The ABC’s of Effective Classrooms: PBIS , Equity & the Common Core

1. The ABC’s of Effective Classrooms: PBIS, Equity & the Common Core Chris Borgmeier, PhD cborgmei@pdx.edu www.swpbis.pbworks.com

2. Objectives • What is PBIS? • What does it have to do with Equity & the Common Core? • ABCs of PBIS in the Classroom • The Fundamentals of Classroom PBIS: Maximizing Your Investments & Increasing your Odds

3. How to be My Audience • Teach what you want to see • Look Smart • Eyes on me • Smile & Nod • Laugh at my Jokes • “Ooh & Ahh” on Cue • Listen Respectfully • Limit side talk • Use technology responsibly

4. What is PBIS?

5. ~5% ~15%

7. PBIS Big Ideas • Commitment to serve ALL students • Setting ALL Students & Staff up for Success • Level the Playing Field for All Students • Positive & Welcoming for ALL • Proactive is better than Reactive • Teach Social Behavior like we teach Academics • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME

8. PBIS Big Ideas • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies • Time in Hall, Time in Office, Suspension, Detention • Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior

9. Challenge… • Schools (Teachers) are facing an increasingly diverse and challenging population of students with limited resources & increasing expectations • How to enhance schools’ (teachers’) capacity to effectively and efficiently prevent and respond to the range of problem behaviors observed in schools. • “Work Smarter”

10. UNIVERSAL SCREENING

11. PBIS: Big Ideas • Focus on What We Can Change • We cannot prescribe medication • We cannot change the students previous experiences • We often cannot change the parenting practices in the home • What Can We (the Professionals) Change? • our own Behavior, Practices, and Beliefs

12. Positive, Predictable Environments • Especially necessary for diverse learners • Second-language learners • Struggling learners • Learners from different cultures • Learners with challenges with attention and impulsivity • But benefit ALL students

14. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

15. Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement(Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980) • Limit downtime – get to instruction • Smooth, Quick Transitions • Limited interruptions of instruction • Limited Problem Behavior

16. The ABC’s & PBIS in the Classroom

17. Back to the Basics • The Fundamentals of Classroom and Instructional Management • Important Keys to: • Equity in the Classroom • Maximizing Instruction of the Common Core

18. Learning A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

19. ABC’s of Understanding Chronic Behavior Patterns • What happens before (A or antecedent) the behavior occurs? • Trigger • What is the behavior (B)? • What happens after (C or consequence) the behavior occurs? • Response or Outcome of the Behavior A  B  C

20. Learning & ABC

21. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior When student will because therefore the function of the behavior is to access /escape/avoid (choose one) asked to math problem in front of class (some Antecedent condition occurs) Verbally refuse, disrespect teacher (engage in a specific Behavior) teacher calls on someone else (a predictable outCome will occur) Math failure/embarrassment (something in the environment)

22. PBS v. Reactive Model

23. Traditional / Reactive Approach NON-PBIS

24. PBIS Approach

25. Classroom Setting Evidence Based Practices B • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Precorrectionsfor chronic errors • Active supervision and Proximity • Active Engagement: Frequent Opportunities To Respond (OTR) • Ratio of 5 positive to 1 negative adult-student interaction • Effective Correction & Redirection for minor behavior errors B A A A C C

26. Probabilities What works for Most Kids Most of the Time Nothing always works… but what are the odds?

27. Tertiary Prevention: FBABSP for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings

28. Tertiary Prevention: FBABSP for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Won’t act out no matter what! ~5%

30. The Fundamentals of Effective Classroom Management Increasing the ODDS Practices to Invest In

31. PBIS ApproachThe Fundamentals

32. Routines & Predictability • Daily Schedule & Sequence • Expectations & Routines • Acknowledgement • How you Respond to Problem Behavior • And doing so effectively

33. Positive, Predictable Classrooms Consistency is the Key!!! A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

34. B – Behavior TEACHING

35. What the Research Says Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Summary of Supporting Research: • Teaching and reviewing expectations (i.e., social skills) and providing feedback is associated with: • Decreases in off-task behavior disruptive behavior (i.e., talking out) • Increases in academic engagement, leadership and conflict resolution (Johnson, & Stoner, 1996; Sharpe, Brown, & Crider, 1995; Rosenberg, 1986) • Pairing rule-instruction with feedback and reinforcement leads to the largest gains (Greenwood, Hops, Delquadri, & Guild, 1974)

36. What the Research Says Teachers Establish Smooth, Efficient Classroom Routines • Plan rules & procedures before the school year begins and present them to students during the first few days of school • Provide written behavior standards and teach and review them from the beginning of the year • Provide considerable teaching and reteaching of classroom rules and procedures Cotton, 1995 -- “Effective Schooling Practices a Research Synthesis - Updated”

37. Need to know what you want it to look like • Expected Behavior • Routines (social, instructional, organizational) • Transitions • Video Examples • http://explicitinstruction.org/?page_id=92 • Active Participation - 7th Grade • http://www.scoe.org/pub/htdocs/archer-videos.html • Active Participation - 7th Grade

38. How to be My Audience • Teach what you want to see • Look Smart • Eyes on me & Track • Smile & Nod • Laugh at my Jokes • “Ooh & Ahh” on Cue • Listen Respectfully • Limit side talk • Use technology responsibly

39. A – Antecedent Intervention PREVENT & Set up for Success

40. PREVENT… Nothing always works – we’re just playing the odds • I like my odds better before problem behavior has occurred rather than after

41. PreCorrection & Prompting • Don’t be afraid to give them the answer in advance • Stacking the Deck… so more students practice the Correct response • Teaching = Scaffolding practice and opportunities to do it right

42. Proximity (for Prevention) • Active Supervision • Increases opportunities: • Catch & Acknowledge more kids doing right thing • Pre-empt potential problem behaviors • “With-it-ness”

43. Opportunities to Respond - OTR • An instructional question, statement or gesture made by the teacher seeking an academic response from students. Can be provided individually or to whole class. • Sprick, Knight, Reinke & McKale2006 • The number of times the teacher provides academic requests that require students to actively respond. • Teacher behavior that prompts or solicits a student response (verbal, written, gesture). • Chorale/Whole Group Responding • Partner Responding • Individual Responding (via planful random selection) • Individual Responding (via volunteer)

44. Active Participation - Why? Increasing Opportunities to Respond is related to: • Increased academic achievement • Increased on-task behavior • Decreased behavioral challenges Caveat • Only successful responding brings these results Initial Instruction - 80% accuracy Practice/Review - 90% or higher accuracy Anita Archer

45. C – Consequences REINFORCE & Effective Redirection & Correction

46. When Teaching New Skills • Consistent Responding is Key when new skills (academic or behavioral) are first being learned • Consistent praise and acknowledgment for correct behavior • Consistent error correction with practice performing the correct response • Frequent Review and PreCorrection Praise and error correction should follow nearly every response during Acquisition of a New Skill

47. Positive, Predictable Classrooms Consistency is the Key!!! A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

48. Active Supervision • Effective scanning and movement allows for more opportunities: • To catch more students engaged in positive behavior • Catch minor misbehavior early and prevent escalation • Use proximity and prompts to redirect student behavior early • Catch academic errors early before practice of misrules or errors (and frustration)

49. 1000 Classroom Observation Study =5.4 Pos. Feedback / Hour • Total Classrm Obs. • Elem = 1515 • MS = 725 • HS = 1381 =2.4 Pos. Feedback / Hour

50. Increasing Specific Praise “You know when I do it…. It really works!”