PBIS in the Classroom: Top 10 Strategies

1. PBIS in the Classroom: Top 10 Strategies Greg Perkins Elise Marshall Erin Hutchinson *Content adapted with permission from Lisa Hoyt, Ph.D. 4+1 Professional Development August 22, 26, 27, 2019

2. PBIS Lives in Our Strategic Plan GOAL WHOLECHILD: THRIVING,CONFIDENT,RESPONSIBLEINDIVIDUALS PILLAR2 Safeclimateandstrongrelationships withfamilies andcommunity PILLAR3 Effective, caring,culturallycompetentteachers, leaders&staff Everyscholarwillbeempoweredandpreparedtodeveloppersonal responsibilityinordertobepositive,productivemembersofsociety.

4. Equity Each scholar knows, understands, and embraces their own and others cultural backgrounds and learning needs, in order to advocate for self and others.

5. Learning Targets & Success Criteria

6. AGENDA • Why do classroom management & student-teacher relationships matter? • Introduction to Establish-Maintain-Repair Break • Establishing safe, predictable learning environments • Forming and maintaining positive relationships with students Break • Preparing to respond to problem behavior • Define your next step(s) & wrap up

7. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure

8. Courageous Conversations is utilizing the four agreements, six conditions, and compass in order to engage, sustain, and deepen INTRA-RACIAL, AND INTER-RACIAL DIALOGE ABOUT RACE, and is an essential foundation for examining and addressing institutionalized culture and structures that promote racial disparities. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure SIX CONDITIONS Focus on Personal, Local and Immediate Isolate Race Normalize Social Construction and Multiple Perspectives Monitor Agreements and Conditions and Establish Parameters Use a “Working Definition” for Race Examine the Presence and Role of “Whiteness” CREATED BY: GLENN E. SINGLETON | PRESIDENT & FOUNDER PACIFIC EDUCATION GROUP, INC.

9. Group Expectations Be Responsible STAY ENGAGED/ EXPERIENCE DISCOMFORT Be an active participant Return promptly from activities & breaks Be on task (avoid sidebars) Be Respectful SPEAK YOUR TRUTH Use cell phones/smart phones/laptops responsibly Keep large group questions general; speak with presenter for individual or specific questions Be Supportive EXPECT/ACCEPT NON-CLOSURE Enter discussion with an open mind Respond appropriately to others’ ideas Support one another in taking risks and exploring options

10. GOAL TWO Check-in Questions Take the next minute to respond to the following questions: What are the classroom management needs that brought you to this training? What do you hope to leave with today? Please write your responses on a post-it and attach to the chart paper up front.

11. GOAL TWO Relationship Reflection Briefly reflect on your teaching experience before using your Relationship Tracking Form to: Identify 2 students whom you feel you had a positive relationship with AND Identify 2 students with whom you felt you struggled to get along with Please write the students’ names in the corresponding boxes (first names only).

14. Is there anything familiar about this classroom? …and you need use the restroom …and you could use a refill on coffee …and you’re short on copies

16. Why prioritize classroom management? Engineer learning environments to maximize opportunities for: • Academic Achievement • Social Success • Effective & Efficient Teaching Most behavior issues related to student NOT knowing what to do and/or having difficulty learning core content in lesson rather than choosing to “misbehave”.

17. Changing Our Perspectives We traditionally view academic and social skills differently • Academics is “our job” • Social behavior is “their job” PBIS provides a structure for us to address behavior as intentionally as we do academic learning

18. Review Lisa’s Math Test

19. A Comparison of Approaches to Academic and Social Skills So when a child makes an academic mistake we try to: • Diagnose the problem/misrule • Provide assistance • Re-teach • Adjust methods • Provide ongoing reinforcement • Provide more practice • Based upon work by Geoff Colvin, 1988 When a child makes an academic mistake, we assume: • Trying to be correct • Error is an accident • Has learned the wrong way • Has been taught the wrong way Based upon work by Geoff Colvin, 1988

20. A Comparison of Approaches to Academic and Social Skills So when a child makes a social mistake, we often: • Provide negative consequences • Remove from normal contexts • Provide more negative consequences (punishment) • Assume child will learn the “lesson” and behave in the future • Based upon work by Geoff Colvin, 1988 BUT when a child makes a social mistake, we assume: • Child is not trying • Error was deliberate • Child refuses to cooperate • Child knows what to do (because s/he has been told often enough!)

21. Why should we spend time teaching students how to behave at school?Discipline data from one school district • 13 elementary schools processed • 6284 Major Office Discipline Referrals (ODRs) • ODRs = 1,571 hours or • 262 days of instructional time (at 15 minutes each) • 4 middle schools processed • 3827 Major Office Discipline Referrals • ODRs = 957 hours or • 159 days of instructional and leadership time lost.

23. 5 Myths About Discipline (Boyd, 2012) • If lessons are engaging, students will behave. • Teachers need to find their own “style” of discipline. • Effective teachers don’t have power struggles with students. • A school leader and teachers need to focus on instruction, not behavior. • The school’s discipline system is enough to address behavior.

24. Quick ChatWhat is your reaction to seeing the 5 myths? Have you encountered these myths? How prevalent are the myths in your building?

25. 5 Myths About Discipline (Boyd, 2012) • If lessons are engaging, students will behave. • Teachers need to find their own “style” of discipline. • Effective teachers don’t have power struggles with students. • A school leader and teachers need to focus on instruction, not behavior. • The school’s discipline system is enough to address behavior.

30. With a partner, brainstorm some strategies you use to establish relationships with students.

31. Wise Feedback

34. Wise Feedback (Yeager et al., 2014) 3 components • Critical feedback • Communicate high standards • Not just “do better” • Provide resources (time and feedback)

35. Think…OWL

36. BAD OWL • Overpraise mediocre work • Withhold constructive feedback • Low expectations

37. GOOD OWL • Offer critical feedback • With high expectations • Ladder statement

38. Wise Feedback (Yeager et al., 2014) • Middle and high school students were assigned essays to write • Teachers provided substantial criticism and one of two notes at the end: • “I’m giving you these comments because I have very high expectations and I know that you can reach them.” • “I’m giving you these comments so that you’ll have feedback on your paper.”

40. Effective Classroom Management Practices for Teachers - the TOP 10! Based on Simonsen, Fairbanks, Briesch & Sugai, 2006 and the OSEP PBIS Center

41. 1. Minimize crowding & distraction Design learning environments to elicit appropriate behavior and organize learning: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Designate staff & student areas. • Create specific seating arrangements (classrooms, group work area, etc.)

42. Potential Arrangements • Collaborative group work? • Large group instruction/lecture? • Dyads/partner work? • Independent work/testing?

43. 2. Maximize structure & predictability • Teacher routines: schedule, communications, movement, planning, grading, homework, volunteers etc. • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

44. Rigor Routines/ Routines eliminate uncertainty and help focus attention on more challenging activities... • Add them to times in your day where students have difficulty meeting expectations and display difficult behavior • Teach the behavior you WANT while reducing those you don’t • Connect them to specific places, activities, or needs • Reinforce students for following them, especially independently

45. Rigor & Realness Defining & Teaching Procedures Clear procedures are “do” statements that lead to permanent change and increased responsibility to students (Wong & Wong, 2009)

47. Sample Daily Schedule (Elementary) 8:45-9:00 Arrival and Morning Bell 9:00-9:15 Morning Meeting 9:15-10:00 Reading/Literacy Groups 10:00-10:15 Recess 10:15-10:20 Recess Debrief 10:20-11:00 Social Skills 11:00-11:15 Choice Time/Study Hall 11:15-12:00 Math Groups 12:00-12:20 Lunch (with read aloud) 12:20-12:35 Choice Time/Study Hall 12:35- 1:00 Group Time 1:00-1:30 Specials (PE/Library) 1:30-2:00 Social Studies/Science 2:00-2:15 Choice Time/Study Hall 2:15-2:40 Goal Group 2:40-2:50 Pack up & Dismissal

48. 9:00-9:10 Arrival and independent warm-up activity (attendance) 9:10-9:30 Content/Whole Group Instruction 9:30-9:50 Individual or Small Group Work 9:50-9:55 Tech/Social Break 9:55-10:10 Re-teaching/Formative Assessment 10:10-10:20 Wrap Up Activity/Exit Tickets Sample Class Schedule (Secondary)

49. Hoyt 2017 3. State, teach, review & reinforce positively stated expectations

50. Constructing the Classroom Behavior Matrix • The behavior matrix identifies specific student behavior to meet expectations across various settings & activities • It provides teachers the language for giving behavioral feedback to students on expectations • It uses positive statements to describe behavior • Clear definition how to be successful in each setting/context