Establishing Training Capacity for Classroom Management

1. Establishing Training Capacity for Classroom Management Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois PBIS Network Forum for Change - SWPBS: Integrating Systems for All Students October 30-31, 2008 – Chicago, IL

2. Agenda • Introduction to Classroom PBS: Team Consultation Guide • Get to Know the Guide

3. Classroom Consultation Guide • Designed by Florida’s Positive Behavior Support: Response to Intervention for Behavior Project (FLPBS: RtIB) • For teachers, it allows for classroom consultation without waiting for an “expert” to arrive • For support staff, it is an effective resource • http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf

4. Classroom Consultation Guide • Who should use the Guide? • Individuals supporting classroom teachers • PBS Coaches • Classroom teachers • School-based PBS Team members implementing Tier 1 PBS on campus • Individual Teacher Support • Team System-Wide Support

5. Classroom Consultation Guide Purpose of the Guide Utilize variety of tools to assess Environment Behavior System Curriculum & Instruction Use data to identify, assess, & evaluate classrooms in need of support Implement a problem-solving process Determine appropriate interventions Evaluate effectiveness

6. Getting to Know the Guide • Organization • Problem-Solving Process • Resources

7. Table of Contents TAB 1 • Overview • How to use the Guide • Classroom Problem-Solving Process • Step 1: Identify and Analyze the Problem • Getting Started: Looking at Your School-Wide Data • Looking At Classroom-Level Data • Classroom Assessments • Direct Observation Data • Creating Your Problem Identification Statement, Hypothesis and Goals • Step 2: Develop the Plan • Completing The Intervention Plan • Using Resources & Tools to Assist in Plan Development • Teaching Behavior • Reward Systems • Responding to Problem Behavior • Environment • Curriculum and Instruction • Step 3: Implement the Plan • Step 4: Evaluate the Plan • Worksheets • Classroom Assessment Tool (CAT) • Analyzing Patterns • Classroom Intervention Plan TAB 2 Sub tabs TAB 3 TAB 4 TAB 5

8. Problem-Solving Process Step 1: Identify and Analyze the Problem What’s the problem and why is it happening? Step 4: Evaluate the Plan (Response to Intervention) Step 2: Develop the Plan Is it working? What do we do about it? Step 3: Implement the Plan How do we do it?

9. Step 1: Identify & Analyze the Problem Looking at Class-Wide Data Office Discipline Referral data by time by motivation by administrative decision Classroom Assessment Tool (CAT) Positive Environment Checklist (PEC) Direct Observation

10. Who is the Focus? Data may be collected on: entire classroom of students select individuals within classroom Target those select individuals that are responsible for the bulk of incidences OR Target the entire class to obtain more specific information if many students are engaged in problem behavior or to help clarify problem areas

11. Analyzing Patterns Worksheet(see slides 12-14) Data Gathered Problem Identification Statement Goal Statement Circumstances Behavior is Most/Least Likely Possible Function (s) of the Behavior Hypothesis Development

12. Data Gathered Circumstances Behavior is Most/Least Likely

13. Problem Identification Statement Goal Statement Possible Functions of Behavior

14. Hypothesis Development

15. Step 2: Develop the Plan With classroom teacher, review and select appropriate interventions based upon hypothesis statement Read the narrative of each section Look through the examples/tools Consider other available resources Select strategies that are feasible and agreeable to the teacher

16. Intervention Design • Resource sections in the Guide include: • Teaching Behavior • Reward Systems • Responding to Problem Behavior • Environment • Curriculum and Instruction • Remember to consider resources available at your school • Complete the Intervention Plan (see slides 17-18)

17. Teaching Behavior Reward Systems

18. Response to Problem Behavior Environment Curriculum & Instruction

19. Step 3: Implement the Plan Coordinate with everyone involved and decide on a start date Be sure those implementing the plan have been trained on it prior to starting Record data during implementation & use it to monitor effectiveness of the plan Provide regular feedback to teacher

20. Step 4: Evaluate the Plan Is the plan working?

21. Did we meet the intervention goal? (Review the Goal Statement on the Analyzing Patterns Worksheet) Are there: decreases in problem behavior? increases in appropriate behavior? achievement of broader goals? durability of behavior change over time? increases in academic achievement? Step 4: Evaluate the Plan

22. Implementation Fidelity Implementation monitoring (Is it really happening?) Establish plan for tracking individual and group performance Daily tally of incidents and rating of task engagement ODRs for classroom Determine schedule for monitoring Implementation Outcomes

23. Florida’sPositive Behavior Support Project Contact: Heather Peshak George, Ph.D. Co-PI & Co-Director Phone: (813) 974-6440 Fax: (813) 974-6115 Email: flpbs@fmhi.usf.edu Website: http://flpbs.fmhi.usf.edu