Strand: PBS in the Classroom

1. Strand: PBS in the Classroom Sarah Fairbanks, Ph.D. Clackamas Education Service District Many Thanks to George Sugai, Chris Borgmeier, & Celeste Rosetto-Dickey for use of some of these slides

2. Classroom Strand Focus School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

3. Strands • One focus for the year vs. several topics • Come to the same training in the winter and spring • Next trainings: 1/15, 4/9 • One focus for the year vs. several topics • Part of ongoing school-wide PBS development • **Focus this year on staff development

4. Strand- PBS in the Classroom • This is the 1st of 3 of trainings on: • 1st Assessing and progress monitoring staff classroom management skill & impact on behavior • 2nd Developing 1-2 lessons to support staff related to classroom management • Why? • To identify areas of strength & weakness for staff related to classroom management. • Address weaknesses by regularly teaching strategies to improve knowledge and expertise • To improve class-wide behavior across the school • Not a “train and hope” focus • Improve teacher satisfaction

5. Today’s Goals/Objectives • Share • Review • Team Implementation Checklist/A.P./Roles • Part 1 of classroom training series • Self-assessments • Review 2 areas of classroom management • Complete 1st staff training • Team planning • You should leave today with- • Team checklist completed, A.P. started, Roles identified • 1 Draft lesson plan for PBS in the classroom • 1+ Draft dates to do the lesson plans throughout the year • Plan for presenting the lessons • Ok???

6. Sharing • As a large group • 1-2 accomplishments • 1-2 Goals

7. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

9. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Phase 1: School-/Classroom- Wide Systems Phase 1A: Task Example Benchmark 1. Clear Expectations 1. ?? 2. Expectations Taught 2. ?? 3. Team Structure for implementation 3. ?? Adapted from Dale Myers, Ph.D.

10. Teaching • Who teaches? • Classified & Certified side by side • How do you teach? • I do it, we do it, you do it • I show the examples and non-examples • You show examples only • When do you teach? • Regular Schedule throughout the year • Based on date, incidental/surprise too • Where do you teach? • In the setting

11. Team Structure • Meeting regularly? • Every other week/ 1x a month • Review data each mtg.? • The Big 5 • Follow agenda? Minutes dispersed? • Key players kept in the loop on PBS • Adhere to time limits? • Things get done & we respect each other’s time • Regular training and feedback solicited from staff? • Every staff meeting, after every training—we train the staff! • Each member has a role? • Data manager, facilitator, note-taker • Action plan completed/followed?

12. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Phase 3: Tertiary Support Phase 2: Secondary Prevention Phase 1: School-/Classroom- Wide Systems Phase 1B: PBS to all staff Phase 1C: PBS in the classroom Phase 1A: Task Example Benchmark 1. Clear Expectations 1. ?? 2. Expectations Taught 2. ?? 3. Team Structure for implementation 3. ?? 4. Systems to respond to appropriate behavior 4. Recognition system 5. Systems to respond to inappropriate behavior 5. Correction System 6. Systems to track behavior/perceptions 6. Fidelity, Outcomes Adapted from Dale Myers, Ph.D.

13. Team Activity #1 • Complete Team Checklist online or paper— • Begin completing yearly action plan • Based on team checklist • Complete PBS roles worksheet Questions: • Where are we in the PBS process? • What’s next? • Are we sustaining what we started? • Are we evolving what we started?

14. School A

15. School A

16. What do Effectively Managed Classrooms look like? What are students doing in them?

17. Where Did Students Get These Behaviors?

18. Research in Ineffective Classrooms(e.g., Wehby, Shores, Symmons, 1995; etc., Wehby, Dodge, Valente, & CPRG, 1993; Shores et al., 1993) • Low rates of instructional interactions (ISW). • When interactions occur, they were non-academic. • Increased levels of inappropriate student behavior leads to fewer instructional interactions with students. • Extremely low rates of praise…more than 2x as many “–” as “+” for the most needy • Correct academic responses by a student did not occasion teacher praise above chance levels. • Inconsistent distribution of attention towards “–” vs. “+.” • Compliance to a command generally resulted in the delivery of another command

19. Common Mistakes • Students know what is expected of them • Expectations not really/explicitly taught • Absence of clear rules • Vaguely stated rules • 5:1 Ratio not employed • Punishing students for failure to exhibit a behavior that was not taught • Get tough! • Research is clear—ineffective strategy: agression etc. • Mayer, 1995; Mayer & Sulzar-Azaroff, 1991; Skiba & Peterson, 1999 • Instructional minutes does not = effective instruction—lack of instruction! (Christenson et al, 1989; Rosenshine & Stevens, 1986)

20. So, What is Classroom Management? Effective Instruction Classroom Structure Behavior Management

21. Are you ready for PBS in the classroom focus? • Your school has been implementing PBS w/ fidelity, phase 1A-B • > 60% of referrals from the classroom • Link to school-wide PBS is limited • Commitment for PBS classroom support • PBS team and admin. • And teachers are saying…

22. Individual Student Support Couple of students repeated concerns Few concerns w/ other students in class Concerns w/ students cross multiple settings Classroom Support Referral/discipline occurring w/ multiple students Same students have fewer concerns in alternate settings Help, I have all red zone students!! or How Can You Tell? Review Referral data: # of referrals per student, # of referrals per time of day…as in the next slide

23. Example Classroom Data Referrals Students

24. So, now what? • We have several teachers with classroom systems that are not working, students engaging in lots of inappropriate behavior, oh & referrals are on the rise too… Non-examples • Purchase & distribute classroom management curriculum/book • Discuss at faculty meeting • Bring in CM expert for next month’s ½ day in-service What is likelihood of change in teacher practice? (Sugai, 2006)

25. Instead: School-wide Game Plan • Let’s create a plan: Effective classroom management begins early • Staff/team/admin on-board: Use data to justify • PBS Team focus: leads system-wide support at classroom level • First,Identify areas of concern across teachers, using a self-assessment • Second, create schedule and plan to provide professional development, w/ brief lessons/activities for all staff • Third, progress monitor & follow-up: Plan to complete 3-4 times per year w/ subsequent support • Fall/Winter/Spring

26. Classroom-Management Self-Assessment

27. Evidence Based Practices in Classroom Management: Self-Assessment • Maximize structure in your classroom. • Establish, teach, prompt, monitor, & review a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)

28. Team Activity #2 • Complete Classroom Management self-assessment: The same one in your team • Identify: • 2 Strengths and 2 areas of focus for your team • Select a date to have your staff complete the Classroom Management self-assessment • Determine how you will administer the assessment • Make sure staff understand its not evaluative & is anonymous • Encourage honest evaluation • Explain how the data will be used to provide targeted staff development and support

29. Evidence Based Practices in Classroom Management: Self-Assessment • Maximize structure in your classroom. • Establish, teach, prompt, monitor, & review a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)

30. 1. Maximize structure in your classroom. • Predictable Classroom Routines/Activities • Teacher routines: • volunteers, communication, planning, etc. • Student routines: • personal needs, transitions, working in groups, getting, materials, homework, etc.

31. Low Risk Activities: Homework distribution and discussion Star of Week/Super Scientist recognition Story Computer Low Risk Routines: Getting organized to go home High Risk Activities Morning routine Recess Library Clean-up/Dismissal High Risk Routines Group work Listening and Following directions Respect-adults and peers Working independently Taking of personal needs Getting organized for the day Which routines are most problematic?

32. Identify Routines Needing More Attention

33. Develop A functional layout to your classroom • Environmental Design • Traffic patterns and furniture density • Reduce clutter • Define areas for different classroom activities • Group areas, work stations, teacher desk • Seating arrangements (groups, carpet, etc.) • Visual access • Teacher supervision • Student needs for instructional materials etc.

34. Have you maximized structure in your classroom?

35. Self Assess • Complete item for your classroom (or a teacher with whom you consult)

36. Action Plan • Generate action plan content (observable and measurable behaviors to address deficits) • Potential action plan items may include: • Describe predictable routine for entering classroom, turning in homework, (or others that are identified as missing) • Rearrange furniture to ensure better supervision [1] What? When? How? By When?

37. Evidence Based Practices in Classroom Management: Self-Assessment • Maximize structure in your classroom. • Establish, teach, prompt, monitor, & review a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)

38. Establish, teach, prompt, monitor, & review a small number of positively stated expectations. First Lesson for Staff— Think about how you would use/adapt materials for your lesson

39. 2. Teach a small number of positively stated expectations. • Establish behavioral expectations/rules. • Teach rules in context of routines. • Prompt students before entering context of concern. • Monitor/Actively Supervise students’ behavior in context • Review/Evaluate effect of instruction - review data, make decisions, & follow up.

40. Establish Behavioral Expectations/Rules • A small number (i.e., 3-5) • Positively stated • Should match SW Expectations • Safe, Responsible, Respectful

41. Establish Behavioral expectations/Rules • Operationally define what the rules look like • Respect– In line • Example: Keep 6 inches between you and the person in front of you • Non-example: Don’t touch people, respect space • Routine/setting examples: • How to enter class and begin to work • What to do if you do not have materials • What to do if you need help • What to do if you need to go to the bathroom • What to do if someone is bothering you. • How to determine if you are doing well in class • Difference teaching formats (TLI) • One way to do this is in a matrix format.

42. Expectation/Rule Matrix

43. Designing Classroom Routines

44. Rules within Routines Matrix

45. Team Activity # 3 • Begin completing a sample classroom matrix for teachers • Determine a date/time to have staff complete the- • Mapping School-wide Rules to Classroom Routines/Expectations (The Matrix/Grid) • How will your team? Who on your team? • 1) Will “teach” the matrix and share the relevant ppt slides with staff? • 2) Reserve time on the master calendar to facilitate the lessons/conversations

46. Evidence Based Practices in Classroom Management • Maximize structure in your classroom. • Post, teach, review, monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

47. Bringing it back to the Staff • Provide staff with time to fill out the self-assessment • Complete matrix lesson plan • Get data from self-assessment website • Review results at PBS meeting • Create year plan for classroom management • Provide data-based support (brief lessons/activities) • Progress Monitor: Complete self-assessment again • Repeat Above Steps

49. Graph Across Teachers

50. Graph Across Areas: