strand: pbs in the classroom

Strand: PBS in the Classroom

Sarah Fairbanks, Ph.D.Clackamas Education Service District

Many Thanks to George Sugai, Chris Borgmeier, & Celeste Rosetto-Dickey for

use of some of these slides

Classroom

Classroom Strand Focus

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

Strands One focus for the year vs. several topics Come to the same training in the winter

and spring Next trainings: 1/15, 4/9 One focus for the year vs. several topics Part of ongoing school-wide PBS

development **Focus this year on staff development

Strand- PBS in the Classroom

This is the 1st of 3 of trainings on: 1st Assessing and progress monitoring staff

classroom management skill & impact on behavior 2nd Developing 1-2 lessons to support staff related

to classroom management Why?

To identify areas of strength & weakness for staff related to classroom management.

Address weaknesses by regularly teaching strategies to improve knowledge and expertise

To improve class-wide behavior across the school Not a “train and hope” focus Improve teacher satisfaction

Today’s Goals/Objectives Share Review Team Implementation Checklist/A.P./Roles Part 1 of classroom training series

Self-assessments Review 2 areas of classroom management Complete 1st staff training

Team planning You should leave today with-

Team checklist completed, A.P. started, Roles identified 1 Draft lesson plan for PBS in the classroom 1+ Draft dates to do the lesson plans throughout the year Plan for presenting the lessons

Ok???

Sharing As a large group 1-2 accomplishments 1-2 Goals

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

Phase 1: School-/Classroom-Wide Systems



SUPPORT

Phase 1A: Task Example Benchmark1. Clear Expectations 1. ?? 2. Expectations Taught 2. ??3. Team Structure for implementation 3. ??

Adapted from Dale Myers, Ph.D.

Teaching Who teaches?

Classified & Certified side by side How do you teach?

I do it, we do it, you do it I show the examples and non-examples You show examples only

When do you teach? Regular Schedule throughout the year Based on date, incidental/surprise too

Where do you teach? In the setting

Team Structure Meeting regularly?

Every other week/ 1x a month Review data each mtg.?

The Big 5 Follow agenda? Minutes dispersed?

Key players kept in the loop on PBS Adhere to time limits?

Things get done & we respect each other’s time Regular training and feedback solicited

from staff? Every staff meeting, after every training—we train

the staff! Each member has a role?

Data manager, facilitator, note-taker Action plan completed/followed?

Phase 1: School-/Classroom-Wide Systems

Phase 2: Secondary Prevention

Phase 3: Tertiary Support



SUPPORT

Phase 1A: Task Example Benchmark1. Clear Expectations 1. ?? 2. Expectations Taught 2. ??3. Team Structure for implementation 3. ??4. Systems to respond to appropriate behavior 4. Recognition system5. Systems to respond to inappropriate behavior 5. Correction System6. Systems to track behavior/perceptions 6. Fidelity, Outcomes

Phase 1B: PBS to all

staff

Phase 1C: PBS in the classroom

Adapted from Dale Myers, Ph.D.

Team Activity #1 Complete Team Checklist online or paper— Begin completing yearly action plan

Based on team checklist Complete PBS roles worksheet

Questions: Where are we in the PBS process? What’s next? Are we sustaining what we started? Are we evolving what we started?

School A

What do Effectively Managed Classrooms look like? What are students doing in them?

Where Did Students Get These Behaviors?

Research in Ineffective Classrooms(e.g., Wehby, Shores, Symmons, 1995; etc., Wehby, Dodge, Valente, & CPRG, 1993; Shores et al., 1993) Low rates of instructional interactions (ISW).

When interactions occur, they were non-academic. Increased levels of inappropriate student behavior leads to

fewer instructional interactions with students. Extremely low rates of praise…more than 2x as

many “–” as “+” for the most needy Correct academic responses by a student did not occasion

teacher praise above chance levels. Inconsistent distribution of attention towards “–” vs.

“+.” Compliance to a command generally resulted in the

delivery of another command

Common Mistakes Students know what is expected of them

Expectations not really/explicitly taught Absence of clear rules Vaguely stated rules

5:1 Ratio not employed Punishing students for failure to exhibit a behavior

that was not taught Get tough!

Research is clear—ineffective strategy: agression etc. Mayer, 1995; Mayer & Sulzar-Azaroff, 1991; Skiba &

Peterson, 1999

Instructional minutes does not = effective instruction—lack of instruction! (Christenson et al, 1989; Rosenshine & Stevens, 1986)

Classroom

Structure

Effective

Effective

Instruction

Instruction

Behavior Behavior ManagementManagement

So, What is Classroom Management?

Are you ready for PBS in the classroom focus?

Your school has been implementing PBS w/ fidelity, phase 1A-B

> 60% of referrals from the classroom Link to school-wide PBS is limited Commitment for PBS classroom support

PBS team and admin. And teachers are saying…

Help, I have all red zone students!!

Individual Student Support Couple of students

repeated concerns Few concerns w/ other

students in class Concerns w/ students

cross multiple settings

Classroom Support Referral/discipline

occurring w/ multiple students

Same students have fewer concerns in alternate settings

or

How Can You Tell? Review Referral data: # of referrals per student, # of referrals per time of day…as in the next slide

Example Classroom Data

Students

Referrals

So, now what?

- We have several teachers with classroom systems that are not working, students engaging in lots of inappropriate behavior, oh & referrals are on the rise too…

Non-examples- Purchase & distribute classroom management

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

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

Instead: School-wide Game Plan

Let’s create a plan: Effective classroom management begins early

Staff/team/admin on-board: Use data to justify PBS Team focus: leads system-wide support at

classroom level First, Identify areas of concern across teachers,

using a self-assessment Second, create schedule and plan to provide

professional development, w/ brief lessons/activities for all staff

Third, progress monitor & follow-up: Plan to complete 3-4 times per year w/ subsequent support Fall/Winter/Spring

Classroom-Management

Self-Assessment

Evidence Based Practices in Classroom Management: Self-Assessment

1. Maximize structure in your classroom.

2. Establish, teach, prompt, monitor, & review a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)

Team Activity #2 Complete Classroom Management self-

assessment: The same one in your team Identify:

2 Strengths and 2 areas of focus for your team Select a date to have your staff complete the

Classroom Management self-assessment Determine how you will administer the

assessment Make sure staff understand its not evaluative & is

anonymous Encourage honest evaluation Explain how the data will be used to provide

targeted staff development and support


Predictable Classroom Routines/Activities Teacher routines:

volunteers, communication, planning, etc.

Student routines: personal needs, transitions, working in groups,

getting, materials, homework, etc.

Which routines are most problematic? Low Risk Activities:

Homework distribution and discussion

Star of Week/Super Scientist recognition

Story Computer

Low Risk Routines: Getting organized to go

home

High Risk Activities Morning routine Recess Library Clean-up/Dismissal

High Risk Routines Group work Listening and Following

directions Respect-adults and peers Working independently Taking of personal needs Getting organized for the

day

Identify Routines Needing More Attention

Getting Help

Working Independ.

Transitions Groups Personal Needs

Getting Organized

Ready to go Home

Listening Following Directions

Morning Routine

X X

Language Experience

X

Recess X X

Math X

Star of the Week

X

PE

X Music

X

Library

X Computer

X

Science

X

Clean-up/ Dismissal

X

Develop A functional layout to your classroom Environmental Design

Traffic patterns and furniture density Reduce clutter

Define areas for different classroom activities

Group areas, work stations, teacher desk Seating arrangements (groups, carpet, etc.)

Visual access Teacher supervision Student needs for instructional materials etc.

Have you maximized structure in your classroom?

1)I maximized structure and predictability in my classroom.

a) I explicitly taught and followed predictable routines.

2 1 0

b) I arranged my room to minimize crowding and distraction.

2 1 0

Self Assess Complete item for your classroom (or a

teacher with whom you consult)

Action Plan Generate action plan content (observable and

measurable behaviors to address deficits) Potential action plan items may include:

Describe predictable routine for entering classroom, turning in homework, (or others that are identified as missing)

Rearrange furniture to ensure better supervision

# Current Level of Performance

Enhancement/Maintenance Strategies[1]

1

[1] What? When? How? By When?

Establish, teach, prompt, monitor, &

review a small number of positively stated expectations.

First Lesson for Staff—Think about how you would use/adapt materials for your

lesson

2. Teach a small number of positively stated expectations.

Establish behavioral expectations/rules.

Teach rules in context of routines.

Prompt students before entering context of concern.

Monitor/Actively Supervise students’ behavior in context

Review/Evaluate effect of instruction - review data, make decisions, & follow up.

Establish Behavioral Expectations/Rules

A small number (i.e., 3-5) Positively stated Should match SW Expectations

Safe, Responsible, Respectful

Operationally define what the rules look like Respect– In line Example: Keep 6 inches between you and the person in

front of you Non-example: Don’t touch people, respect space

Routine/setting examples: How to enter class and begin to work What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if someone is bothering you. How to determine if you are doing well in class Difference teaching formats (TLI)

One way to do this is in a matrix format.

Establish Behavioral expectations/Rules

Expectation/Rule Matrix

Routines

RulesTransitions

IndependentSeat Work

Small Group Activity

Teacher- Led Instruction

Respect•Hands to self•Worry about self•Stay in your space

•Raise hand before talking•Turn in work you are proud of•Make noises in your head

•Listen to each other•Accept each other’s answers•Give eye contact

•Give eye contact to teacher•Raise hand before talking

Responsibility•Put materials away•Throw things away that are old

•Stay on-task•Do your own work•Keep your supplies in your desk

Help with the group work•Use time wisely

•Follow along/be in the right place•Listen to teacher instructions•Take notes

Remain in Control

•Follow adult directions•Remain quiet

•Sit with 5-6 legs on the floor•Stay in your space

•Keep objects out of hands•Use materials carefully

•Keep objects out of hands•Sit with 5-6 legs on the floor

Designing Classroom Routines

Routine Desired Behavior

Signal Teach

Routine

Entering Class

Walk in, sit down, start work

Instruction on board

Positive and Negative Examples

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

Rules within Routines Matrix

Routines

Rules

Entering Classroom

-Signal:

Seat Work-Signal:

Small Group Activity-Signal:

Leaving Classroom

-Signal:

Be Safe

Be Respectful

Be Responsible

Team Activity # 3 Begin completing a sample classroom matrix for

teachers Determine a date/time to have staff complete the-

Mapping School-wide Rules to Classroom Routines/Expectations (The Matrix/Grid)

How will your team? Who on your team? 1) Will “teach” the matrix and share the relevant ppt slides

with staff? 2) Reserve time on the master calendar to facilitate the

lessons/conversations

Evidence Based Practices in Classroom Management


2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.




(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

Bringing it back to the Staff Provide staff with time to fill out the self-

assessment Complete matrix lesson plan Get data from self-assessment website Review results at PBS meeting Create year plan for classroom management Provide data-based support (brief

lessons/activities) Progress Monitor: Complete self-assessment again Repeat Above Steps

Classroom Management Checklist Data Summary – February 12, 2008

In Place Status Essential Practices

% In Place

Full 2

Partial 1

Not 0 Classroom Management

38 10 14 2 1. I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior.

69 18 8 0 2. Classroom rules & expectations are taught, practiced & positively reinforced.

3. Rate the extent the following transition procedures are taught, practiced & positively reinforced in your classroom.

73 19 7 0 a. Entering the Classroom 67 16 8 0 b. Lining up 27 7 18 1 c. Changing between activities 65 17 8 1 d. Exiting the Classroom

4. Rate the extent the following classroom routines are taught, practiced & positively reinforced in your classroom.

85 22 4 0 a. Start of the day / Beginning class 35 9 15 2 b. Group work 62 16 9 1 c. Independent seat work 50 13 13 0 d. Obtaining materials 46 12 14 0 e. Seeking assistance/help 46 12 13 1 f. End of day/ End of class 85 22 4 0 5. Attention getting cue/rule taught directly, practiced &

positively reinforced 73 19 7 0 6. Continuous active supervision across settings & activities,

including moving throughout setting & scanning 81 21 5 0 7. Desks/room arranged so that all studetns are easily

accessible by the teacher 73 19 7 0 8. Necessary materials and supplies are accessible to

students in an orderly fashion 62 16 10 0 9. Minor problem behaviors are managed positively,

consistently & quickly 27 7 19 0 10. Chronic problem behaviors are anticipated and

precorrected 58 15 10 1 11. Students are provided with activities to engage in if they

complete work before other students in the class I nstructional Management

88 23 2 1 12. Majority of time allocated & scheduled for instruction

62 16 10 0 13. Allocated instructional time involves active academic engagement with quick paced instruction

58 15 11 0 14. Ask clear questions and provides clear directions for assignments

19 5 21 0 15. Active academic engagement results in high rates of student success (90%+)

46 12 14 0 16. Actively involves all/majority of students in lessons, this includes providing activities/ instructions to students of varying skill levels

65 17 9 0 17. Instructional activities linked directly to measurable short & long term academic outcomes

School-wide = 58 % In Place 40 % Partially In Place 2% Not In Place

Adapted by C. Borgmeier from Sugai & Colvin

Graph Across Teachers

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Graph Across Areas:

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Team Activity #4

How will your team facilitate your staff… 1) in completing the classroom management self

assessment and Support action planning 2) Mapping School-wide Rules to Classroom Behavioral

Expectations 3) Reserve time on the master calendar for the lessons 4) Discuss staff development strategies that you

think are effective in reaching your staff, what strategies will you use?

5) Share 2 strategies with the group

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Baseline Classroom Mgmt

It’s not just about behavior!

Academics Behavior Management

STUDENT OUTCOMES

If you want it, teach it!

You get more of what you pay attention to!

On school reform…

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

strand: pbs in the classroom

Documents

wide systemsphase

classroom managementwhy

staff meeting

staff development strand

classwide behavior

wide systems forall

timeregular training

settingssecondary prevention