Classroom Systems: Positive Behavior Support

1. Classroom Systems:Positive Behavior Support Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei/

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

3. Individual Student Support Couple of students causing repeated concerns Few concerns with other student behavior in class Concerns w/ students may cross multiple settings Classroom Support Referral/ discipline occurring with a number of different students Same students have fewer concerns in alternate settings ID Source of Concern or

4. Look at the data • Referral data • Individual Student concern v. Classroom Management concern • # of referrals per teacher • # of referrals per student • Where to intervene? • Student or Classroom?

5. 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)

6. 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)

7. 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

8. Team led, school-wide approach to classroom systems Don’t train & hope • Consistent recurring focus on evidence based practices for effective classroom management • Link with SW-PBS efforts • Team driven • Use data to guide & monitor efforts

9. Classroom Management Checklist • Have your entire staff complete the Classroom Management Self Assessment Checklist • Plan to complete 3 times per year • Fall/Winter/Spring • Team collects data to: • Strategically guide decision making • Identify staff development topics/ areas of common need • Monitor progress

10. When Giving the Survey • Make sure staff understand this is NOT an evaluative tool • Encourage honest evaluation of individual practices • If anonymous responses would increase accuracy of evaluation – you could do so • Preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate • Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom management and behavior

11. Look at data in multiple ways • Entire staff mean • School-wide -- strive for 80% In Place • Across items: • identify faculty strengths • Identify common areas of need for whole staff development • Focus training on specific areas to develop • Monitor growth over the course of the year

12. Present Data to Staff • Show: • Strengths • Areas to Develop • How the team is using the data to guide planning for staff development related to Classroom Systems • What is next?

13. Prioritizing Areas for Staff Dev’t

15. Staff Development activities focused on specific strategies • Challenge = Building Habits – remembering to do the little things consistently Priority 1 • PreCorrection • Model – give examples • Have staff members ID 3 recurring challenges with a student or entire class • Develop 2 PreCorrection statements for each scenario • Identify strategies for review and encouraging use of identified strategies • Morning announcements – PreCorrect staff to PreCorrect

16. Instructional Observations/Evaluations • Set up consistent expectations across school with regard to effective classroom management practices • Use an observation tool focused on the same practices as the classroom self-assessment • Staff know the targets for part of their evaluation & it will match with self-assessment and personal goals

17. Activity • Using the school data provided from Multnomah Elementary • Prioritize 3 target skills for Staff Development • What would be some ideas for providing this staff development? • Remember… avoid Train & Hope • See next slide for guidelines

18. Individual Action Planning

19. Using Self Assessment w/ Individual Teachers • Have teachers complete self-assessment • Build in time for staff to reflect on scores & develop a personal action plan focusing on specific practices in self assessment • Encourage staff to identify a way to regularly prompt/encourage use of practices • Buddy system • Review at staff meetings or prompts • Periodic review of progress on individual action plans

20. Tasks • Identify a schedule for doing assessment Staff-wide (3 x’s per year) • Give the Self Assessment to staff to complete • Suggest giving staff time to complete the assessment in a staff meeting • SW PBS team summarizes the data & Develops an Action Plan • Present data to staff w/ action plan

21. Extending SW PBS in to the Classroom

22. Focus on the Classroom • Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom • Potential reasons: • Need for direct training to generalization or adapt school-wide practices to classroom settings OR • That school-wide intervention does not specifically address the broader array of practices required in the classroom

23. Defining Expectations & Teaching BehaviorExtension to Classrooms

24. Defining Behavioral Expectations & Classroom Routines • Link classroom to school-wide expectations • What are Classroom Routines? • How to: • Enter the classroom • Sharpen pencil • Turn in homework • Get a pass • Ask for help • Participating in Class - Raise hand & wait to be called on • Completing a Classroom Matrix w/ Routines • See pp. 2-3 in packet

25. Teaching Behavioral Expectations & Routines • Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practice • See Sample Lesson Plan (pp. 4-5 in packet) • Link classroom to school-wide Schedule forTeaching of Expectations & Routines

26. Teaching Behaviors & Routines • Tell/model/explain • Guide practice • Monitor & assess • Give positive feedback • Give corrective feedback – initial focus on prompting expected behavior • Prompt/Precorrect for Expected Behavior • Frequent Teaching & Review until class is fluent

27. Scheduling Lessons • Similar to scheduling times to conduct SW PBS Lessons • Can schedule times to conduct Classroom lessons & routines • In beginning of the year • Booster sessions throughout the year • Reteaching areas of concern • Maybe arriving to class, raising hand & waiting to be called on, etc.

28. Catch ‘em Being Good 5:1 Ratio

29. Extending the Acknowledgment System in to the Classroom • Extending the SW Acknowledgment System into the classroom • Creating an Additional Classroom Acknowledgment system • Use systems to acknowledge individual students & group • Have teachers with model acknowledgment systems in the school share how they implement their classroom acknowledgment systems • During instruction is when we have the most on our mind – an acknowledgment system can be prompt needed to develop those habits of catching kids doing well

30. Responding to Misbehavior

31. Misbehavior Happens: Provide staff with guidelines for responding • Options for responding to misbehavior in the classroom • “Defusing Anger & Aggression” video by Colvin • Targets Secondary classrooms but also useful for Elementary • Purchase at www.lookiris.com through Iris Media • Follow-up w/ small group discussions to identify specific strategies used in video & develop an Action Plan to encourage use in classroom • Have staff role play some of the strategies

32. Guidelines for Responding to Misbehavior • Respond Consistently, Calmly, Briefly & Return to Instruction • Goal: pay more time & attention to positive behavior • Reduce Student Escalation • Reduce amount of missed instructional time • See p. 7 in packet – 9 Variables Affecting Compliance

33. 3 cheap, easy & powerful Behavior Management Tools • Proximity • Moving & scanning frequently • Slowly moving toward a student & using proximity, instead of verbally addressing • Reinforcement • Acknowledging other students who are on task • Precorrection • Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior

34. Alpha Commands Minimal # of words Clear, concrete & specific Give a reasonable amount of time for behavior to occur Beta Commands Wordy Vague Often convey feelings of frustration or anger May contain many sets of directions Use Alpha Commands when responding to problem behavior **See pp. 8-9 for guidelines on Responding to Problem Behavior

35. Alpha Commands Alpha Commands are Clear & Positive • “Pick up your chair, sit down, and draw a picture of your favorite animal” instead of • “How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”

36. Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)

37. For the Most Challenging Students • Have you tried everything you can think of? Self check w/ suggested interventions • See packet p. 6 for suggested interventions page • Seek assistance from Individual Student Systems

38. Role of Academics

39. Instructional Classroom Management • Among the Best Behavior Management tools we have in the classroom • Effective Instruction • Using Research Based Curriculum • High rates of student participation • Successful participation – 90% success rate or better • Most frequent reinforcer in the classroom should be academic success