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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
• Increase Support, Instruction, Structure•Good Day Plan
•ID team to guide support for teachers•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
(grade level, SST)
•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements
Classroom Supports
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Classroom Management is a School-wide Consideration
PBIS School team provides supportBOQ includes Classroom itemsTier 1 workbook on pbismaryland.org
– Clear delineation of office-managed versus classroom-managed problems
• Flow Chart– Clear process for documentation
• Time Out of Class Form– Training on effective teaching and behavior support
strategiesCreate climate, allow time for observation and feedback
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.
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
•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
Classroom=Tier 1
SW Expectations linked to Classroom Rules• Signals, routines, transitions
Easy way for teachers to request secondary and tertiary interventions assistance
Map School-wide Rules & Expectations to Classroom Routines
School Rule Be Safe Be Respectful Be Responsible
Expected Student BehaviorsWalk 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
Follow school rulesRemind others to follow school rulesTake 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
Elementary Example Lining Up
• Neatly place books and materials in your desk. • Sit quietly when you hear the “quiet” signal. • Quietly stand up when your name (or row) is
called • Push your chair under your desk • Quietly walk to the line • Stand with hands at your sides, facing forward,
use your bubble
Secondary Examples: Routines Class Discussion 1. Prepare for discussion by reading the required assignment in advance. 2. Wait until the other person is finished speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions: Use appropriate expressions
of disagreement.
Entering the Classroom 1. Enter the classroom before the bell rings. 2. Take your seat and get out of materials you need for class. 3. Talk quietly until the bell rings. 4. Begin the morning assignment on the side chalk board when the bell rings.
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?
Building Systems to Support Best Practices in the Classroom
• How will staff get assistance for students who need more support?
• Easy to complete• Clear Process – Who gets the completed form?• When should I hear back?
Building Systems to Support Best Practices in the Classroom
• How will staff get skills?
“If you don’t feed the teachers, they will eat the children”
Leadership Team will:– Conduct needs assessment- make professional
development decisions based on results• Self assessment, Classroom Check-up• EBS Self Assessment – Classroom• Walk through
Develop system to present best practice and encourage teacher engagement and
implementation– Develop Annual Training Calendar – Created timelines for implementation of each feature
• Weekly skill and/or feature mini-lessons• Cool Tools
– Time for grade level collaboration related to the lesson• Time and resources for after school work sessions (voluntary)• Dedicated time during staff meetings
– Planned booster session– Orientation for new staff
University of MissouriAdapted from Lori Newcomer, Ph.D.
How will staff get feedback
• Create small learning communities– Ability for teachers to observe each other– Get access to data- performance feedback
Team builds structure- • Grade level teams provide support• buddy system • core master teachers
Data System
• Observation, Take Data, Provide Feedback
• Periodic self-assessment for progress monitoring and fidelity check
5:1 Feedback Ratio
• What is your feedback ratio?
• Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations
• Invite buddy to observe for 10 minutes to take data
• Record yourself and take the data
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?
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
Tier/Topic Evidence/Data RoadblocksStrategies and
Resources
Next Steps
Action Who? When?
T1 ClassroomSelf Assessment
Teacher perception v. reality
Get buddy to gather data on feedback ratio/
Survey Staff for strategies and report to team
Gather data on feedback ratio
Marla By Sept 10
T1 Classroom
Time allocated for teaching Rules/routines/signal
Tons to cover first days of school
show data –time on this will save instructional minutes
Admin to make priority- schedule time throughout SY
principal today
T1 ClassroomID teams –
Working smarter
Teams overwhelmed
Time savedWorking smarter complete
team today
School Action Plan
Workgroup/
Committee/
Team
Outcome/Link to
SIP
Who do we
serve?
What is the ticket
in?
Names of Staff
Non-negotiabl
e
District Mandate?
How do we measure impact?
Overlap?
Modify?
Attendance Committee
students Junebug, Leo, Tom
yes Attendance records
Yes-fold to SW PBS
SW PBS Team Students
staff
Ben, Tom, Lou
no Office Referrals
Attend, MIR,
Nursing log ,climate
Yes- continue
Safety Committee
Students
staff
Toni, Barb,Tom
no Office
Referrals
BIG 5, climate
Yes-fold into SW PBS
School Spirit Committee
students Tom no No Yes-fold into SW PBS
Discipline Committee
students Tom, Lou no Office
Referrals
Yes-fold into SW pbs
Student Support Team/Problem Solving Team
students Steve, Sue,Jon,
Tom
yes Discipline,
DIBELS,
FACTS…
No- continue
School Improvement
1,2,3 Bill, Jon, Lou, Tom
yes All of the above
Yes- continue
Working Smarter- Systems / Staff Support
26
Team Model: Effective Instructional and Team Model: Effective Instructional and Behavioral and Support ?Behavioral and Support ?
Problem-SolvingProblem-SolvingTeamTeam
SW-PBSLeadership Team
Teacher Teams(PLC/Grade Level)
Individual Student Team
On-going Assessment of Students’ Academic/Social-Emotional Skills
•Tier 1: Guide implementation•Ensure new programs are embedded/fit•Progress monitor implementation•Modify based on data•Monitor fidelity•Train new staff•Guide training•Progress monitor Tiers II•and III•Match students to interventions•Develop intervention systems•Conduct staff training•Monitor fidelity of implementation
•Conduct individualized assessment•Build intervention•Develop monitoring plan•Train staff
Problem-SolvingProblem-SolvingTeamTeam
SW-PBSLeadership Team
Teacher Teams(PLC/Grade Level)
Individual Student Team
Grade Level Teams Staff Support Team•Easy to implement, gather data•Build skills with teachers- “Cool Tools”•Performance Feedback and Coaching
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”
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.