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Bridging the Gap

Bridging the Gap. PBIS State Coaches Meeting April 21, 2009. Rosanne C. Wilson Cynthia Schulmeyer Karyn Renneberg HCPSS. Bridging the Gap. Between. School-wide PBIS. and Classroom Management. Universal School-Wide. Classroom Universal.

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Bridging the Gap

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  1. Bridging the Gap PBIS State Coaches Meeting April 21, 2009 Rosanne C. Wilson Cynthia Schulmeyer Karyn Renneberg HCPSS

  2. Bridging the Gap Between School-wide PBIS

  3. and Classroom Management

  4. Universal School-Wide

  5. Classroom Universal

  6. School-Wide Systems Non Classroom Setting Systems Classroom Systems Individual Student Support Systems

  7. School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging rule violations 7. Procedures for on-going data-based monitoring & evaluation

  8. Data-based Monitoring Classroom School-wide

  9. SWIS ODR DataLocation Elementary Schools

  10. SWIS ODR Data Location Middle Schools

  11. Location #1 Classroom-79% (across levels) Location #2 Bus-52% (Elem/Middle) Playground-32% (Elem) Hall-58% (Middle) Summary

  12. Classroom Classroom-wide positive rules taught & encouraged Teaching classroom routines & cuestaught & encouraged Effective academic instruction & curriculum Ratio of 5 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors

  13. How Are Expectations and Rules Different? • Expectations are broadly stated • Expectations apply to all people in all settings • Expectations describe the general ways that people will behave Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida APBS 2008

  14. Differences continued. . . • Rules describe specific behaviors: Observable Measurable • Rules may apply to a limited number of settings • Rules clarify behaviors for specific settings Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida APBS 2008

  15. How Are Expectations and Rules Similar? Both should be limited in number (3-5) Both should be positively stated Both should be aligned with the schoolBoth should clarify criteria for successful performance Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida APBS 2008

  16. Which Ones Are Expectations? Which Ones Are Rules? Table Activity Envelope(s) on each table Catagorize as rules or expectations Add other rules or expectations to blank slips Share out

  17. BREAK BREAK

  18. Guidelines for Creating Rules • Rules describe specific behaviors: Observable Measurable • Rules may apply to a limited number of settings • Rules clarify behaviors for specific settings Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida APBS 2008

  19. Define and teach 3-5 rules for your classroom early in year. Positively stated rules Easy to remember Posted in the classroom Consistent with School-wide expectations Taught Directly Positive and negative examples Examples: Be safe, Be responsible, Be respectful Respect others, Respect property, Respect self

  20. Use Your Style • Arrive To School On Time • RESPONSIBLE • Do Your Best • DETERMINED • Eyes On Speaker • RESPECTFUL • Inside Voice • RESPECTFUL • Stay focused On Your Assignments • DETERMINED • Keep Desk Orderly • RESPONSIBLE

  21. Establish a “positive environment” Five instances of praise for every correction. Begin each class period with a celebration. Your first comment to a child establishes behavioral momentum. Engelmann, Mace, “interspersed requests” Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc

  22. Morning Meeting(Circle of Power and Respect, CPR) • Greeting • Sharing • Group Activity • Morning Message • www.responsiveclassroom.com

  23. What a Difference a Greeting Can Make • Sets that positive tone • Provides a sense of recognition and belonging • Requires students to extend the range of classmates they notice and greet • Allows the teacher to observe and take the pulse of the class • Provides practice in greeting others with appropriate skills (eye contact, turn taking, hand shake, voice tone,etc)

  24. ScoreBoard • Similar to Good Behavior Game • Write Class/Teacher name or for younger classes smiley and frown. • Points to class when rules are followed • Points to teacher when not, don’t allow more than a 3 point difference

  25. Scoreboard • After about 2-3 weeks add “Groan” • Model and have class respond to prevent the fine • Please Stop or Get it together,etc • If the class responds before you write the points, then they “win” • This eliminates peer support of poor behavior

  26. Establish a Predictable Environment Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day 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 you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. “Show me you are listening” How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions.

  27. Rules within Routines Matrix

  28. Activity Identify Routines

  29. Design a Functional Physical Layout for the Classroom Different areas of classroom defined for different activities Define how to determine “what happens where” Traffic patterns Groups versus separate work stations Visual access Teacher access to students at all times Student access to relevant instructional materials Density Your desk

  30. Instruction Influences Behavior Pacing Opportunities for student responses Acquisition vs. Practice/Performance Student feedback from teacher Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org

  31. Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org

  32. Maximize Academic Engaged Time Efficient transitions Maximize opportunities for student responses Self-management Active Supervision Move Monitor Communication/Contact/Acknowledge Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org

  33. Instructional “Management” Strategies Peer tutoring Computer assisted Instruction Choral Responding Response Cards Direct Instruction Work-oriented, but relaxed and pleasant Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is is work-oriented, but relaxed and pleasant Universal Positive Behavior Support For the Classroom Lori Newcomer, University of Missouri C.M Anderson University of Oregon

  34. Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations • Apply three tiered prevention logic to classroom setting • Primary for all • Secondary for some • Tertiary for a few

  35. Center on Positive Behavioral Interventions & Supports www.pbis.org George.sugai@uconn.edu February 2006

  36. Questions

  37. This Afternoon Role of the Coach We want to Hear from You!! New Coaches Veteran Coaches Prizes! and Surprises!

  38. Resources • Best Behavior-Building Positive Behavior Support in Schools. Golly, A & Sprague, J. Sopris West Educational Services New York, NY 2005 • Building Effective Classroom Management Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org • Class-wide Interventions-Effective Instruction Makes a Difference Conroy, M.A. et al Teaching Exceptional children, Vol.40, No. 6, pp. 24-30 • Just In Time- Powerful Strategies to Promote Positive Behavior. Mendler, A.N., National Education Service, Bloomington, IN 2005

  39. Resources • Universal Positive Behavior Support for the Classroom, Lori Newcomer, University of Missouri • Strategies for Successful Classroom Management-Helping Students Succeed without Losing your Dignity or Sanity, Mendler, A. N., Mendler, B.D., & Curwin, R.L. Corwin Press, Thousand Oaks, CA , 2008 • Transitioning PBS to the Classroom K. Herrmann, S. Martinez, & M. White University of South Florida APBS 2008 • What Successful Teachers Do in Diverse Classrooms: Research Based Classroom Strategies for New and Veteran Teachers. Glasgow, N. A., McNary, S. J. & Hicks, C. D. (2006) Thousand Oaks, CA: Corwin Press

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