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Classroom Systems School-wide PBIS

Classroom Systems School-wide PBIS. PBS – Respect & Responsibility. Classroom Setting Evidence Based Practices. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 5 positive to 1 negative adult-student interaction

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Classroom Systems School-wide PBIS

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  1. Classroom SystemsSchool-wide PBIS

  2. PBS – Respect & Responsibility

  3. Classroom Setting Evidence Based Practices • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 5 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum How can we implement systems that support staff to implement these practices consistently?

  4. Non-example Action Plan Strategies

  5. Example Action Plan Strategies

  6. Classroom SystemsBuilding Capacity v. One Shot Support

  7. Extending SW-PBS in to the Classroom

  8. 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

  9. Behavioral Expectations Extending PBIS into the Classroom

  10. 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

  11. 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

  12. 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

  13. Video Demonstration of Teaching Routines & Expectations • http://explicitinstruction.org/?page_id=75 • Watch video • Identify: • Behavioral Expectations Defined & Taught • Classroom Routines Defined and Taught • Identify strategies use to instruction expectations & routines

  14. 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.

  15. Time for Teachers to Complete IDEALLY… • Identify and set aside times for teachers to work on this task • Teachers may want to work on this in grade level teams to share ideas • Have teachers turn in completed Classroom planning worksheets to PBS team to share with other teachers

  16. Team Work Time • How will you extend the link between SW Rules & defining behavioral expectations into the classroom? • How will you actively and explicitly set up teachers to make this link in their classrooms?

  17. Catch ‘em Being Good 5:1 Ratio More information to come with “Building Habits”

  18. 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

  19. Responding to Misbehavior

  20. Misbehavior Happens: Train staff with strategies for responding • Options for responding to misbehavior in the classroom • “Defusing Anger & Aggression” or “ManaginNonCompliance” video by Geoff Colvin • Targets Secondary classrooms but useful for Elementary • Purchase at www.lookiris.com through Iris Media • Show isolated vignettes • Identify specific strategies used in video • Identify how & when to use strategy in your classroom • Be SPECIFIC -- what to say/ what to do • Physically rehearse doing it your way several times • Develop prompts to encourage use in classroom

  21. 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 packet – 9 Variables Affecting Compliance

  22. 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

  23. 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

  24. 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.”

  25. Specific Request If, Compliance Walk Away & wait 5-10 seconds If, Non-Compliance “Please _________” Request in a calm voice Reinforce! If, Compliance Walk away & Wait 5-10 sec. Reinforce! If, Noncompliance Preplanned Consequence Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)

  26. Classroom SystemsTeam Implementation & Support

  27. Supporting Effective Classroom Practices

  28. Classroom SystemsFocus: School-wide Support

  29. Classroom Practices Self Assessment

  30. ElementaryWinter 2012-13 Rankings

  31. Targeted Classroom Practices

  32. PBIS Classroom System: Next Steps

  33. Classroom SystemsSchool-wide PBISIncreasing Specific Praise (5 to 1 Ratio) Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.pbisclassroomsystems.pbworks.com

  34. The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro #2 on NY Times Bestseller List on March 18th 2012

  35. PBIS Classroom System: Next Steps • Brief presentation of practice • Time to individualize practice to fit your classroom, context & needs • Brief presentation of Self-Monitoring use of your targeted practice • Time to develop an individualized Self-Monitoring Plan

  36. Follow Along in the 5 to 1 Ratio Guide

  37. Praise & the 5:1 Ratio • Pay attention to What you Want to See • Acknowledge positive behavior 5 times more often that you respond to negative behavior • Keep it genuine; not the same for all kids • Negative interactions are not wrong and are sometimes necessary; the keys are: • How the negative interactions are provided (gentle, respectful corrections) & • the ratio • There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

  38. Why Praise & Acknowledge Desired Behavior? • Reinforce teaching of new behaviors • Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial • Harness the influence of kids who are showing expected behaviors to encourage the kids who are not • Strengthen positive behaviors that can compete with problem behavior • Improve school climate • Create positive interactions and rapport with students

  39. 5:1 Positive to Negative Ratio • The field at large recommends somewhere between 3 and 6 positive to every 1 negative • Gable, Hester, Rock & Hughes, 2009; Kerr & Nelson, 2006; Nafpaktitis, Mayer & Butterworth, 1995; Stichter et al., 2009; Walker, Ramsey & Gresham, 2004) • Mental Health (Frederickson & Losada, 2005) • 2.5 to 1 = normal functioning • 4.3 to 1 = optimal functioning • Tipping point seems to be 2.9 to 1 5ish to 1

  40. 5:1 ratio, it’s not just for kids • Married couples that last (Gottman, 1994) • Flourishing marriages: 5.1 to 1 speech acts & 4.7 to 1 for observed emotions • Poor marriages: 0.9 to 1 speech & 0.7 to 1 actions • Business teams • High Performance teams = 5.6 to 1 • Medium Performance teams = 1.9:1 • Low Performance teams = 1 to 2.7 • Losada, 1999; Losada & Heaphy 2004

  41. ELEMENTARY 60 min x .09/min = 5.4 praise/hour; 1 every 11 minutes MS 60 min x .04/min = 2.4 praise/hour; 1 every 25 minutes

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