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Strengthening Positive Classroom Management in Elementary Schools

Strengthening Positive Classroom Management in Elementary Schools. Judy Arthur, First Steps to Success Coordinator, Tigard Tualatin School District Sally Helton, EBIS Coordinator, Tigard Tualatin School District. Goals.

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Strengthening Positive Classroom Management in Elementary Schools

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  1. Strengthening Positive Classroom Management in Elementary Schools Judy Arthur, First Steps to Success Coordinator, Tigard Tualatin School District Sally Helton, EBIS Coordinator, Tigard Tualatin School District

  2. Goals • Examine methods for surveying teachers and administrators to determine areas where professional development is needed • Show how one district analyzed survey data district-wide in order to focus on supporting areas that were rated as most in need of support • Demonstrate a cost effective method for providing professional development on classroom management throughout a district

  3. TTSD Demographics • 10 Elementary Schools, 3 Middle Schools, 2 High Schools, 1 Alternative School (12,400 students) • Elementary student population ranges from 487 to 656 • 22% Hispanic (Ranges from 4% to 42%) • 35% Free and Reduced Lunch (Ranges from 11% to 61%) • PBIS in place since 1996 • Counselor at each elementary school, no associate principals • 2 district level behavior coaches.

  4. Annual PBIS Surveys completed in TTSD • School-wide Evaluation Tool (SET) • Outside evaluators interview students and staff regarding PBIS systems and practices • Benchmarks of Quality • PBIS Teams self-evaluate their own PBIS systems and practices • Self-Assessment Survey • On-line survey taken by all staff,

  5. PBS Self Assessment Survey • Purpose of the Survey • Completed on-line by entire staff in 20 to 30 minutes • Provides an annual assessment of effective behavior support systems in the school. • Evaluates the status and need for improvement of four behavior support systems: • (a) school-wide discipline systems, • (b) non-classroom management systems (e.g., cafeteria, hallway, playground), • (c) classroom management systems, and • (d) systems for individual students engaging in chronic problem behaviors.

  6. Self-Assessment Survey, Continued Survey results are summarized and used for a variety of purposes including: • annual action planning, • internal decision making, • assessment of change over time, • awareness building of staff, and • team validation. In TTSD, the survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout the school

  7. Classroom Systems Survey Questions Classroom settings are defined as instructional settings in which teacher(s) supervise & teach groups of students. • 1. Expected student behavior & routines in classrooms are stated positively & defined clearly. • 2. Problem behaviors are defined clearly. • 3. Expected student behavior & routines in classrooms are taught directly. • 4. Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative). • 5. Problem behaviors receive consistent consequences.

  8. Classroom Systems Survey Questions, Continued • 6. Procedures for expected & problem behaviors are consistent with school-wide procedures. • 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. • 8. Instruction & curriculum materials are matched to student ability (math, reading, language). • 9. Students experience high rates of academic success (> 75% correct). • 10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching). • 11. Transitions between instructional & non-instructional activities are efficient & orderly.

  9. Spring 2009 Self Assessment Survey

  10. Areas of Concern • 5. Problem behaviors receive consistent consequences. • 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. • 9. Students experience high rates of academic success (> 75% correct). • 10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching). • 11. Transitions between instructional & non-instructional activities are efficient & orderly.

  11. School PBIS Teams created actions to address these areas • 5. Problem behaviors receive consistent consequences. • 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. • 9. Students experience high rates of academic success (> 75% correct). • 11. Transitions between instructional & non-instructional activities are efficient & orderly.

  12. But, where are the resources for this? • 10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching). And Why is classroom management important?

  13. Outcomes of Poor Classroom Management • More disruption of learning • More Office Discipline Referrals • More time spent dealing with inappropriate behavior • Lower test scores • Less time for instruction

  14. Academic Learning Time?: Typical School 1170 Hours in a typical school year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time How can Good Classroom Management help with Efficiency Rating = 32% Education Resources Inc., 2005

  15. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually hours teaching: 710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

  16. Unallocated Non-Instructional Time 75% vs. 85% = 84 more hours Difference in 15 minutes vs. 9 minutes/hour Employing PBS strategies in your school: Teaching expectations, teaching transitions and routines, managing appropriate and inappropriate behavior efficiently Engagement Rate 75% vs. 90% = 86 more hours Management of groups, positive acknowledgement systems, group contingencies Success Rate (Rate and Level!) 80% vs. 90% = 30 more hours Appropriate placement, leveled instruction, effective teaching So what? 200 hours more academic learning time (575 vs. 375) Equivalent of over 43 more days in school!! The Difference: Typical vs. Effective Schools Education Resources Inc., 2005

  17. Effective Behavior Management Practices • Define and teach 3-5 behavioral expectations (rules) • Establish Routines (Build a Predictable Environment) • Engage in Active Supervision (Move, Scan, Interact) • Design a Functional Physical Layout for the Classroom • Maximize Academic Engaged Time • Promote Academic Success by Matching Curriculum to Student Skills • Establish an Effective Hierarchy of Consequences for Problem Behavior • Vary Modes of Instruction • Have a System for Teachers to Request Assistance • Establish a “positive environment” (5 praises for every correction) from Sugai, Colvin, Horner & Lewis-Palmer

  18. District Provided Support • Annemeike Golly presented 2 hour training on Classroom Management for all elementary teachers. • Three Half-day trainings provided for classified and certified staff • Training provided for music, PE, and library/media teachers

  19. But More Support is Needed!

  20. Achieving Training OutcomesJoyce & Showers (2002) 0% 10% 5% 0% 30% 20% 5% 60% 60% 95% 95% 95% 21

  21. Coaching Defined • Coaching is the active and iterative delivery of: • (a) promptsthat increase successful behavior, and • (b)corrections that decrease unsuccessful behavior.

  22. Goals of Coaching • Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • And new challenges that arise • Rapid redirection from miss-applications • Increased fidelity of overall implementation

  23. The Plan – Part 1 Identify Master Teachers Principals/Counselor nomination Invitation to Master Teachers to participate Schedule the filming Film Master Teachers Create Video training DVDs Create Feedback tool

  24. You have been nominated by your administrator! We’re looking for: • Strategies for continuing classroom instruction, even when problem behavior occurs. • Positive environment is maintained (5 positive comments to every correction, first comment positive, etc.). • Classroom expectations and routines are taught and re-taught. • Academic engagement is maximized (student have opportunities to respond -0.5/min). • Self-management routines are established (students know what to do when they enter in the morning or what to do when they finish work). • Varied modes of instruction are used.

  25. The Plan – Part 2 Identify schools with the most need (pilot schools) Determine with principal best approach to sharing training Options: total staff training, team level or individual teacher Targeted group Completes Pre-Assessment using Horner et. al. Classroom Management Self Assessment Tool

  26. Self-Assessment Tool

  27. The Plan Part 3 Targeted group views the video and uses the feedback tool to identify the classroom management strategies they observed the Master Teacher using. Individual teachers target one area to focus on in their classroom for the coming week. We recommend that targeted teachers video themselves and use the feedback tool to identify their strengths and areas for development. Upon request, a coach will review the teacher’s video and feedback tool with the teacher and provide additional support. A month after viewing the initial training video, targeted teachers will complete the post assessment using the Horner Self-Assessment Tool.

  28. Feedback Tool

  29. Our Next Step • Piloting of staff development using video vingnettes of master teachers will begin in April at Byrom Elementary • Chosen because self-assessment survey results were low and principal was very supportive and interested in offering this support to his staff. • Pilot Approach – Chosen by Principal – Offer training to all staff, but personally ask the most respected staff as well as teachers on probation to participate

  30. Sample Training Video

  31. Questions? • Contact us: • Judy Arthur: jarthur@ttsd.k12.or.us • Sally Helton: shelton@ttsd.k12.or.us

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