The ABC’s of Effective Classrooms: PBIS, Equity

& the Common Core

Chris Borgmeier, PhD cborgmei@pdx.eduwww.swpbis.pbworks.com

Objectives

What is PBIS?What does it have to do with Equity & the

Common Core?

ABCs of PBIS in the Classroom

The Fundamentals of Classroom PBIS: Maximizing Your Investments & Increasing your Odds

How to be My Audience Teach what you want to see

Look Smart Eyes on me Smile & Nod Laugh at my Jokes “Ooh & Ahh” on Cue

Listen Respectfully Limit side talk Use technology responsibly

What is PBIS?

~15%

~5%

PBIS Big Ideas Commitment to serve ALL students

Setting ALL Students & Staff up for Success Level the Playing Field for All Students Positive & Welcoming for ALL

Proactive is better than Reactive

Teach Social Behavior like we teach Academics

Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME

PBIS Big Ideas

LIMIT LOSS OF INSTRUCTIONAL TIME

Reduce use of exclusionary & punitive strategies Time in Hall, Time in Office, Suspension, Detention

Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior

Challenge… Schools (Teachers) are facing an increasingly

diverse and challenging population of students with limited resources & increasing expectations

How to enhance schools’ (teachers’) capacity to

effectively and efficiently prevent and respond to the range of problem behaviors observed in schools. “Work Smarter”

UNIVERSAL SCREENING

PBIS: Big Ideas Focus on What We Can Change

We cannot prescribe medicationWe cannot change the students previous

experiencesWe often cannot change the parenting practices in

the home

What Can We (the Professionals) Change?our own Behavior, Practices, and Beliefs

Positive, Predictable Environments Especially necessary for diverse learners

Second-language learnersStruggling learnersLearners from different culturesLearners with challenges with attention and

impulsivity

But benefit ALL students

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980)

Limit downtime – get to instructionSmooth, Quick TransitionsLimited interruptions of instructionLimited Problem Behavior

The ABC’s & PBIS in the Classroom

Back to the Basics The Fundamentals of Classroom and

Instructional Management

Important Keys to:Equity in the ClassroomMaximizing Instruction of the Common Core

Learning A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

ABC’s of Understanding Chronic Behavior Patterns

What happens before (A or antecedent) the

behavior occurs? Trigger

What is the behavior (B)? What happens after (C or consequence) the

behavior occurs? Response or Outcome of the Behavior

A B C

Learning & ABC

A B CStudent is asked to do a math problem in front of the class

Student tries to do the problem at the board, but struggles

Peers laugh at student and one says aloud, “that one is so easy”

NEXT DAYStudent is asked to do a math problem in front of the class

What happens today???

Summary Statement Based on several observations Identifies predictable relationships between

environmental variables and behavior

Whenstudent will becausetherefore the function of the behavior is to

access /escape/avoid(choose one)

(some Antecedent condition occurs)

(engage in a specific Behavior)(a predictable outCome will occur)

(something in the environment)

asked to math problem in front of classVerbally refuse, disrespect teacherteacher calls on someone else

Math failure/embarrassment

PBS v. Reactive Model

A B CPBS (Positive Behavior Support) – ProactiveEmphasis on Interventions to Prompt Success & Prevent Problem Behavior

Emphasis on explicitly Teaching Alternate, Desired Behavior

Emphasis on Positive Reinforcement & Effective Correction/ Redirection

Traditional Model - Reactive approachLimited focus on Antecedent Interventions

Little focus on teaching behavior

Emphasis on punitive response to negative behavior

Traditional / Reactive Approach

A B CStudent Situation & what the student has learned

Asked to do math problem at the board in front of class of peers

1st time tried to do problem

Peers laughed and said “that one’s easy”

Ever since – students acts out behaviorally

Teacher usually calls on other student to do problem, peers laugh

Traditional Aversive Model - Reactive approachNo intervention – ask students to do problem on board as usual “should be able to do it just like everyone else”

No focus on teaching – student “would have learned it if he was paying attention in class”

Emphasis on punishing response – send student to Behavior Intervention Center or officeNON-PBIS

PBIS Approach

A B CStudent Situation & what the student has learned

Asked to do math problem at the board in front of class of peers

1st time tried to do problem

Peers laughed and said “that one’s easy”

Ever since – students acts out behaviorally

Teacher usually calls on other student to do problem, peers laugh

PBIS (Positive Behavior Support) – Proactive approachGive student a problem they can be more successful w/ by practicing problem ahead of time w/ student

Teach & Practice:a. to more politely

refuse problemb. Math skills needed to

problem

Reward student for a. Refusing politely,

instead of w/ negative behavior

b. Trying & success w/ math problem

Classroom-wide positive expectations taught & encouraged

Teaching classroom routines & cues taught & encouraged

Precorrections for chronic errors Active supervision and Proximity Active Engagement: Frequent Opportunities

To Respond (OTR) Ratio of 5 positive to 1 negative adult-student

interaction Effective Correction & Redirection for minor

behavior errors

Classroom Setting Evidence Based Practices

B

B

AA

A

C

C

Probabilities

What works for Most Kids Most of the Time

Nothing always works… but what are the odds?

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~15%

~5% CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~15%

~5% CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

~15%

~5% Won’t act out no matter what!

The Fundamentals of Effective Classroom Management

Increasing the ODDS Practices to Invest In

PBIS ApproachThe Fundamentals

A B CPBS (Positive Behavior Support) – Proactive approach

PREVENT -PreCorrect/Prompting-Proximity & Active Supervision-Active Engagement (Opportunities to Respond)

TEACHExplicitly Teach Desired -Expectations/Behavior-Routines & -Skills

REINFORCEPraise (Be Specific)

Effective Redirection & Correction

Routines & Predictability

Daily Schedule & Sequence Expectations & Routines Acknowledgement How you Respond to Problem Behavior

And doing so effectively

Positive, Predictable Classrooms

A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

Consistency

is the Key!!!

B – Behavior

TEACHING

What the Research SaysPost, teach, review, monitor, and reinforce a

small number of positively stated expectations.

Summary of Supporting Research: Teaching and reviewing expectations (i.e., social skills) and

providing feedback is associated with: Decreases in off-task behavior disruptive behavior (i.e., talking

out) Increases in academic engagement, leadership and conflict

resolution(Johnson, & Stoner, 1996; Sharpe, Brown, & Crider, 1995; Rosenberg, 1986)

Pairing rule-instruction with feedback and reinforcement leads to the largest gains

(Greenwood, Hops, Delquadri, & Guild, 1974)

35

What the Research SaysTeachers Establish Smooth, Efficient Classroom

Routines

Plan rules & procedures before the school year begins and present them to students during the first few days of school

Provide written behavior standards and teach and review them from the beginning of the year

Provide considerable teaching and reteaching of classroom rules and procedures

Cotton, 1995 -- “Effective Schooling Practices a Research Synthesis - Updated”

36

Need to know what you want it to look likeExpected BehaviorRoutines (social, instructional, organizational)Transitions

Video Exampleshttp://explicitinstruction.org/?page_id=92

Active Participation - 7th Gradehttp://

www.scoe.org/pub/htdocs/archer-videos.html Active Participation - 7th Grade

How to be My Audience Teach what you want to see

Look Smart Eyes on me & Track Smile & Nod Laugh at my Jokes “Ooh & Ahh” on Cue

Listen Respectfully Limit side talk Use technology responsibly

A – Antecedent Intervention

PREVENT& Set up for Success

PREVENT… Nothing always works – we’re just playing the odds I like my odds better before problem behavior

has occurred rather than after

PreCorrection & Prompting

Don’t be afraid to give them the answer in advance

Stacking the Deck… so more students practice the Correct response

Teaching = Scaffolding practice and opportunities to do it right

Proximity (for Prevention)

Active Supervision Increases opportunities:

Catch & Acknowledge more kids doing right thing Pre-empt potential problem behaviors

“With-it-ness”

Opportunities to Respond - OTR An instructional question, statement or gesture made by

the teacher seeking an academic response from students. Can be provided individually or to whole class.

Sprick, Knight, Reinke & McKale 2006

The number of times the teacher provides academic requests that require students to actively respond.

Teacher behavior that prompts or solicits a student response (verbal, written, gesture).

Chorale/Whole Group Responding Partner Responding Individual Responding (via planful random selection) Individual Responding (via volunteer)

Active Participation - Why?

Increasing Opportunities to Respond is related to: Increased academic achievement Increased on-task behavior Decreased behavioral challenges

Caveat Only successful responding brings these results

Initial Instruction - 80% accuracyPractice/Review - 90% or higher accuracy

Anita Archer

C – Consequences

REINFORCE& Effective Redirection &

Correction

When Teaching New Skills Consistent Responding is Key when new skills

(academic or behavioral) are first being learned

1) Consistent praise and acknowledgment for correct behavior

2) Consistent error correction with practice performing the correct response

3) Frequent Review and PreCorrection

Praise and error correction should follow nearly every response during Acquisition of a New Skill

46

Positive, Predictable Classrooms

A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

Consistency

is the Key!!!

Active Supervision Effective scanning and movement allows

for more opportunities:

1. To catch more students engaged in positive behavior

2. Catch minor misbehavior early and prevent escalation Use proximity and prompts to redirect student

behavior early

3. Catch academic errors early before practice of misrules or errors (and frustration)

1000 Classroom Observation Study

=5.4 Pos. Feedback / Hour Total Classrm Obs.• Elem = 1515• MS = 725• HS = 1381

=2.4 Pos. Feedback / Hour

Increasing Specific Praise

“You know when I do it…. It really works!”

Any time students have engaged in problem behavior we are in a compromised situation

At best – behavior is quickly redirected and we can get back to instruction

Point of No Return Identify early stages of behavior so staff can

intervene previous to escalation Cut off escalation chain

Behavior Escalation Worksheet Lower Intensity/ Higher Intensity/More predictable Less predictable

Whining, Tantrum/ Tearing up Verbal Aggression Talking Insubordinate papers Threats

Preparing for Misbehavior

Be Prepared! Be Proactive!

Anticipate behaviors you will see and know how you will respond

List anticipated problem behaviors & how you will respond to problem behavior Redirection Pre-planned consequence

Responding to Misbehavior

Respond Consistently, Calmly, Briefly & Return to InstructionGoal: pay more time & attention to positive

behaviorReduce Student EscalationReduce amount of missed instructional time

Responding Effectively to Misbehavior

Two Good Videos“Managing Noncompliance” by Geoff Colvin“Defusing Anger & Aggression” by Geoff

Colvin

Available for purchase at Iris Media --- www.irised.com

Guidelines for De-Escalation Maintain the Group

Try not to limit impact of problem behavior to individual student

Speak Privately Calm Voice Provide Choices

Follow Direction or Consequence Give Student a Chance to Decide

Without you staring/daring them not to comply Acknowledge Cooperation

Survey School Staff

Practices identified by teachers as ‘Least In Place’ and ‘Highest Priority for Improvement’ are: Increasing acknowledgment of positive

behavior (improving 4.67 to 1 ratio) Increasing use of PreCorrection Increasing Opportunities for Student

Responses

Borgmeier, Loman & Hara (In Press). Teacher Self-Assessment of Evidence-Based Classroom Practices to Guide School-wide Intervention: Preliminary Findings. Teacher Development

Elementary 2012-13 (n=19)% Not or Partial In

Place

% High/Med Priority

Total Rank

PreCorrect 79 95 174 1

OTR 79 84 163 2

5:1 ratio 68 79 147 3

% Not or Partial In

Place

% High/Med Priority

Total Rank

PreCorrect 66 71 137 1

5:1 ratio 63 63 126 2

OTR 49 57 106 3

Middle School 2012-13 (n = 35)

Works with Most Kids… Most of the Time

If not working repeatedlyTier 2 & Tier 3 Supports Necessary

&Maintaining most effective practices that work

for most students most of the time… with ALL students (Tier 1)

Classroom-wide positive expectations taught & encouraged

Teaching classroom routines & cues taught & encouraged

Ratio of 5 positive to 1 negative adult-student interaction

Active supervision and Proximity Effective Correction & Redirection for minor behavior

errors Frequent precorrections for chronic errors Active Engagement: Frequent Opportunities To

Respond (OTR)

Classroom Setting Evidence Based Practices

How can we implement systems that support staff to implement these practices consistently?

B

B

C

ACAA

Nonclassr

oom

Setting Syst

ems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

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

service- Observe in effective classroom - Observe & give feedback

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

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

+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

(Sugai, 2006)

Classroom SystemsBuilding Capacity v. One Shot Support

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

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

Thank You!Enjoy the Conference

Chris Borgmeier, PhD cborgmei@pdx.eduwww.swpbis.pbworks.com