4/23/17

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8:15-9:30

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced

directly/indirectly by students & staff, family

& community members

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

AcademicSuccess

BehaviorSuccess

✓

School Climate & Discipline

School Violence &Mental Health

Disproportionality & School-Prison Pipeline

Every StudentSucceeds Act

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools

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• 9/10 seen negative impact on student mood & behavior following election; most worry about continuing impact remainder of school year.

• 8/10 reported heightened anxiety by marginalized students, incl. immigrants, Muslims, AA, & LGBT.

• 4/10 heard derogatory language to these groups.

• 5/10 said students were targeting each other based on which candidate they supported.

• 6/10 reported responsive administrators, but 4/10 have no plans for reporting hate/bias incidents.

• 2500 specific incident descriptions of bigotry & harassment related to election rhetoric, incl. graffiti (e.g., swastikas), assaults, property damage, fights, threats of violence.

• 5/10 hesitant to discuss election in class. Some principals have told teachers not to discuss election.

Responses from 10,000 educators…..

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-

presidential-election-our-nations-schools

Southern Poverty Law Center, 12 Jan 2017https://www.splcenter.org/hate-map

Hate group increase

since 2015

# of anti-government

“patriot” groups in

2015

# of KKK groups in

2015

Anti-Muslim hate group increase

since 2015

SPLC, 12 Jan 2017https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election

21%

Southern Poverty Law Center, 15 Feb 2017https://www.splcenter.org/hate-map

TX (84)CA (68)FL (59)OR (9)

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Teach Academic Routines & Social

Skills

✓Positive, respectful,

responsible, & safe

classroom & school

climates for ALL

http://www.pbis.org/whats-new

Nation Climate Change

School Climate

Implementation Fidelity

Equity, Discipline, & Culture

Family Engagement

Bullying & Hate

ESSA & School Climate Alignment & Integration

✓

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Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

Culture = Group of individuals

Overt/verbal behavior

Shared learning history

Differentiates 1 group from others

Predicting future behavior

Flexible,dynamic,&changed/shapedovertime&acrossgenerations &setting.

Collectionoflearnedbehaviors,maintainedby similarsocial&environmentalcontingencies

Sugai, O’Keeffe, & Fallon 2012

✓

“When programs & practices effectiveness have been

demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”

National Institute of Justice“Causal evidence that documents a

relationship between an activity, treatment, or intervention and its

intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal

evidence depends on the use of scientific methods to rule out, to the

extent possible, alternative explanations for the documented

change”

National Institute of Justice

“EBPs are practices that are supported by multiple, high-quality

studies that utilize research designs from which causality can be inferred

&that demonstrate meaningful effects on student outcomes”

Cook & Cook, 2013

“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, &

preferences.”

American Psychological Association, 2006

“Strong evidence means that the evaluation of an intervention

generates consistently positive results for the outcomes targeted

under conditions that rule out competing explanations for effects

achieved (e.g., population & contextual differences)”

HHS SAMHSA, 2009

Samples of Definitionsfor “Evidence-based”

“An approach in which current, high-quality research evidence is

integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.”

ASHA, www.asha.org

“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client

preferences, & culture to guide & inform the delivery of treatments &

services”

Socialworkpolicy.org, 2015

“Treatment or service, has been studied, usually in an academic or

community setting, & has been shown to be effective, in repeated studies of the same practice and

conducted by several investigative teams.”

National Alliance on Mental Health, 2007

1. Empirical Support

• Functional Relationship

• Meaningful Effect Size• Replication• Context

2. Student Fit• Need (+/-)• Priority

3. Context-Environment

Fit• Language• Developmental• Educational• Cultural

1. Empirical Support

• Functional Relationship

• Meaningful Effect Size

• Replication• Context

✓

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PBIS aka MTSS, PBIS, MTSS-B, MTBF, RtI-B…

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

✓Implement w/

Fidelity Develop Continuum of Evidence-based

Practices & Systems

Develop Local Expertise &

Implementation Fluency

Use Team to Coordinate Implementation

Monitor Progress Continuously

Screen Universally

Decide with Data

PBIS & MTSS Share

Functions

PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

✓

PBIS (SWPBS) is about

Improving classroom &

school climate

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

✓

Universal

Targeted

Intensive

All

Some

Few

Dec 7, 2007

ContinuumofSupportforAll

Labelbehaviors&practices…notpeople

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Dec7,2007

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supportsforallstudentsw/disabilitiesaremulti-tiered

Self-assess

Homework

Technology

Universal

Targeted

IntensiveContinuumofSupportforALL:“________”

Dec7,2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

✓

Continuum Logic & Key PBIS Working Elements

Outcomes Data Practices Systems

INCREASED EFFORT

IntensityFrequencyDuration

SpecializationDifferentiation

Teaming

Responsive-to-Treatment

✓

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84.0

39.7

11.3

39.3

4.7

39.7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Students % Effort

% of Students V. % of Contributions(Horner, 2011)

16% of students

engage in 79% of

challenging behavior

2979 ES 889 MS 390 HS

Low risk

Some risk

High risk

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

Mike Coyne et al., April 2016

Fall 2012 2013 2014 2015

After 3 years, pilot schools have• More than doubled # students meeting grade literacy level goals. • More than halved # students at significant risk for reading failure.

34% to 12% High Risk

32% to 67% Low

On track for reading success

At significant risk for reading failure

A first grade classroom before CT’s K-3 Reading Model

A first grade classroom after 3+ years of CT’s K-3

Reading Model

CT’s K-3 Reading Model Works

Mike Coyne et al., April 2016

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Integrated MTSSAcademic Systems Behavioral Systems

Circa 1996

Academic-Behavior ConnectionAlgozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship

between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

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Schools Using PBISAugust 2016

> Tier 1 23,363 schools

PBIS Tier I Fidelity by State 2015-16

Meeting Tier I Fidelity Criterion

Assessing Tier I Fidelity

Using PBIS

62% (8,328/13,414) Tier I Criterion

PBIS Tier II Fidelity by State 2015-1635% (2,402/6,827) Met Tier II Criterion

PBIS Tier III Fidelity by State 2015-16

0

500

1000

1500

2000

2500

AK AR AZ CA

CO CT

DC DE FL GA

GU HI IA ID IL IN KS KY LA M

AM

DM

E MI

MN

MO

MS

MT

NC

ND NE

NH NJ

NM NV

NY

OH

OK

OR PA RI

SC SD TN TX UT

VA VT WA WI

WY

MetTier3FidelityCriterion ReportingTier3Fidelity ImplementingPBIS

21% (1,436/6,827) Met Tier III Criterion

RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports(SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

Oct 2015

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School Climate

INDIVIDUAL & GROUP level

construct

SHARED beliefs, values, & attitudes

SHAPED INTERACTIONS

between & among students,

teachers, & administrators

Sets NORMS of (un)acceptable school behavior

KID: Negative School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL:Negative School climate

• Reactive management• Exclusionary disciplinary

practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision

making• Inefficient, ineffective

instruction• Negative adult role models

CoerciveCycle

Creates environments of

control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens academic &

social behavior development

SCHOOL: Positive School Climate

• Positive > negative contacts

• Predictable, consistent, & equitable treatment

• Challenging academic success

• Adults modeling expected behavior

• Recognition & acknowledgement

• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID:Positive School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict

management• Safe & clean environment• Healthy food & substance

use• Self-management behavior

PositiveReinforcementCycle

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NegativeSchoolBehavior

NegativeStudentBehavior

What’sItTaketoShiftfromNegativetoPositiveSchoolClimate?

Easytosay….requiressustainedprioritytodo.

Positive StudentBehavior

PositiveSchoolBehavior

Coercive Cycle

Positive Reinforcement

Cycle

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

• Academic success• Positive engagements• Active supervision• Reteaching• Many response opportunities• Welcoming environment• Positive reinforcement• Teaching social skills• Positive expectations• Model expected behavior•

• Academic failure• Reactive management• Exclusion• Reprimands• Non-compliance• Social withdrawal• Low rates praise• Negative engagements• Bullying • Negative expectations••

PBIS goal to establish & maintain positiveteaching & learning environment

Where is your classroom & school on the climate scale?

CoerciveCycle

ReinforcingCycle

51

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)JGHS – 2016 HS

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)

JGHS – 2016 HS

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

4/23/17

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0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

Student Behavior Student Behavior

Staff Behavior Staff Behavior

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ____________ (setting)

✓

Inappropriate language/gesturesRough physical play Academic failureTeasing, intimidation, harassmentTardyUnexcused absentIn appropriate seeking assistance

Appropriate languageRespectful language

Appropriate playAcademic success

Appropriate problem solvingPunctual

AttendanceAppropriate seeking assistance

Verbal reprimandsBehavior correctionsDetentionLow rates student contactReactive managementLow opportunities to respondLow academic engagement

Specific verbal praisePositive initiations

Positive active supervisionHigh student engagement

Many opportunities to respondPrecorrections

High academic engagement

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ______________

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HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behaviorModeling good

behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,Patterson,

Reid, Walker

✓

Teaching how to determine hypotenuse of triangle

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

“C2 = A2 + B2 where C is side opposite right

angle….”

“Watch me,…If A = 3 & B = 4, then C2 = 25, & C =

5….”

“I noticed that everyone got #1 & #3 correct. #2 was tricky because no right

angle….”

“Work w/ your partner & calculate hypotenuse of

triangle for these 3 examples……”

“Work w/ another partner & do these 4 examples….”

“Teaching by Getting Tough”“I hate this f___ingschool & you’re a

dumbf_____!”

“That’s disrespectful

language, girl. I’m sending you to the

office so you’ll learn never to say

those words again….starting

now!”

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”

• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules “Power of Habits”….or Challenging Behavior

Charles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Satisfied?!

Entertained?!

Teasing stops?!Work

removed?!

✓

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“Power of Habits”….or Challenging Behavior

Charles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Carrot

Walk

Ignore

Try

Satisfied?!

Entertained?!

Teasing stops?!Work

removed?!

CHALLENGE:Replacingcurrentbehavior(stronghabit)withnewbehavior(weakhabit)

✓

CUE• Remove

competing cue

• Add desired cue

HABIT• Teach

acceptable alternative

• Teach desired alternative

REWARD• Remove

reward for old habit

• Add reward for new habit

All three elements are considered in SSI…& addressing challenging behavior

Establishing/Replacing HabitCharles Duhigg, 2014

✓

Emphasizing & Teaching Positive

Expectations

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Expe

ctat

ions

✓

Do I have to do SW acknowledgements in my class?

I don't have time to teach SS every day.

It's not fair to students who always behave.

What is best classroom/behavior management book?

Didn’t we do this couple of years ago, & didn’t work then?

“Overheard in staff lunchroom”

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Theory of Change & Priority

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Climate

Teachers

Classroom Climate

PBIS LogicSW PBIS

Classroom PBIS

Individual Student

Teaching &

Learning

INSERT SWIS GRAPH OF LOCATION

36.9% (226/611) Classroom

63.1% (385/611) NON-Classroom

Assumptions

Evidence-based classroom & management PRACTICES exists

DATA needed to judge implementation fidelity & student responsiveness

CONTINUUM needed to select, organize, & implement PRACTICES

School-wide SYSTEMS needed to support classroom implementation

✓

PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

✓

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Classroom Teaching Matrix

ClassroomContinuum

Continuous Active Supervision

Frequent Positive Active Engagement

Small Group Skills Practice

Peer Mentoring

Check-In Check-Out

Behavioral Contracting

FBA-BIP

Effective Instruction

Good Behavior Game

School-Wide & Classroom PBIS

(Tier 1)

Leadership teamBehavior purpose

statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

✓

1 Administrator

2 Coaching

3 Data

4 SW Team

5 Priority

7 Continuum Logic

8 Effective Academic Instruction

9 Evidence-based Priority

10 MTSS

6 Organizational Efficiency

Classroom Implementation Support System

Rules within Routines Matrix

Routines

Rules

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Expectations

Classroom Routines

Group work Desk work Quizzes and tests Arrival Dismissal

RespectOffer ideas

Complete all tasks

Sit with feet on the ground

Get up and stretch if

necessary

Study for all assessments

Read through and double-

check all work

Get all supplies for

the day

Lock belongings in

locker

Check on homework

Pack necessary materials

Responsibility

Compliment others’ ideas

Listen and make eye

contact

Work silently

Read quietly if finished ahead of

others

Keep eyes on your own

paper

Study with others

Keep phone off and in bag

Move out of the way

quickly in the hall

Let others sit with you on

the bus

Hold doors for those with

bags

Ready to Learn

Keep materials organized

Move desks quietly

Keep desk area clean

Keep aisles clear

Keep desk area clean

Use scrap paper

Close locker doors quietly

Move chairs quietly

Push chairs under desks

Walk in the hallways

Dmyers, Oct 2016Typical Contexts/

RoutinesClassroom-Wide Rules/Expectations

Respect Others Respect Property Respect Self

All Times Use inside voice.Raise hand to answer/talk.

Recycle paper.Return supplies.

Do your best.Have plan.

Lesson Introduction Eyes on speaker. Organize materials. Add tasks & due dates to

calendar.

HomeworkDo own work.

Turn in e-folder before due date.

Return supplies.Maintain your e-folder.

Keep to-do calendar current.

Transition Use inside voice.Keep hands to self.

Put/get materials first.Keep hands to self.

Have plan.Go directly.

Be punctual.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.Have materials ready. Have plan.

Ask if unclear.

Teacher Lecture Eyes on speaker.Keep hands to self. Use materials as intended. Have plan.

Ask.

Independent & Lab Work

Use inside voice.Keep hands to self.

Use materials as intended.Return with done.

Use time as planned.Ask or e-ask.

Problem Solving Stop, Step Back, Think, Act Stop, Step Back, Think, Act Stop, Step Back, Think, Act

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Entering & Exiting

Classroom

Teacher Lecture Homework Requesting

AssistanceIndependent

Study

ComePrepared

• Have materials

• Note-taking app

•

• Completedbefore class

•

• Have questionready

•

• Have work ready

•

•

•

•

•

ActResponsibly

• Hands to self

•

• Eyes on speaker

•

• Scheduletime

•

• Raisehand

•

• Converselater

•

•

•

•

•

RespectOthers

• Inside voice

•

• Appropriate questioning

•

• Own work

•

• Try again later

•

• Use own supplies

•

•

•

•

•

Engage in Learning

• Go directly to desk & get ready

•

• Take notes

•

• Specify task

•

• Try 1 more time

•

• Specify outcome

•

•

•

•

•

High School Example SW to CW PBIS….basics!1. • SW Tier 1 implemented w/ fidelity

2. • SW & CW data-based decision making

3. • CW linked to SW expectations

4. • CW linked to expectations and common routines & settings

5. • Effectively aligned & delivered instructional practices & curricula

6. • Full-time application of basic behavior management practices

7. • SW based CW Tier 2/3 practices & supports

✓

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Actively Supervise

✓

1. Positively reinforce

Developmental,Cultural, Contextual

2. Actively supervise

Model

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16

3. Precorrect4. Maximize academic success

5. Teach academic routines & social skills

Practices evidence-base is well developed ✓

EXPECTATIONS

TYPICAL HOME ROUTINES

Morning Homework Playtime Mealtime Bedtime

Respect Say “good morning”

Try your best

Use your words

Say “thank you”

Say “good night”

ResponsibilityPut

clothes in washer

Put backpack

& homework

by backdoor

Put toysaway

Washhands Brush

teeth

SafetyReturnfood to refrig-erator

Put home-work in

backpack

Put toysin room when done

Keep chair legs on floor

Put toys on shelf

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17

Link

ing

Posi

tive

Beha

vior

at S

choo

l & H

ome Be

SafeBe

RespectfulBe

Ready to Learn

Morning••

••

••

After School

••

••

••

Mealtime••

••

••

Bedtime••

••

••

Home Example

Tooborac Public School, BC

Home Example

Link

ing

Posi

tive

Beha

vior

at S

choo

l & H

ome Safety Respect Responsibility

School

••

• Honor diversity •

• Finish homework before e-games

•

Driving

• Fill gas tank•

• Tell when expected home

••

Mealtime

• Turn stove off•

• Eat dinner with family

•

••

With Friends

• Designate driver•

• Be supportive bystander

•

••

High School Home Example 2015

✓

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

Positive, doable, effective PRACTICESexist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS ✓Classroom & School Climate

Multi-tiered Systems Support

AcademicSuccess

BehaviorSuccess

✓

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18

Upcoming Events

Northeast PBIS

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Chicago, IL

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Nov 14-15

Norwood, MA

Universal*

Targeted*

Intensive* Continuum of Support for ALL:

“Molcom”

Dec 7, 2007

Problem solving

Cooperative play

Adult relationships

Anger management

Attendance

Peer interactions

Independent play

Label*behavior…..not*kids*

Self-regulation

Homework

Technology

Common%

Vision/Values%

Common%

Language%

Common%

Experience%

Quality

Leadership

Effec%ve'Organiza

%ons'

Classro

om

School

District

Stat

e