D5 – CLIMATE AND CULTURE STARTS WITH CLASSROOM MANAGEMENT PRACTICES

1. Leader Presenters: Brian Meyer & Diane LaMaster, Midwest PBIS Network Exemplars: Key Words: Classroom, PBIS Foundations D5 – CLIMATE AND CULTURE STARTS WITH CLASSROOM MANAGEMENT PRACTICES

2. Maximizing Your Session Participation When Working In Your Team Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

3. Exploration & Adoption • We think we know what we need so we are planning to move forward (evidence-based) Where are you in the implementation process?Adapted from Fixsen & Blase, 2005 Installation • Let’s make sure we’re ready to implement (capacity infrastructure) Initial Implementation • Let’s give it a try & evaluate (demonstration) Full Implementation • That worked, let’s do it for real and implement all tiers across all schools (investment) • Let’s make it our way of doing business & sustain implementation (institutionalized use)

4. Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

5. Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits Washington, DC Grand Hyatt Washington For more information, visit: conference.apbs.org

6. Session Objectives Plan for district coordinated installation and progress-monitoring of classroom practices Use staff and student perception data Develop professional development and supports for teacher’s use of classroom practices District coordination and scaling of classroom practice installation across buildings

7. Rationale for Classroom Practices Good Classroom Management is linked with: • positive student outcomes both academically and behaviorally • increased risk of preventing more serious problems among at-risk students. • supporting all students in the prevention of possible current and future behavior problems. Strong management signals to kids that the class is a safe place to learn. Well managed classrooms are rated as having more positive climates. (Aber et el., 1998; Mitchell, Bradshaw & Leaf, 2009)

8. Student Engagement Most studies that measure effective teaching strategies use student engagement as the measure. Wong and others analyzed over 11,000 statistical findings to determine those factors that correlated the highest with student engagement, and rank ordered 28 variables. Classroom management was at the top of the list. Despite this statistic, only a third of teaching colleges teach classroom management. Given the state, district and school focus on high academic achievement, addressing classroom management is necessary to achieve academic goals.

9. What We Know… Lack of discipline is one of the biggest problems facing public schools More time is being spent on reactive classroom and behavioral management and less time on academic instruction We can identify actions for a school-wide team to improve the quality of classroom management throughout the school Effective Classroom Management strategies and practices implemented by classroom teachers are the foundation of both behavior and academic three-tier interventions

10. What does “Classroom Practices” mean in the Triangle?

11. Classroom ManagementPractices 8 Classroom Management Practices Arrange Orderly Physical Environment Define, Teach, Acknowledge Rules and Expectations Define, Teach Classroom Routines Employ Active Supervision Provide Specific Praise for Behavior Continuum of Response Strategies for Inappropriate Behaviors) Class-Wide Group Contingency Provide Multiple Opportunities to Respond Adapted from MO Classroom PBIS

12. How are these four classroom practices tied to School-wide PBIS Practices? • Arrange Orderly Physical Environment • Define, Teach, Acknowledge Rules and Expectations • Define, Teach Classroom Routines • Employ Active Supervision • Provide Specific Praise for Behavior • Continuum of Response Strategies for Inappropriate Behaviors • Class-Wide Group Contingency – Positive Behavior Game • Provide Multiple Opportunities to Respond

13. How do PBIS classroom practices reinforce relationship building? Kids don’t care what you know until they know that you care.

14. Relationship = Key to Success One stable and committed adult relationship National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience. Harvard University. • Teacher-Student Relationship has a .72 effect size on student learning’ • Average effect size of all interventions studied was .40 Hattie. J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

15. How dothese classroom practices support relationship building? • Arrange Orderly Physical Environment • Define, Teach, Acknowledge Rules and Expectations • Define, Teach Classroom Routines • Employ Active Supervision • Provide Specific Praise for Behavior • Continuum of Response Strategies for Inappropriate Behaviors • Class-Wide Group Contingency – Positive Behavior Game • Provide Multiple Opportunities to Respond

16. Consider what practices also hinder relationship building FAQ: I currently have a classroom behavior management system (color cards, move your clothespin, stones in jar, numbers up, names on a wall, class dojo)… Can I still use this?

17. Frequently Asked Question: Q: I currently have a classroom behavior management system (iPhone app, color cards, move your clothespin, stones in jar, numbers up, names written on the board, etc.)… Can I still use this? A: Compare your practice to PBIS: • Pro-active or reactive? • Does your system include teaching, pre-correcting, subtle re-directs before consequence? • Does your system include re-teaching as part of consequence? • Does your system acknowledge students when they are displaying appropriate behaviors? • Do you take acknowledgments away once they are earned? • Are acknowledgements delivered with specific praise statements? • Does your system publicly shame students? Related Article: Death to the Behavior Chart: 3 Reasons -Justin Minkel, EdWeek, http://www.edweek.org/tm/articles/2017/09/06/death-to-the-behavior-chart-3-reasons.html, orhttps://drive.google.com/open?id=0B4vgYg8K9_ZnUnoyZmxNWlI2UWs

18. How do PBIS classroom practices support the Trauma lens?

19. Cognition Bottom-Up Development Social/ Emotional Regulation Survival Adverse Experiences Typical Development Cognition Social/ Emotional Regulation Survival Adapted from Holt & Jordan, Ohio Dept. of Education

20. What Flight, Fight, or Freeze Looks Like in the Classroom Fostering Resilient Learners Strategies for Creating a Trauma-Sensitive Classroom Kristin Souers with Pete Hall

21. How these Classroom Practices Support students impacted by Trauma

22. Assess: Estimate % of Teachers with the following in place:

23. District Request for Improving Classroom Climate and Practices What steps can CCSD93 take to improve our classroom climate/practice to increase student engagement?

24. CCSD93 District Profile 6 elementary schools of 270-620 students 2 middle school has around 670 students 1 early childhood center

25. Action Plan to Assess Classrooms Observe every Middle School teacher, n=90 in two middle schools, with external observers (Oct-Nov 2017) 25 Min observation of three classroom practices: • Provide Contingent and Specific Praise for Appropriate Behavior (BSPS) • Continuum of Strategies to Respond to Inappropriate Behaviors • Provide Multiple Opportunities to Respond and Academic Engagement Staff Self-Assessment Survey; School Climate Survey Analyze data with district and building leadership Action plan for next steps

26. Message to all teachers Instruction will not be interrupted “Fly on the wall” – walk around and observe room 25 minute observation of classroom environment Data observed and collected will be shared in aggregate by grade and school Non-evaluative

27. Available at: www.midwestpbis.org/materials/classroom-practices Rubric for BSPS

28. Rubric for Continuum of Response Strategies

29. Rubric for Multiple Academic Opportunities to Respond and Academic Engagement

30. Observation Results – Praise and Corrections 38% - teachers using general praise 13% - teachers using specific praise 19% - teachers using reinforcers 62% - teachers correcting behavior Top 5 Strategies for Correcting Behavior: General Corrective Feedback Redirect Use of Prompts Physical Proximity Signal/Non-Verbal Cue Positives to Corrections Ratio 2:3

31. Observation Results – Opportunities to Response and Academic Engagement 20% Teachers using group response strategies more than individual student response strategies Students on task in classrooms relying on group response strategies 92% Students on task in classrooms relying on individual response strategies 77%

32. Take-aways from Baseline Obs Data Low % of teachers rely on group engagement strategies Students in classes with increased opportunities to respond have a higher rate of on-task behavior Behavior Curriculum (School-wide expectations and classroom rules) are not connected to specific praise and feedback. • Praise is not linked to specific behavior • Error correction is not linked to rules/expectations Reinforcers are not used effectively • Low % of staff using reinforcers • Reinforcers are not used to increase teacher-student connections • Reinforcers delivered without specific praise (i.e. students do not know why they are earning reinforcers) • Reinforcers are used to reward non-behavior skills

33. Perception Data of Climate and Discipline

34. School Climate Survey (Students)

35. Self-Assessment Survey (Staff)

36. Take-Aways from Staff and Student Perception Surveys School Climate Survey: + Highest student response was: (Q5) “teachers treat me with respect” (3.27/4.0) (Q8) “School is a place where I feel safe.” (3.19/4.00) – Lowest student responses were: (Q7) “Students are frequently recognized for good behavior” (2.7/4.0) (Q1) “I Like School” (2.81/4.0) Self-Assessment Survey (staff): 81% Staff who feel Expectations are being taught 70% Staff who feel the reward system is in place

37. Steps Following Baseline (Spring 2018) Provide summary and brief TA to Tier 1 Teams Task teams with boosting implementation Provide 1 hour Classroom practices booster to all staff, and engage in 1 hour small-group discussion groups Repeat Observations with Admin co-observing (These efforts however didn’t move the needle!)

38. New District-Wide Approach (Fall 2018) Refresh & Re-energize Tier 1 (classroom practices) - Strategic Plan Training for all Admin & Coaches Preparation of implementation w/ Union & Board of Education Monthly PD • Consistent Messaging • Site Based Follow-up Activities Baseline (18-19) and Progress Monitoring

39. Agenda Why focus on classroom practices? • Supports for Staff, Consistency, • Relationships • Trauma Lens How and why practices should be aligned to school-wide PBIS Self- and Peer-Assessment Rubric Overview of the 8 Practices: • Demonstration of PBG • Others via PPT resources Plan for revisiting related School-wide Practices • Discipline Flowchart • T-Chart for Teacher vs Office Managed Behaviors • Consistency in discipline definitions Plan for Installation and Coaching Homework

40. Core Outcomes and Next Steps: Outcomes: Prepare and plan for facilitating systemic implementation of Classroom Practices. Build fluency with the self/peer observation rubric for each practice Following Training, Participants next steps (i.e. Homework!) before Sept 6 include: Audit of all classroom practices currently in place by teachers Review/Update your school-wide systems tools to align with classroom practices: • Discipline flowchart • T-Chart for office vs teacher managed behavior. • Behavior definitions, focusing on discipline categories require ongoing alignment checks, and when/how often you will engage teachers in that PD. Co-observe classroom practices of at least two teachers (volunteers) using the rubric. Draft your school’s year long action plan for implementation of the classroom practices (think systems!), to review with Julie/Crysta Be prepared to report-out, revise, dig deeper on Sept 6

41. Overview of District-Wide Rollout Julie Crysta You! Get on the Bus with Crysta and Julie’s Classroom Practices Roadshow!

42. Think Systems and Coaching: Class-wide PBIS Successful School-wide PBIS means the school has taken time to: create a system that works for the school teach staff, students, family and the community the system implement the system with fidelity collect, analyze data and make changes as needed In order to maximize instructional time throughout the school and create a positive learning environment, the School Leadership Team needs to ensure the same time and effort has been put into implementing Class-wide PBIS.

43. Creating Training Plan A training/professional development plan for the school should be created based on how the teachers self-assessed the various practices. The plan should include: All staff completing the Self-Assessment for each module Collaboratively designing an action plan based on results Walk-through Visits/Observations by Coach/Trainer to assess critical classroom variables such as: • Positive to negative • Number of disruptions per 5 minutes • Percent of on-task students Providing feedback Teachers self-monitoring and receiving ongoing feedback and suppo (((Reinke et al., 2008)

44. Choosing Best Approach Have an open discussion with the Staff on what would be the best approach for using the Self Assessment results. Many schools have Professional Learning Communities, and within those groups, staff members can be supported in their quest to manage positive classrooms. Some schools have Peer Coaching where colleagues support each other. Others have chosen the self monitoring method, where teachers monitor their own behaviors and strategies. It is important that you choose the method or methods that will work best for your school and staff.

45. Day 2 Agenda District Introduction (Crysta and Julie): • Address questions from previous exit slips; update on roadshow;  roles of the Tier 1, 2 &  coaches; understand our strategic plan is a 5 year plan; Awareness campaign • What other questions do you want addressed today? Discussion and Team time for action planning (Brian & Diane): • Example Action Plan Ideas for Schools: • Consider components of basic 4 week cycle (next slide) • Work time on action plans • 2+ schools report out on the components of their action plan Review Inter-rater reliability of observations: • Group teams by two practices at a time: • Discuss observation process used • Discuss rubrics • Report out to seek clarity where needed • Rotate to a second round of practices.

46. Homework Assignment Propose and Action Plan on the following: • Identify most appropriate delivery system or method(s) for installation of Classroom Management Practices within your individual school • Who will play what roles in the process? • What is the schedule for installing all classroom practices? • How will you use the self-assessment rubrics to teach? • How/What other data will you use? • How/Who will you use the self-assessment rubrics to coach? • Identify tentative meeting/training times for the school year • What Tiered supports will be provided to teachers? Document your PD proposal. Consider using the Chart on the next slide. Be ready to review with Crysta and Julie, and then report out on Sept 6

47. CCSD93 -Approach Monthly district level kick-off Building based implementation activities for learning Building based baseline data on chosen strategy Building based goal setting Building level implementation Building Progress Monitoring and End of Year data Review Repeat Steps 3-6

48. Monthly Universal Classroom Management District Wide Rollout Week 1 Deliver module and begin implementing skill (weekly info to staff) Week 2 Self-assess using Classroom Snapshot Assessment Week 3 Peer observation and share feedback Week 4 Process and summarize • Submit aggregate data to CM team trainer(s). The team, in turn, shares report with the staff during the next staff meeting. • Small learning community meets to process efforts specific to the identified skill (what worked, what didn’t, additional support…)

49. CCSD93 Data Professional Learning Support (PLS) observations Fidelity Checks on Tier 1 & 2 interventions Office Referrals System review Middle School Walk through data discussed earlier

50. D5 - Climate and Culture Starts with Classroom Practices