classroom systems school-wide pbis
DESCRIPTION
Classroom Systems School-wide PBIS. Chris Borgmeier, PhD Portland State University [email protected]. School-wide Positive Behavior Support Systems. Classroom Setting Systems. Nonclassroom Setting Systems. Individual Student Systems. School-wide Systems. - PowerPoint PPT PresentationTRANSCRIPT
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CLASSROOM SYSTEMS
SCHOOL-WIDE PBIS
Chris Borgmeier, PhD
Portland State University
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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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)
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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)
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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
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CLASSROOM SYSTEMS FOCUS: SCHOOL-WIDE
SUPPORT
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Classroom Practices Self Assessment
• Staff completed the Classroom Practices Self Assessment on-line earlier this Fall
• Plan to complete 3 times per year• Fall/ Winter/ Spring
• Team collects data to:• Strategically guide decision making re: Prof’l Dev’t
• Identify staff development topics/ areas of common need
• Monitor progress
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Looking for High Blue (Not or Partially In Place) & High Red
(Priority)
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ElementaryWinter 2012-13 Rankings
% Not or Partial In
Place
% High/Med Priority
Total Rank
5:1 ratio 68 79 147
PreCorrect 79 95 174 1
Instr’l Time 63 84 147
OTR 79 84 163 2
Correct Resp 74 89 163 3
T: Group Work
74 84 158
School-wide Total % In Place = 54%Partial = 42%Not In Place = 4%Not Applicable = 1%
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Targeted Classroom Practices
• PreCorrection• Chronic problem behaviors are anticipated and
precorrected.
• 4:1 Ratio/ Praise• I acknowledge student positive behavior at least 4 times
more often than I acknowledge student problem behavior.
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CLASSROOM SYSTEMS
TEAM IMPLEMENTATION & SUPPORT
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Supporting Effective Classroom Practices
• Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood
• The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”
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The Power of Habit: Why we do what we do in life
and business
Charles Duhigg
Video Intro
#2 on NY Times
Bestseller List on
March 18th 2012
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The Habit Loopfrom “The Power of Habit”
A habit is a formula our brain automatically follows:When I see a CUE, I will do ROUTINE in order to get a REWARD.
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Steps to Changing your Habits
1) Identify your Bad Habit Loopa) Identify your habit/Routine to change
b) Look for Rewards
c) Isolate the Cue
2) Have a Plan for changea) Identify your Replacement Behavior “New Habit”
b) Pair w/ Rewards
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My “Bad Habit” Loopfrom “The Power of Habit”
A habit is a formula our brain automatically follows:When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 1: Identify your Habit – I raise my voice, scolding my daughter
Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum, but raising my voice usually further escalates; so what is my reward?.... I get to feel like I’m doing something & letting her know this is not ok
Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling, throwing a tantrum
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The Habit Loop
A habit is a formula our brain automatically follows:When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 4: Have a Plan – Replace raising my voice with calmly saying “yelling is not ok” and consistently saying to her tell me what you want & occasionally prompting her with the words to say – this should provide me the Reward of letting her know it’s not ok, “doing something” and make me feel better and more controlled about how I’m responding… and teaching her specifically how to respond… over time reducing the trantrums & whining
When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in order to make me feel like I’m doing something & let her know it’s not OK to act this way (reward).
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Integrating “Power of Habit” in to the Classroom
• How can we support teachers to:• Understand the “Habit Loop”• Build habits to use Evidence-based Classroom practices• Change Bad Habits in the classroom & replace w/ Evidence-based
classroom practices
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Next Steps
Teach staff the “Habit Loop” and how to change/ develop good habits
Identify the Targeted Classroom Practice & provide examples = 5 to 1 Ratio, PreCorrection
1)Brief presentation of practice2)Time to individualize practice to fit your classroom, context &
needs
3)Brief presentation of Reminders & Supports to use your practice
4)Time to develop an individualized Plan for Support
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Classroom SystemsSchool-wide PBIS
Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhDPortland State [email protected]
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PBIS Classroom System:Next Steps
1) Brief presentation of practice
2) Time to individualize practice to fit your classroom, context & needs
3) Brief presentation of Self-Monitoring use of your targeted practice
4) Time to develop an individualized Self-Monitoring Plan
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Follow Along in the 5 to 1 Ratio Guide
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Definitions of Acknowledgement of Positive & Problem Behavior
Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior.
The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.
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Why Acknowledge Desired Behavior?
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Why Increase Positive Acknowledgements?
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5:1 Ratio
Pay attention to What you Want to See
Acknowledge positive behavior 5 times more often that you respond to negative behavior
Keep it genuine; not the same for all kids
Negative interactions are not wrong and are sometimes necessary; the key is the ratio
There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives
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Positive Interactions
Positive interactions can be provided in a variety of ways:
verbal praise positive feedback re: appropriate behavior
nonverbal acknowledgement smiling, nodding, winking
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Research on Praise & Acknowledging Positive Behavior
Praise has the strongest research, with increases shown in: Students’ correct responsesWork productivity and accuracyAcademic performanceOn-task behavior and attentionCompliance, positive comments about self Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
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Critical Features of Acknowledgement
Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior
performed Sincere: credible and authentic Varied: varied word choice, varied academic and
behavior praise, whole group, small group and individual Student referenced: compares student performance to
previous performance and does not compare students to others; acknowledge effort
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Positive Acknowledgement/ Praise examples
“Excellent job listening and following directions the first time.”
“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”
“Wow, you completed your math work correctly before the end of class.”
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When Acknowledging Positive Behavior
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Procedural Steps for increasing Positive Acknowledgement Ratio
1) Identify challenging times, routines and behaviors that occur throughout the day
2) Identify desired behaviors to focus on praising, particularly during challenging times
3) Explicitly teach students to engage in desired behaviors
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Procedural Steps for increasing Positive Acknowledgement Ratio
4) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior
5) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior
6) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments
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Increase Positive Feedback & Decreasing Negative
ID a specific problem behavior you would like to see less of and define the opposite of this behavior
Teach & re-teach the expected/desired behavior
Provide “precorrections” in advance to set up positive behavior
Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback
Coaching Classroom Management, 2006
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Step 1: Identify Challenges & Positive Acknowledgements
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Your Turn
Take a few minutes to Complete Step 1 of the Worksheet
Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support
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FLIP THE RATIOTrading Negative Acknowledgements for
Positive
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Your Turn
Take a few minutes to Complete Step 2 of the Worksheet
Share your strategies with a partner
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Set up Systems to Increase Positive Acknowledgement
Good Behavior Game T-chart Teach behavioral expectations Students earn points for positive behavior Teacher gets points for negative behavior Total points at end to determine if “reward” is earned
Hand out Acknowledgement Tokens or Tallies for positive behavior Individuals or Pre-arranged Groups in the classroom
Students Teacher
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Ways to Encourage & Monitor your Ratio
Post a visual reminder to praise students in area viewed frequently
Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise
Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success
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PLAN FOR SUPPORTING IMPLEMENTATION
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Self Monitoring
Training on classroom management practices alone does not result in changes or improved practice
Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices
(Simonsen, MacSuga, Fallon & Sugai, 2013)
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Self Monitoring
Strategies for Self-MonitoringIndex Card Tearing (long side for positive, short side for negative)Hash marks on tape on your arm or pant legGolf CounterMove Pennies or paperclips from one pocket to other based positive & negative acknowledgements
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Step 3: Self-Monitoring Plan
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Your Turn
Take a few minutes to Complete Step 3 of the Worksheet
Make sure to Identify meaningful& feasible supports Identify your strategy for Self-Monitoring
Develop Peer Strategies for support – you can discuss with a peer
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Team & School-wide Supports
Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom
improvement a regular part of meetings and activities
Begin meeting w/ 2 minute check: Check-in, share ideas & give
feedback to: Encourage implementation Check-in, problem solve,
enhance implementation
School-wide Supports Reminder on Morning
announcements Regular review/check-in
at staff meeting Rewards for
implementers Recognize your Buddy Recognize someone you
observed engage in the practice
Daily or weekly implementation checks via email link Put sticker on staff board
to rate implementation
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Group Discussion
What school-wide strategies would be helpful for you in supporting your implementation? Regular reminders over announcements? Staff meeting review & sharing? Collect implementation data?
Daily email, survey monkey?
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References
Descriptive ReadingsBrophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32.Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26.Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205.Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimandBecker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates.Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261.Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.
Relationship between praise, rewards, and intrinsic motivationAkin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
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SCHOOL 2
K-5 Elementary School348 students85% Free or Reduced Lunch
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1000 Classroom Observation Study
=5.4 Pos. Feedback / Hour Total Classrm Obs.•Elem = 1515•MS = 725•HS = 1381
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Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
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Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
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Teacher 1
Teacher 2
Teacher 3
Teacher 4
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4th/5th Teacher 1
5.4 Praise/Hr
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3rd Grade -- Teacher 1
5.4 Praise/Hr
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Self-Monitoring & Goal Setting in PLCs• Collect 2-3 days of baseline data before setting a goal
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How are you collecting self-monitoring data?
• Golf counter = 5• Tally marks = 16
• Sticky note on arm = 1• Sticky note on back of name tag = 4• Sticky note on table = 1• Tally sheet = 8• On the board = 2
• Paper Clip System = 1• Tears on paper = 1
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What’s next?• SW-PBIS team – continues supporting implementation
• Daily email prompts to enter self-monitoring data• Weekly PLC meetings to review data & evaluate goals• Observation walkthroughs x principal, coach & PBIS team
members (tracking specific praise & precorrection) • Rewards for data entry, meeting goals and
• Continue collecting staff Self Monitoring data for 4-6 weeks
• Decide whether to move on to training next behavior(s)
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• 10 of 19 staff members reported they had continued to self-monitor 8 weeks after team requests for self-monitoring data
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