop in hours—when teachers can come get assistance with creating their products.

• Principal teaches one strategy (e.g., praise) and asks teachers to self-monitor their use of that strategy during 1 instructional activity per day for a week. Teachers turn in their praise rates with a plan to improve or maintain their levels.

• PBIS team members present content on classroom management (e.g., matrix, lesson plans, etc.). Then, they hold “workshop” drop in hours—when teachers can come get assistance with creating their products.

Table ActivityDevelop systems-level ideas

• Work at your teams.– Identify skills you would like to see teachers improve in

your building/district.– Discuss systems features (school and district level

supports) required to support teachers for each identified skill.

– Discuss pros/cons of different systems features.

• Prepare 1 min update.

15 min15 min

Documents

Connecting SW-PBIS to the Classroom: Designing Classroom Supports Susan Barrett Center on PBIS Sheppard Pratt Health System [email protected]