Kathy Lockard Green Valley AEA 14

1. Kathy Lockard Green Valley AEA 14

3. Overview The intended audience is teachers, family members, staff, administrators and others Attention will be given to classroom practices that promote academic gains as well as those practices that promote behavioral gains

4. Objectives Create a setting that acknowledges and welcomes all students Create a setting that is predictable, consistent, positive,and safe Identify at least one thing you will do differently in your classroom next week to increase the level of academic engagement Identify at least one thing you will do in your classroom next week to improve behavior

5. Link classroom to school-wide School-wide expectations Classroom v. office managed rule violations

7. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

8. Guiding Principles Remember that good teaching is one of our best behavior management tools Active engagement Positive reinforcement

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

10. Instruction - Teach social skills like you teach academic skills! Describe Model Role Play/Practice Feedback Transfer of Training Specific process for instruction.Specific process for instruction.

11. Describe the skill Define the skill Give a rationale Discuss characteristics When to use Cues for recognizing situations Discuss the steps Give examples Define the name of the skill and what it means in social interactions Rationale Give reasons for learning Tell why it is important Point out relationship between the behavior and consequences Show the value of using skill for student’s own benefit Discuss the steps Specific verbal and nonverbal behaviors What it looks like and sounds like Thinking involved Give situation examples Present situations that fit the general characteristics of when and were the skill is needed Use examples for discussion, modeling and role-play Use charts, posters, skill cards, or other aids as neededDefine the name of the skill and what it means in social interactions Rationale Give reasons for learning Tell why it is important Point out relationship between the behavior and consequences Show the value of using skill for student’s own benefit Discuss the steps Specific verbal and nonverbal behaviors What it looks like and sounds like Thinking involved Give situation examples Present situations that fit the general characteristics of when and were the skill is needed Use examples for discussion, modeling and role-play Use charts, posters, skill cards, or other aids as needed

12. Model Shows what to do Use 2+ examples Use relevant situations and actors Show positive outcomes Model one skill at a time Uses live vignettes to show all the steps, it’s clear and in sequence. Rule is 2 models for each classroom lesson Model the correct use of the skill and positive outcomes. Reinforce the model. Steps should be verbalized, along with the thought process More effective modeling through: Demonstration of behaviors in a clean and detailed manner, In order from least difficult to most difficult, With enough repetition to facilitate overlearning, With little irrelevant detail With several individuals serving as models Model one skill at a time, completely and in sequence, with “think aloud”Uses live vignettes to show all the steps, it’s clear and in sequence. Rule is 2 models for each classroom lesson Model the correct use of the skill and positive outcomes. Reinforce the model. Steps should be verbalized, along with the thought process More effective modeling through: Demonstration of behaviors in a clean and detailed manner, In order from least difficult to most difficult, With enough repetition to facilitate overlearning, With little irrelevant detail With several individuals serving as models Model one skill at a time, completely and in sequence, with “think aloud”

13. Role Play/Practice Rehearsal of steps Student gives a situation Student picks a co-actor and describes the scene Skill steps are reviewed Student thinks aloud All participants have a role Group leader assists Student describes a situation in which the skill would be helpful. The co-actor is chosen based on characteristics of the person with whom the student has the problem The student describes the physical setting, events preceding the situation, and the manner of the person with whom the problem occurs Steps are reviewed, and the student can look at a chart Student verbalizes the thoughts and steps as she/he acts them out Responsibilities of all participants are spelled out; usually this is watching and giving feedback. Leader points to each step on the chart and helps as needed during the role play For some skills (line basics, body basics, listening. Etc.) role play could be group practice. Student describes a situation in which the skill would be helpful. The co-actor is chosen based on characteristics of the person with whom the student has the problem The student describes the physical setting, events preceding the situation, and the manner of the person with whom the problem occurs Steps are reviewed, and the student can look at a chart Student verbalizes the thoughts and steps as she/he acts them out Responsibilities of all participants are spelled out; usually this is watching and giving feedback. Leader points to each step on the chart and helps as needed during the role play For some skills (line basics, body basics, listening. Etc.) role play could be group practice.

14. Feedback Provides opportunity for student to know what was right, what was wrong, and how to fix it Student listens to all comments Starts with partner, then observers, then leader Performance of steps How to improve Leader gives social reinforcement Student must listen to all comments before responding Partner gives reactions first, then others comment on the performance of the steps and suggestions for improving the stepsStudent must listen to all comments before responding Partner gives reactions first, then others comment on the performance of the steps and suggestions for improving the steps

15. Transfer of Training Most critical and hardest Homework Cue during real situations Provide feedback about performance Practice as necessary Teachable moments When learning situations occur (I.e., student doesn’t use skill or does use skill) provide praise or corrective feedback telling what went right, what went wrong, and how to fix it. Do a quick role play. For whole class, homework could be all the real situations that occurred as well as the one that was written up. Performance Indicator #26: Select one social skill to teach to a small groupTeachable moments When learning situations occur (I.e., student doesn’t use skill or does use skill) provide praise or corrective feedback telling what went right, what went wrong, and how to fix it. Do a quick role play. For whole class, homework could be all the real situations that occurred as well as the one that was written up. Performance Indicator #26: Select one social skill to teach to a small group

16. The Goal! Goal: have students perform skill without having to think about it. This is a gradual process. It takes considerable time to match effort to what one wishes. New strategies must be over learned. Another important consideration in establishing your S.S. training is the goal of social skills. Another important consideration in establishing your S.S. training is the goal of social skills.

17. 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. Establish a signal for obtaining class attention. Play a music clip Raise your hand Teach effective transitions. Advance signal of change in activity Colored circles (green, yellow, red)

18. “Ya, but last year’s teacher already taught these skills. I shouldn’t need to.” Skills need to be retaught and reviewed with increasing degrees of difficulty. Continuity helps increase students ability to internalize and use the skills with less prompting. Every start of a new year. Before and after long breaks…3 day weekends. Whenever behavior incidents are on the rise.Every start of a new year. Before and after long breaks…3 day weekends. Whenever behavior incidents are on the rise.

19. Designing Classroom Routines

20. Activity: 12 minIdentify Routines What are 3 routines common across classrooms in your school? What is ONE example of how to establish effective student behavior within a routine? What is a PROCESS you might use with your faculty to define and share effective examples? 1-min reports.

21. 10 Ways to Reach All Students Develop a sense of identity and belonging. Understand, respect, and “join” the coping strategies of your students. Create a “psychological space”—a place in which they truly feel that the space is theirs. Offer encouragement and avoid a “praise deficit.” Help students develop responsibility and make a contribution.

22. 10 Ways to Reach All Students Help students learn from mistakes and failures. Provide choices and reinforce a sense of ownership. Provide opportunities for problem solving and decision making. Establish self-discipline by providing constructive guidelines and consequences. Use empathy.

23. 10 Ways to Reach All Students “Possibly the most critical element to the success within school is a student developing a close and nurturing relationship with at least one caring adult. Students need to feel that there is someone within school whom they know, to whom they can turn, and who will act as an advocate for them.” “Could this be YOU?”

24. 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. Provide multiple paths to success/praise. Group contingencies, personal contingencies, etc.

25. Increasing Positive Student Behavior Guidelines for Effective Praise State the appropriate behavior. Provide praise immediately. Vary statements of praise. Avoid giving praise continuously or without reason. Be sincere, smile. Be consistent when praising a target behavior. Be consistent to avoid confusion. Use developmentally appropriate language

26. 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

27. Environmental Accommodations Seating arrangement Breaks and movement Lighting Scheduling of activities Temperature Assistive devices Seating: needs of individuals Breaks: behavior Lighting: windows, fluorescent lights, Schedule: activities, change, variety Assistive Devices: communication devices schedule devices Switches; control devices assistive clothing vision aids computers etc. Performance Indicator #13 Create a portfolio of possible accommodations for instruction, curriculum and environment. Seating: needs of individuals Breaks: behavior Lighting: windows, fluorescent lights, Schedule: activities, change, variety Assistive Devices: communication devices schedule devices Switches; control devices assistive clothing vision aids computers etc. Performance Indicator #13 Create a portfolio of possible accommodations for instruction, curriculum and environment.

28. Match Curriculum to Student Skills Failure as a discriminative stimulus for problem behavior. 70% success rate. Young learners versus experienced learners How can we teach with success and still teach the required curriculum? Monitor and adapt Maintain instructional objective, but adjust the curriculum/instruction The art of curricular adaptation (strategies) Have fun

29. Identifying the Needs Setting Demands Learner Characteristics Determine the Mismatch

30. Decreasing the Mismatch Skill deficit Performance problem

31. Impact curriculum, instruction or environment Accommodation Impact Student Skills Intervention

32. Curricular Accommodations Reduce the length or complexity. Do not penalize for errors in spelling, punctuation and grammar. Provide copy of teachers/peers notes. Mark number of items correct. Provide stories/chapters on tape. Allow study partners. Allow students to dictate answers. Simplify written directions. Provide partial credit for late work.

33. Instructional Accommodations Present information using a multisensory approach. Write key points on the board or overhead and read them aloud. Provide study guides. Encourage pairing. Provide models. Provide options for demonstration. Provide study guides.

34. Tempo of instruction Maximize engaged time Use high-access instruction Group Responding Partner Strategies

35. Peer partnering Think-pair-share Class-wide peer tutoring Peer-Assisted learning strategies

36. Group strategies Base Groups Heads Together Choral responding Give one-get one

37. Teach Students to Self-Manage Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment) rather than teacher prompts. Teach self-management The target behavior The self-management behavior Prompts Consequences

38. Classroom and School-wide Rules Be clear about what behaviors are to be addressed in the classroom versus those that should be addressed in the office. Balance needs of individual students with problem behavior against needs of other students. Maintain academic engagement of all students Plan ahead with support from other teachers

39. Essential Behavior & Classroom Management Practices Classroom Management Self-Checklist Number your paper from 1-10. Indicate your current practice by responding with a yes or a no.

40. 1. Minimize crowding & distraction Design environment to elicit appropriate behavior: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (classrooms, cafeteria, etc.)

41. 2. Maximize structure & predictability Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

42. 3. State, teach, review & reinforce positively stated expectations Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up.

43. 4. Provide more acknowledgements for appropriate than inappropriate behavior Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for rule violation with positive reinforcer for rule following

44. 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type Oral, written, gestural Increase participatory instruction Questioning, materials

45. 6. Maximize Active Engagement Vary format Written, choral, gestures Specify observable engagements Link engagement with outcome objectives

46. 7. Actively & Continuously Supervise Move Scan Interact Remind/precorrect Positively acknowledge

47. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence

48. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed

49. 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context

50. How did I do? 8-10 “yes” = Super 5-7 “yes” = So So <5 “yes” = Improvement needed

51. Think-pair-share What is one thing you will do differently next week to improve academics or behavior in your classroom?

52. Thank you Appreciation to Dr. Rob Horner, University of Oregon. Appreciation to George Sugai, University of Connecticut. Appreciation to Mary Bartlow and Marion Panyan, Iowa Behavioral Alliance. Some powerpoint content was taken from paraeducator training materials developed by the Iowa statewide committee. For more information please contact www.rc4alliance.org 515-271-3936 OR klockard@aea14.k12.ia.us