Designing Classroom Systems:The Role of the Leadership Team

Susan Barrettsbarrett@pbismaryland.org

~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

• 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.

What is your attention signal?

• When do you use it?

• How do you transition ?

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

Cool Tool Example

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

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”

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.