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Classroom Systems School-wide PBIS

Classroom Systems School-wide PBIS. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu. School-wide Positive Behavior Support Systems. Classroom Setting Systems. Nonclassroom Setting Systems. Individual Student Systems. School-wide Systems.

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Classroom Systems School-wide PBIS

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  1. Classroom SystemsSchool-wide PBIS Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

  2. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  3. Non-example Action Plan Strategies • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service • Observe in effective classroom • Observe & give feedback What is likelihood of change in teacher practice? (Sugai, 2006)

  4. Example Action Plan Strategies + Build on SW System + Use school-wide leadership team + Use data to justify + Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1st time + Regular review & active practice + Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

  5. Classroom SystemsBuilding Capacity v. One Shot Support • Build systems to support sustained use of effective practices • SW leadership team • Regular data review • Regular individual & school action planning • Regular support & review • To begin school year & throughout school year

  6. Classroom SystemsFocus: School-wide Support

  7. Classroom Practices Self Assessment • Staff completed the Classroom Practices Self Assessment on-line earlier this Fall • Plan to complete 3 times per year • Fall/ Winter/ Spring • Team collects data to: • Strategically guide decision making re: Prof’l Dev’t • Identify staff development topics/ areas of common need • Monitor progress

  8. Looking for High Blue (Not or Partially In Place) & High Red (Priority)

  9. ElementaryWinter 2012-13 Rankings School-wide Total % In Place = 54% Partial = 42% Not In Place = 4% Not Applicable = 1%

  10. Targeted Classroom Practices • PreCorrection • Chronic problem behaviors are anticipated and precorrected. • 4:1 Ratio/ Praise • I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior.

  11. Classroom SystemsTeam Implementation & Support

  12. Supporting Effective Classroom Practices • Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood • The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

  13. The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro #2 on NY Times Bestseller List on March 18th 2012

  14. The Habit Loopfrom “The Power of Habit” A habit is a formula our brain automatically follows: When I see a CUE, I will do ROUTINE in order to get a REWARD.

  15. Steps to Changing your Habits • Identify your Bad Habit Loop • Identify your habit/Routine to change • Look for Rewards • Isolate the Cue • Have a Plan for change • Identify your Replacement Behavior “New Habit” • Pair w/ Rewards

  16. My “Bad Habit” Loopfrom “The Power of Habit” A habit is a formula our brain automatically follows: When I see CUE, I will do ROUTINE in order to get a REWARD. Step 1: Identify your Habit – I raise my voice, scolding my daughter Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum, but raising my voice usually further escalates; so what is my reward?.... I get to feel like I’m doing something & letting her know this is not ok Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling, throwing a tantrum

  17. The Habit Loop A habit is a formula our brain automatically follows: When I see CUE, I will do ROUTINE in order to get a REWARD. When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in order to make me feel like I’m doing something & let her know it’s not OK to act this way (reward). Step 4: Have a Plan – Replaceraising my voice with calmly saying “yelling is not ok” and consistently saying to her tell me what you want & occasionally prompting her with the words to say – this should provide me the Reward of letting her know it’s not ok, “doing something” and make me feel better and more controlled about how I’m responding… and teaching her specifically how to respond… over time reducing the trantrums & whining

  18. Integrating “Power of Habit” in to the Classroom • How can we support teachers to: • Understand the “Habit Loop” • Build habits to use Evidence-based Classroom practices • Change Bad Habits in the classroom & replace w/ Evidence-based classroom practices

  19. Next Steps • Teach staff the “Habit Loop” and how to change/ develop good habits • Identify the Targeted Classroom Practice & provide examples = 5 to 1 Ratio, PreCorrection • Brief presentation of practice • Time to individualize practice to fit your classroom, context & needs • Brief presentation of Reminders & Supports to use your practice • Time to develop an individualized Plan for Support

  20. Classroom SystemsSchool-wide PBISIncreasing Specific Praise (5 to 1 Ratio) Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

  21. PBIS Classroom System: Next Steps • Brief presentation of practice • Time to individualize practice to fit your classroom, context & needs • Brief presentation of Self-Monitoring use of your targeted practice • Time to develop an individualized Self-Monitoring Plan

  22. Follow Along in the 5 to 1 Ratio Guide

  23. Definitions of Acknowledgement of Positive & Problem Behavior • Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior. • The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.

  24. Why Acknowledge Desired Behavior? • Reinforce the teaching of new behaviors • Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial • Harness the influence of kids who are showing expected behaviors to encourage the kids who are not • Strengthen positive behaviors that can compete with problem behavior • Improve school climate • Create positive interactions and rapport with students

  25. Why Increase Positive Acknowledgements? • After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% • In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year • In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year • Becker, Engleman, & Thomas, 1975

  26. 5:1 Ratio • Pay attention to What you Want to See • Acknowledge positive behavior 5 times more often that you respond to negative behavior • Keep it genuine; not the same for all kids • Negative interactions are not wrong and are sometimes necessary; the key is the ratio • There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

  27. Positive Interactions • Positive interactions can be provided in a variety of ways: • verbal praise • positive feedback re: appropriate behavior • nonverbal acknowledgement • smiling, nodding, winking

  28. Research on Praise & Acknowledging Positive Behavior Praise has the strongest research, with increases shown in: • Students’ correct responses • Work productivity and accuracy • Academic performance • On-task behavior and attention • Compliance, positive comments about self • Cooperative play Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008

  29. Critical Features of Acknowledgement • Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced • Immediate • Specific: explicitly describes the desired behavior performed • Sincere: credible and authentic • Varied: varied word choice, varied academic and behavior praise, whole group, small group and individual • Student referenced: compares student performance to previous performance and does not compare students to others; acknowledge effort 

  30. Positive Acknowledgement/ Praise examples • “Excellent job listening and following directions the first time.” • “Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.” • “Wow, you completed your math work correctly before the end of class.”

  31. When Acknowledging Positive Behavior • Identify the specific behavior being acknowledged • Link the behavior to one of the SW-Rules • GOOD EXAMPLE • “Wow, thank you for helping to clean up the spill, that was very Responsible of you” • NOT AS GOOD • “Thank you, good job!”

  32. Procedural Steps for increasing Positive Acknowledgement Ratio • Identify challenging times, routines and behaviors that occur throughout the day • Identify desired behaviors to focus on praising, particularly during challenging times • Explicitly teach students to engage in desired behaviors

  33. Procedural Steps for increasing Positive Acknowledgement Ratio • Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior • Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior • Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

  34. Increase Positive Feedback & Decreasing Negative • ID a specific problem behavior you would like to see less of and define the opposite of this behavior • Teach & re-teach the expected/desired behavior • Provide “precorrections” in advance to set up positive behavior • Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback • Coaching Classroom Management, 2006

  35. Step 1: Identify Challenges & Positive Acknowledgements

  36. Your Turn • Take a few minutes to Complete Step 1 of the Worksheet • Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support

  37. FLIP THE RATIOTrading Negative Acknowledgements for Positive

  38. Your Turn • Take a few minutes to Complete Step 2 of the Worksheet • Share your strategies with a partner

  39. Set up Systems to Increase Positive Acknowledgement Students Teacher • Good Behavior Game • T-chart • Teach behavioral expectations • Students earn points for positive behavior • Teacher gets points for negative behavior • Total points at end to determine if “reward” is earned • Hand out Acknowledgement Tokens or Tallies for positive behavior • Individuals or Pre-arranged Groups in the classroom

  40. Ways to Encourage & Monitor your Ratio • Post a visual reminder to praise students in area viewed frequently • Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise • Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success

  41. PLAN FOR SUPPORTING IMPLEMENTATION

  42. Self Monitoring • Training on classroom management practices alone does not result in changes or improved practice • Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices (Simonsen, MacSuga, Fallon & Sugai, 2013)

  43. Self Monitoring Strategies for Self-Monitoring • Index Card Tearing (long side for positive, short side for negative) • Hash marks on tape on your arm or pant leg • Golf Counter • Move Pennies or paperclips from one pocket to other based positive & negative acknowledgements

  44. Step 3: Self-Monitoring Plan

  45. Your Turn • Take a few minutes to Complete Step 3 of the Worksheet • Make sure to Identify meaningful& feasible supports • Identify your strategy for Self-Monitoring • Develop Peer Strategies for support – you can discuss with a peer

  46. Team & School-wide Supports • Team Supports (e.g. Dept., Grade Level, PLC) • Make Classroom improvement a regular part of meetings and activities • Begin meeting w/ 2 minute check: • Check-in, share ideas & give feedback to: • Encourage implementation • Check-in, problem solve, enhance implementation • School-wide Supports • Reminder on Morning announcements • Regular review/check-in at staff meeting • Rewards for implementers • Recognize your Buddy • Recognize someone you observed engage in the practice • Daily or weekly implementation checks • via email link • Put sticker on staff board to rate implementation

  47. Group Discussion • What school-wide strategies would be helpful for you in supporting your implementation? • Regular reminders over announcements? • Staff meeting review & sharing? • Collect implementation data? • Daily email, survey monkey?

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