Slide 1

Universal Prevention Classroom Systems of Support

Regional Staff:Jenny SmithCatherine Walker

PBELPositive Behaviour Engaging Learners

28th August 20131Remember.all school-wide essential features, plus..Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

2There are 9 components to ensure effective classroom integration of PBEL. Today we are going to do a fairly quick overview of each of these areas. A copy of this slide show can be found in the PBEL folder in the Teachers drive. As are copies of all the worksheets we will review this term. Intended Outcomes NSW Institute of Teachers1.2.2 - Apply research based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet the learning needs of students.2.2.5 - Demonstrate the capacity to apply effective strategies for teaching students with challenging behaviours. 5.2.2 - Ensure equitable student participation in classroom activities by establishing safe and supportive learning environments.6.2.4 Work productively and openly with colleagues in reviewing teaching strategies and refining professional knowledge and practice.

Intended Outcomes NSW Institute of TeachersPBEL expectations are directly linked to the NSW Institute of Teachers Outcomes.3PBEL ContinuumAcademic InterventionsBehaviour Interventions80-90%Universal PreventionAll settings, all studentsPreventative, proactive5-10%Targeted InterventionSome students (at-risk)High efficiencyRapid response

1-5%Intensive & Individualised InterventionsIndividual StudentsAssessment-basedIntense, durable procedures1-5%Intensive & Individualised InterventionsIndividual StudentsAssessment-basedHighly intensive5-10%Targeted InterventionSome students (at-risk)High efficiencyRapid response

80-90%Universal PreventionAll settings, all studentsPreventative, proactive44The school wide expectations that have already been developed and are displayed around the school cater for the 80% of students who fall into our green part of the triangle. The classroom strategies we will look at today will start to address ways to manage those students who fall into the yellow and red parts of the triangle-those students who need more support to stay on task and to behave appropriately.The continuum is designed to support all students within the school by developing clear expectations of behaviour across the school. This program also provides a clear path for teachers to follow when students in the do not follow expectations and also for those students ( repeat offenders) who need a little more support and guidance. 28th August 20134SYSTEMS PRACTICESDATASupportingStaff BehaviourSupportingDecisionMakingSupporting Student BehaviourPositive Behaviour Engaging LearnersOUTCOMESSocial Competence & Academic AchievementThe evidenceThe frameworkThe How*As a school we have already developed the Framework of PBEL within the school. Together we learn and grow in harmony*Each classroom has the 3 posters demonstrating respect, responsibility and personal best. Posters and signs throughout the school to enforce PBEL language and expectations. In playground bags we have flow charts, green & yellow cards and waitara wishes.*In stages we have developed IWB lesson plans to explicitly teach the Waitara expectations in EACH classroom.*We have collected and reviewed data and used this to inform the next stage of implementation. The key area of most need was assessed and then lessons taught to reteach expectations in this area. 28th August 20135Principles of behaviour:Behaviour is largely a product of its immediate environment.Behaviour is strengthened or weakened by its consequences and antecedents.Behaviour ultimately responds better to positive than to negative consequences.Past behaviour is the best predictor of future behaviour. Understanding Human Behaviour6

Group Activity

Coke can demonstrationThen followed by brainstorm 2 minutesHome, school, community & disabilityImpact of what students bring to the classroom environment..

Whats in our control the environment at school7

Positive Behaviour ManagementWhen teachers know and use positive and preventative management strategies, many of the commonly reported minor classroom behaviours can be avoided.Scheuermann & Hall

8Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

9The first of the key areas Classroom management looks at the physical aspects of our classrooms-the things that we do to ensure easy movement around the room, a calm environment, adequate resources and materials are available, etc Starting Points.We cant make students learn or behave

We can create environments to increase the likelihood students learn and behave

We need to change the teachers behaviour and environment to change the students behaviourThe goal of effective classroom management is not creating perfect children but providing the perfect environment for enhancing their growth...(Sprick, etal. 2006)

The single biggest factor affecting academic growth of any population of students is the effectiveness of the individual class teacher.(Sanders, 1999)Seating plan

Clutter freeVisualsVentilationSpace to move safelyDesignated areasSignalcontrolEssential Features of Environmental Management

12Team TimeIndividually, please complete the Classroom Management Practice survey

Please take a copy of the Best Practice Classroom Management Checklist and spend 5-10 minutes reviewing what you already do in your classrooms to ensure effective classroom management. If time permits we can spend a minute ot two discussing.

Any comments or thoughts after completing that survey? Please pop it away safely and maybe have another look at it when you have a few spare minutes.13Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

14The 2nd step to ensuring effective classroom management is establishing clear expectations. Why do we need classroom expectations?Regulate the environmentProvide structure in the classroomProvide students with consistent procedures and routinesPrevent inappropriate behaviours from occurringProvide the students with a positive and secure learning environment

15Consistent with school wide expectationsPositively statedObservable and measurableSimple and age appropriateShared ownership in developmentRules should be unique to classroom needsNot to exceed a total of 6 rulesAlways applicable

Developing rules for the classroom

16Hand out Guidelines for Writing Classroom RulesConsistent with school-wide expectations/rulesObservable MeasureablePositively statedUnderstandableAlways applicable Something the teacher will consistently enforce

Matrix Example: Classroom RulesExpectations Mr. Blacks Class Mrs. Lings Class Personal BestPresent your work neatly

ResponsibilityCome to class on timeBring your homework every dayRespectFollow directions the first time Speak kindly to others

Talk when it is your turn to talkAsk if it is OK to borrow an item17Classroom expectations need to be clear, relevant and be in line with school wide expectations. Team Time-Next PBEL Stage MeetingDeveloping Classroom RulesIn your next Stage meetings complete the Rules Writing Activity Handout Identify key problem areas in your StageBrainstorm strategies to solve these issues. How can all staff support each other in implementing these strategies.

At the next Stage meeting each Stage will be asked to spend 10 minutes identifying key problem areas within your stage and then brainstorming strategies to eliminate these problems.18Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

193rd aspect of classroom integration is procedures and routines.

What are Procedures and Routines?Procedures explain the accepted process for a specific activity, such as walking in the hallway, using equipment, sharpening pencils, attending an assembly, etc.

Procedures form routines that help students meet expectations stated in the rules.

Clear procedures, taught and consistently reinforced are the most critical tool to create a functional and productive learning environment.

Classroom procedures and routines

Provide a learning environment with the structure and predictability to help students to be successful both academically and behaviourally.

Entering the ClassroomEnter the room quietlyWalkUse an inside voiceKeep hands, feet and objects to selfMove directly to desk and sit quietly

Procedure Example

23Learning PositionSit with your bottom on your chairSit with your legs under your deskKeep both feet on the floorLook at the teacher when he or she talks to the classKeep your materials on top of your desk

Procedure ExampleAnother example (Read slide)

(Newcomer, 2008)

24Organisation

Schedules

Writing Procedures to Develop RoutinesConsider which errors students may make

Identify key tasks that need routines in the classroom setting

Determine the desired outcome

Decide how students need to complete the task

Hint : Consider problem areas and/ or problem timesa well designed procedure and routine can smooth things out.

Modelling the routineComplete the cream A4 Handout: Ensuring Classroom Procedures & Routines are being taught. What do you currently do? What else can you do? Think about how this will be embedded into your classroom teaching programs.Team Time

Spend 5 minutes completing. Share thoughts, ideas.29Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

30How do we encourage appropriate behaviour ? Behaviour that is acknowledged is more likely to occur again. Behaviour that is ignored is less likely to be repeated. No good behaviour should be taken for granted, or it may decline, regardless of the students age.

(Webster-Stratton and Herbert, 1994, Sprague and Golly, 2006)

Encouraging Expected Behaviour31DiscussionWhich behaviours should we ignore or could we ignore?26 MAY 2011PBL Universal Prevention: "Booster" TrainingApproaching students positivelyAdult behaviours impact upon students behaviour and self esteem:*Proximity *Listening *Eye contact*Pleasant voice *Smiles*Use of students name*Positive feedback

Handout: Green A4 One hundred ways to verbally reinforce

Remember to include SPIT SpecificPositive Immediate and True

Related to teacher attention is the student-teacher relationship and preferred adult behaviours.

There is a growing body of research that indicates academic achievement and students behaviour are both influenced by the quality of teacher-student relationship (Jones & Jones, 1998 and Algozzine, Wang, & Violette, 2010).

Proximity -communicate privately at 50cm with individual students; communication across the room reserved for information intended for entire group onlyListening - pause, attend thoughtfully to the studentEye Contact communicate at eye level; look student in the eye when instructing or directing; hold eye contact briefly for compliancePleasant voice talking, praising, correctingSmiles pleasant facial expression and frequent smilesTouch appropriate brief nurturing touchUse of Students Name begin interactions with student name and use frequently during interactions

Affect the likelihood that they will say they like school or their teacher.These behaviours express warmth, care and concern and communicate respect,Set the stage for effective interacting with students and delivering genuine feedback.

These behaviours may relate to their vision of discipline for their school done earlier. They are observable indicators of the status of relationship-building in a school.32Encouraging Expected Behaviour: Tangible ReinforcersWHY?Helps teachers provide high rates of specific positive feedbackGives a universal sign to students both those receiving and those watchingBuilds a sense of community through group and class goalsMeasure of the frequency of positive feedback - can help guide teachers to increase use of positive feedback

33Team TimeWith a partner/ small group spend one minute thinking about how you have encouraged expected behaviour in the past? Consider use of verbal feedback and tangible reinforcers to acknowledge appropriate behavioursFeedback to whole group

34Classroom Continuum of StrategiesFree & FrequentIntermittentStrong & Long TermVerbal PraiseSmileWaitara WishesMerit AwardsNotes HomePositive Contact with ParentsWeekly Wish Draw Bronze AwardsSpecial PrivilegesComputer TimeSocial/Free TimePositive Contact with ParentsSilver/Gold awardsPhoto in NewsletterParticipation in school events such as Excursions, PSSAPersonal RecognitionAward Morning Teas/ CeremoniesName in NewsletterSome of the strategies currently used at Waitara.35Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

36Consider thisThe single most commonly used but least effective method for addressing undesirable behaviour is to verbally scold and berate a student. (Albetro & Troutman, 2006).

Why focus on discouraging problem behaviour?

Even when we have clearly defined rules and routines and give high rates of positive feedback we know some students will still demonstrate inappropriate or undesirable behavior.

When misbehavior happens, correcting students is not bad or wrong- in fact, consistently responding to inappropriate behavior is essential. Correctives are a problem only if they exceed the rate of positives.

However.(Read Slide)

The teacher who yells or berates is, in effect, saying to the student this is how an adult reacts and copes with undesirable behaviors in an environment (Alberto & Troutman, 2006). This is not the model we want to provide for students.

Error Correction-Non-ExamplesHow many times do I have to tell you to work quietly?Didnt I just tell you to get your work done?Why are you talking when Im talking?Do you want me to send you to the office?Whats going to happen if I call your mother?What do you think youre doing?Dont you think you should be using your time better?

37Continuum of ResponsesGeneral Considerations

Calm professional, composed voice tone and volumeConsistent It is less important what the response is than ensuring that something is consistently done. It is the key to changing behaviourBrief specific descriptions of behaviour that are short and conciseImmediate as soon as the behaviour occursRespectful quiet contact, secure attention, privacy, show personal interest

3838Handout of slide

Teacher, ask yourself: Is my reaction escalating the behaviour?Are appropriate supports in place? Does the student know what is expected of them?Are there particular triggers causing the behaviour?Are you regularly providing pre-correction?

Any other ideas?

Additional considerations.39Student ConferenceA lengthier re-teaching or problem solving opportunity when behaviour is more frequent or intense.

Positive, private, using calm voiceDescribe the problemDescribe the alternativeTell why alternative is betterPractise (student should tell and/or show)Provide feedbackOffer support and gain commitment

4040desired behaviour is taughtreasons exploreda plan made to ensure appropriate behaviour is usedinclude practise with the opportunity for dialogue regarding how they can be supported in order to get commitment

Remember..It is not the size of the consequence that promotes behaviour change, but the certainty that something will be done

4141

Examples of consequencesNon verbal remindersClass rule reminderIndividual rule reminderEnvironmental modification (e.g. change seat)Time out /Reflection Sheet( opportunity to reteach)Parent contactOffice / exec discipline referral

Observe Problem BehaviourWarning/Conference with StudentUse Classroom ConsequenceComplete Minor Incident ReportDoes student have 3 green cardsin the same term?PreparednessCalling OutClassroom DisruptionRefusal to Follow a Reasonable Request (Insubordination)Failure to Serve a DetentionPut DownsRefusing to WorkInappropriate Tone/AttitudeElectronic DevicesInappropriate CommentsFood or DrinkWeaponsFighting or Aggressive Physical ContactChronic Minor InfractionsAggressive LanguageThreatsHarassment of Student or TeacherTruancySmokingVandalismAlcoholDrugsGamblingDress CodeCheatingNot w/ Class During EmergencyLeaving School GroundsFoul Language at Student/StaffWrite referral to AP/teamExecutive determines consequencefollows through on consequenceExecutive provides teacher feedbackRefer student to AP for yellow Card. Parents contacted Issue slip when student does not respond to pre-correction, re-direction, or verbal warningcomplete behavior reflection writing, seat change)SIDE BAR on Minor Incident Reports-correction, re-direction, or verbal warningOnce written, fgive to CT who then records on system and contacts parents.rTake concrete action to correct behaviour (i.e. assign detention,complete behavior reflection writing, seat change)SIDE BAR on Minor Incident ReportsIs behaviour office managed?ClassroomManagedOffice ManagedNoYesExecutive DecisionMakingFlowchart

44If unsure always refer to the decision making flowchart. This will ensure consistency across the school. Active Supervision Management by walking aroundDr Fred Jones*Move around *Look around *Interact with studentsIt is an opportunity to:Observe student performanceProvide relevant feedback (praise)Provide correction (proactive)Encourage efforts

45Moving*All students observed on a regular basis*Make connections with students in more distant locations of the room e.g. eye contact, verbal feedback

*Look and listen for signs of a problem*Identify possible triggers of problemsScanning46Interacting with studentsInteraction for Positive Behaviour*Friendly, sincere and helpful demeanor*Immediate *Frequently *Consistent*Clear and explicitInteraction for Inappropriate Behaviour *Corrective response *Specific to behaviour *Constructive not argumentative *Proactive Deliver consequence *Respectful manner *Fair *Not random

47Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

487. Multiple Opportunities To Respond. This section refers to teachers acknowledging that all students are different. We want to give all students the opportunity to feel confidant, comfortable and engaged within all classrooms. By providing different opportunities (or ways) for children to interact and communicate in the classroom, we are creating a positive and safe environment. Multiple opportunities to respondOpportunities to Respond are provided when a teacher seeks a response from studentsReading aloudWriting answers to a problemVerbally answering a questionResponding to a teachers cue(body language)Using cue cards yes/no, higher/lower, true/falseUsing individual whiteboardsSome examples of different ways teachers ask students to respond49Why provide multiple opportunities to respond? Increases student engagement with instructionAllows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behaviour Allows reluctant learners a secured environment to practice Increases rates of responses of all learnersEnhances motivation for learning (Heward, 1994)

50Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

51Strategy 8: Offering Choices and Sequencing Activities.Why do this? We do this to enhance student success, confidence and engagement within the classrooms.Why consider activity sequence?Increases in performance (build on previous lessons= more success in learning)Decreases disruptive behaviour(more confidence and engagement: no fear of failing)Improves students attention as they know they can complete more challenging assignments/activities over a period of time=more success

(Kern & Clemens, 2007)

52Providing ChoiceProviding opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behaviour and increasing engagement

(Kern and Clemens, 2007, p. 70)

53Kindergarten Choice Board

Choose a letterGet a magazineCut out pictures that start with your letterGlue your pictures to the correct letter posterChoose a letterLook at our class namesFind friends that start with the same letterSort them into the correct basketExample of a kindergarten choice board menu for lesson. This kind of choice board would be useful for repetitive type lessons e.g. spelling or phonics/sound workA math choice board may include addition work sheet using hands on materials, times table challenges, easier or harder math challenges, computer quiz54Classroom ManagementExpectations Establishing Classroom RulesProcedures and Routines Encouraging Appropriate BehaviourDiscouraging Inappropriate BehaviourActive SupervisionMultiple Opportunities to RespondActivity Sequence and Offering ChoiceAcademic Success and Task DifficultyEffective Classroom Practices

55Component 9 continues to build on academic success and extending students to reach their full potential.

I see it.

I hear it and tell it.

I do it.

I REMEMBER IT!DIRECT INSTRUCTIONA good teaching model emphasises carefully planned sequential lessons designed around small learning increments. Lessons are designed around a clearly defined outcome.

56Why consider modifying task difficulty?Increases and promoteson-task behaviourtask completion task comprehensionappropriate class-wide behaviour

(Gickling & Armstrong, 1978; Kern & Clemens, 2007)

5757Who Deserves Accommodations and Modifications?Everybody!

Accommodations Allow academic access to the current level of instruction

Learning Adjustments / Modifications Change the curriculum while still focusing on the content area being taught58Applies to students with a diagnosed disability and undiagnosed learning difficultiesApplies to high achieving students and gifted and talented studentsApplies to all think of when teachers organise student learning in ability groups. All classrooms at Waitara do have areas where there is clear differentiation in the tasks completed.Learning adjustments and accommodations are being made every single day. The change is that these are now correctly recorded and monitored by Stage Supervisors. Where to from here?Over next few days with holding classes please review:*Technology poster these were handed out on the last day of 2013 & should be in all classrooms. *Anti-Bullying Notebook developed 2013 (in Teachers-Stage folders- PBEL) *School wide expectations-Respect, Responsibility & Personal Best (classroom posters) *Start thinking about your classroom layout for 2014-will it encourage appropriate behaviour & interactions?

Ongoing and extensive training to support all staff in the consistent implementation of PBEL across the school and in all classrooms. Continue to review data in order to address inappropriate choices/ behaviour. Reteach expectations and provide clear consequences when expectations are not met. Continue to educate/inform the parent community about the PBEL program and its implementation across the school.

59Seating plan

Clutter freeVisualsVentilationSpace to move safelyDesignated areasSignalcontrolEssential Features of Environmental Management

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