Tier 1 PBS and

Classroom SystemsBenchmarks of Quality

Classroom Items # 42-48

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Objectives

Participants will be able to:• Identify the foundation for PBS classroom behavior

management systems

• Name the top six classroom behavior management practices

• Identify two tools to assess behavioral needs within the classroom

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Classroom RtI for Behavior

Classroom-Level PBS:• Tier 1 Expectations - The foundation for classroom

behavior management systems• Critical component in a multi-tiered system of

supports• Helps teachers embed RtIB into classroom practices• Provides tools for preventing problem behaviors • Provides tools for remediation• System for building in accommodations, as needed• Assists teachers who need behavioral support, in addition to

existing Tier 1 practices

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Tiers of PBSTier 3 – (Intensive, Individualized) Processes and procedures reflect

Tier 1 expectations coupled with team-based strategies to address problematic behaviors of individual students

Tier 2 – (Targeted) Processes and procedures address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention, escape)

Tier 1 & 2 – (Classroom) Processes and procedures reflect Tier 1 expectations coupled with pre-planned strategies applied within classrooms

Tier 1 – (Core) Procedures and processes support behavior intended for all students, staff, across all settings

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Classroom PBS BasicsTier 1 expectations are the foundation for classroom management

• Classroom rules and procedures tied to Tier 1 expectations• Rules are observable, measurable, enforceable• Rules and procedures are identified, taught and reviewed regularly

• Classroom reward system supports Tier 1 expectations• Includes high ratio of positives to negatives• Increases likelihood students will engage in the desired behaviors• Provides opportunities for at-risk students to experience success

• Responses to problem behaviors connected to Tier 1 expectations• Teacher-managed referrals support Tier 1 system• Used as a teaching tool for desired behavior

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Classroom Behavior Management

Top 6 Behavior Management Practices:

1. Teach Tier 1 Expectations

2. Develop and teach classroom procedures & routines

3. Develop and teach effective classroom rules

4. Acknowledge appropriate behavior

5. Actively engage learners

6. Respond effectively to problem behavior

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1. Teach Tier 1 Expectations

Tier 1 Expectations:• Foundation for classroom behavior systems• Posted in all classrooms• Directly taught through on-going lesson plans• Embedded into academic lessons• Differentiate lessons based on need

• Whole class• Smaller groups• Individual Students

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Formal Lesson Plan Development

• Explain why the lesson is important or relevant• Define concept/skill with examples & non-examples• Have students apply the knowledge/skill • Provide additional practice with feedback• Differentiate instruction based on student need

Expectations:Concept-Level

lessons

Rules:Specific skills students must

rehearse in the identified setting

Embedding Expectations

Social Studies:• Discuss how different historical events unfolded due

to conflict. Have students brainstorm solutions on different way the conflict might have been resolved

Language Arts and Reading:• Discuss how characters in a novel did not show

respect. Have students re-write the story with the character showing respect

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2. Classroom Procedures and Routines

Procedures and Routines:• Provide structure and consistency for students

regarding all activities or events:• Classroom movements (transitions)• Turning in assignments or homework, getting materials• Gaining adult attention or asking for help• Working in groups, independent seatwork, whole group

instruction

• Must be taught, practiced, modeled and reinforced• Developed for all staff

• Volunteers, substitutes, aides, paraprofessionals

Classroom Procedures by Expectation

Procedures byExpectation Turn in Homework Restroom

Be Safe Single file at cabinet Push in chair

Be Respectful Wait quietly Walk quietly

Be Responsible

Return to seatTake pass and

return pass Begin ‘bell’ work

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Teaching Classroom Procedures and Routines

Example: Lining Up• Proactively identify problem situations/areas• Teach the expectations (Be safe, Be Respectful)

based on how they align with the procedure• Model and practice the expected behaviors• Reinforce appropriate behavior• Review (pre-correct desired behaviors)• Prompt• Reinforce

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3. Classroom Rules• Developed by the classroom teacher• Aligned with the Tier 1 expectations

• Examples: • Always push in your chair = Be Safe• Turn in all assignments = Be Responsible

• Positively stated• Limited in number (maximum 5)• PBS team member may review rules for

adherence to guidelines

Supporting Classroom Implementation

Blank Classroom PBS Plans in the Misc. Section in the Tier 1 Training Binder

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4. Acknowledge Appropriate Behavior

• Acknowledging Appropriate Behavior:• Specific verbal praise, gestures ( e.g., high-fives, thumbs up)• Rewards: Points, social, activity, sensory, escape, tangible

• How to Acknowledge:• Provide immediate, specific praise

• “Johnny, you were in your seat when the tardy bell rang, thank you for being responsible.”

• “Bridget, thank you for being safe by walking down the correct side.”

• 4:1 ratio of positives to corrective statements

• Use visual prompts in classroom as reminders to stay focused on the positives

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Levels of Acknowledgement

• ‘All for One’: Interdependent Group Contingency • Whole group, universal approach• Everyone engages in the desired behavior which earns the

entire group/class a reward • Example: Marbles in a jar

• ‘One for All’: Dependent Group Contingency • Target student or targeted group• Individual student earns a reward for the entire group by

engaging in the targeted behavior; class encourages student

• ‘To each his/her own’: Independent Group Contingency • Each student earns reinforcement based on his/her behavior• Example: Behavior Report Card

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Examples of Rewards• Positive note/phone call home

• Lunch with preferred adult (teacher, principal, coach)

• Sit in special chair (teacher’s chair, beanbag chair)

• Keep the class mascot on desk

• Mystery “Grab Bag”

• Homework pass

• Extra computer, library time

• Pizza, popcorn, popsicle party

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Build on the Tier 1 System

• Connect Classroom and Tier 1Reward Systems• Every full jar of marbles the class earns, each student

earns a Tier 1 token

• Add Tier 1tokens to the classroom treasure box

• Class competitions for public praise announcement• Example: Class of the Week for Being Respectful

• Teacher nominates student for positive office referral and a raffle ticket

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Other Classroom Systems

Stoplight or Flipping/Pulling Cards• Focus is on inappropriate behaviors• Students receive attention for not demonstrating Tier 1

expectations• Opportunities for adverse reactions by students • Possibility of increased or escalation of problem behavior

Solution: Flip The System• All students start in the ‘Neutral’ Zone • Students earn the opportunity to move up to the ‘Go/Green’

Zone by demonstrating Tier 1 expectations

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5. Actively Engage Learners

Active Engagement:• Vary who responds (individual, groups, pairs) • Provide numerous ‘opportunities to respond’• Use enthusiasm and humor• Observable ways to engage students

• Auditory/visual signals (bells, buzzers, yes/no cards) • White board, clickers

• Create Ownership: our room vs. my room• Offer choices• Link engagement with outcome objectives

• If everyone has an answer, I’ll knock one question off your homework”

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6. Responding Effectively to Problem Behavior

• Match severity of offense to the response• Address the motivation (function) of the problem

behavior• Align responses with:

• Tier 1 expectations• Clearly defined rules• A system for teaching & rewarding expectations & rules

• Include opportunities to learn & practice appropriate alternatives

• Monitor responses to ensure they are effective

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Effective Classroom Responses

• Modify the Environment• Change seating, reduce distractions, decrease noise

• Modify the Presentation• Increase/decrease pace of instruction, shorten lecture

time, increase student participation, use work groups, allow use of computer, short work breaks, study buddy

• Modify Curriculum and/or Instruction• High-interest topic for reading/writing assignments,

shortened assignments, visual aids, extended time, frequent feedback

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Positive Peer Modeling• Focus on students engaging in the appropriate behaviors

• Identify students following the expectations• Name the expectation • Provide reinforcement (praise, token/ticket)

• Engage the class in discussion to identify problems in the classroom (e.g., talking out during instruction, out of seat)

• Discuss rationale for focusing on a behavior• Identify a classroom goal that is achievable• Determine classroom reward for achieving the goal

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Addressing Inappropriate Behavior

• Speak to student privately• Remain calm, positive and objective• Refrain from arguing with the student

• Acknowledge concerns/feelings, then re-direct to next opportunity for success

• End conversation immediately

• Avoiding Escalating Behavior and Power Struggles• PBS Classroom Consultation Guide, Page 128

http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf

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Teacher-Managed Referral Forms

• Problem-solving and progress monitoring tool• Used for ongoing/repetitive issues with a student

• Individual problem solving, bring to problem solving team• Student doesn’t need to know you’re filling it out

• Identifies Tier 1 issues (when aggregated)• Skills to be taught/rewarded• Support classroom management

• Form should be easy to complete • Process for completing form should be simple• Staff should be taught how and when to use the form

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Referral Review Steps for reviewing a classroom ‘referral’ with a student:

1. Name the problem behavior2. State the Tier 1 expectation3. Model expected behavior4. Ask student to demonstrate behavior5. Provide acknowledgement to student 6. Follow discipline referral process7. Use a neutral, calm tone

• Provide feedback on a behavioral error• Acknowledge feelings, but don’t argue• Deliver in private

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Additional Classroom Support

• If a teacher is effectively using the top 6 classroom practices:• Teaching Tier 1 expectations• Teaching classroom rules, procedures, and routines • Acknowledging Appropriate Behavior• Actively engaging learners• Responding effectively to problem behavior

• And has not successfully modified the behavior, s/he may seek assistance from the ‘Behavior’ team• Classroom Consultation Guide

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Classroom Consultation Guide

Who should use the Guide?• Individuals supporting classroom teachers• Classroom teachers• School-based PBS team members

Purpose of the Guide:• Identify, assess, & evaluate classrooms in need of additional

support • Environment, Behavior System, Curriculum & Instruction

• Problem-solve to determine appropriate interventions • Evaluate effectiveness of intervention strategies

http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf

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Guide has links within the document. To return to the Table of Contents press alt

+ left arrow key

Classroom Assistance Toolhttp://flpbs.fmhi.usf.edu/pdfs/CLASSROOM%20ASSISTANCE%20TOOL%209.10.docx

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Classroom Behavior Management

SummaryIdentify areas of concern within the classroom:

• Be Proactive• Alter the environment to prevent behaviors from occurring

• Teach appropriate behavior • Tier 1 expectation lesson plans• Utilize classroom rules, procedure and routines to support

the expectations• Embed in academics

• Reinforce desired behavior• Develop effective responses to problem behaviors• Acknowledge students engaging in Tier 1 expectations• Use peer modeling and support

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http://flpbs.fmhi.usf.edu

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PBS Project Contact

Heather P. George, Ph.D. Co-PI and Co-Director, Florida’s Positive

Behavior Support Project• Phone: (813) 974-6440• Fax: (813) 974-6115• Email: flpbs@usf.edu• Website: http://flpbs.fmhi.usf.edu