Culturally Responsive Classroom Management: Group Contingencies for Equity

1. Module 3 Acknowledgement Systems Section 4: Class Contingencies

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes Know and Understand: Know the best practices for using group contingencies

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Note: Consider Your Students Module 10: Building Relationships

8. What the Research Says Group contingency interventions are beneficial because they • increase teacher attention to appropriate behavior, • are more efficient to use, and • increase the likelihood that any single student's behavior will be exposed to the reinforcement contingency (Cashwell, Skinner, & Smith, 2001; Embry, 2002; Skinner, Skinner, & Cashwell, 1999; Sugai & Horner, 2002) Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. Robin Parks Ennis, Sept. 2017

9. Group Contingencies A group contingency is a behavior management protocol for giving an incentive or reinforcer. • Independent group (To each his/her own) • Dependent group (One for all) • Interdependent group (All for one)

10. Example of a “One for All” View 4 minute video

11. Team Support Game • Students divide into teams. • Points allocated based on student behavior when game is in effect. • Rewards delivered periodically (end of day, end of week) based on points earned. Interdependent group-oriented

12. Group Contingencies • Have a target goal that can always be met. • Deliver the celebration when the goal is met, vs. having a goal that has to be met by a specific date. • No take backs. Students cannot lose points they have earned. • Focus on the behavior you want.

13. Additional Considerations • Allow for student voice • Use tangibles that contribute to a group experience (social time, watching a video as a group, game) • Provide choices • Articulate how specific behaviors of students add to the community of the classroom • Acknowledge effort

14. When Group Contingencies are Successful “I am now responsible for another person’s success.” Everyone is responsible for managing behavior.

15. Discussion • How might you use either dependent (one for all) or interdependent (all for one) contingencies in your room? • What do think would be the pros and cons of each? • How might you address possible problems? • What modifications might be needed for students with self-regulation challenges? Discuss: 10 min

16. Activity 3.7: Jigsaw • Divide the three readings among your group. • Take about 5-10 minutes becoming an expert on your reading • Each person takes turns sharing about the reading. • Finally, share personal experiences, and how you would adapt these systems for your class/subject. Reading: 5-10 min Share: 10 min The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

17. Consider: What Cultural Group is Underserved in your Classroom? • Are they participating in the group contingency? • If not, do they have the needed skills, or is building needed? • Is there voice included in determining earned activities?

18. Monitor Individual Students for Success Validate and Affirm existing skills. Build replacement skills through pre-correction, practice opportunities and specific, positive reinforcement. Bridge choose age appropriate reinforcers. Allow for student voice.

19. Check Your Understanding Which statements are true about the use of group or class contingencies? (Click on each statement to reveal answer) FALSE • Class contingencies can be used as a long term reinforcer. • Students can win or lose points. • Class contingencies use appropriate peer pressure to build a learning community. TRUE FALSE • Independent and interdependent types are preferred. TRUE • Criteria for earning points needs to be developed and clearly taught. TRUE

20. Self-Reflection Checklist • Complete the Self-Reflection Checklist items for this section of the module. • Identify one or two areas that you would like to improve. Reflection The checklist for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

21. Making the Most of Your Learning: Use KASAB! Knowledge Relationship Building Through CR TSS: Chapter 10 Building Relationships Missouri Video Social and Group Contingencies Attitude/Aspirations Explore how group contingencies can help create supportive relationships among your students. Behavior Midwest PBIS Snapshot Positive Behavior Game Use PLC’s for support Use Secret Agent in your class Skills Read all sections of Activity 3.7

22. Wrapping Up: Twin Circles Identify 2 – 3 takeaways from today that you will put into place when you return to the classroom.

23. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.