POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management

1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management Online Webinar

2. Adapted From…. Brandi Simonsen, PhD www.pbis.org www.cber.org

3. Agenda Evidence Based Practices for Improved Learning Outcomes • Enhancing learning within a Multi-Tier System of Supports • Critical Features of Classroom Management Procedures and Routines • Wrap-up

4. SWPBS Systems School-wide Classroom Non-classroom Family Student

5. Academic Learning Time There is no doubt that academic learning time–the amount of time that students are actively, successfully, and productively engaged in learning–is a strongdeterminant of achievement.

6. Why Focus on Classroom Management? • Increases instructional time by preventing problem behavior. • Frees teachers from correcting misbehavior • Improves classroom climate • Creates shared ownership of the classroom • Develops self-discipline

7. What “kind” of students can display problematic behavior? ALL Regular Ed Special Ed All students can display problematic behavior This is not a special education issue. It is an education issue.

8. 6 Critical Features ofEvidence-basedClassroom Management

9. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

10. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

11. Maximize structure • Develop Predictable Routines • Teacher routines • Student routines • Design environmentto (a) elicit appropriate behavior and (b) minimize crowding and distraction: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Designate staff & student areas. • Seating arrangements (groups, carpet, etc.)

12. Sample Routines • Morning Arrival • Homework Drop Box • Attendance • Lunch Count • Morning Meeting • Work Settings -independent -group -instructional • Transitions • End of Day

13. Sample Environmental Structures

14. After Today • Get together with a colleague and identify 3 examples of what routines exist that allow for uninterrupted learning time • Discuss what routines might need to be added in order to maximize time for learning

15. QuestionsWhat resonates for you at this time?

16. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

17. 5 P’s of Teaching Expectations 6th P Teacher Planning Vermont PBIS Universal Training

18. Pre- Teach Behavioral expectations • Establish 3-5 Positively Stated Expectations -Connected to School Wide Expectations • Make Visible • Teach what they look and sound like -Expectations Matrix -Lesson Plans (games, role play, etc) Vermont PBIS Universal Training

21. setting expectation/ social skill Expectations behavior examples Vermont PBIS Universal Training

22. Social Skills Lesson Plan Vermont PBIS Universal Training

23. Practice Behavioral expectations • During classroom routines -Morning Arrival -Work Times -Asking for help -Transitions Vermont PBIS Universal Training

24. Prompt Behavioral expectations Strategies for Encouraging Positive Behavior Visual Reminders Pre-corrections Provide Choice Strategies for Discouraging Problem Behavior Re-direct Re-teach Conference

25. Positively Reinforce Acknowledging Expected Behavior • Frequent: Ratio of 6 positives to every negative • Authentic: Connect directly to expectations • During Routines: Morning Meeting, Independent Work, etc Vermont PBIS Universal Training

26. Progress Monitor Students’ Behavior in Natural Setting • Active Supervision (Colvin, Sugai, Good, Lee, 1997): • Move around • Proximity • Look around (Scan) • Interactwith students • Give Acknowledgement • Give Feedback Vermont PBIS Universal Training

27. Active Supervision: • Allows for provision of immediate learning assistance • Increases student engagement • Reduces inappropriate behavior; increases appropriate behavior • Provides knowledge of students’ use of expectations • Allows for encouragement of those using expectations or appropriate behavior • Allows for timely correction of social behavioral errors • Builds positive adult-student relationships

28. Active Supervision: While  moving  and  scanning,  you  will   also  want  to  address  any  inappropriate  behavior  quickly  and  calmly,  using   the  continuum  of  strategies  including:   1)  ignore/  attend/praise, 2)  redirects,   3)  reteaching,   4)  providing  choice,  or   5)  a  student  conference.

29. Active Supervision: Greeting Students: • State name • Give one positive statement • Give explicit instruction

30. Progress Monitor Students’ Behavior in Natural Setting • Collect data • Are the expectations being followed? • Have negative behaviors decreased? • If not: • whois making errors? • whereare the errors occurring? • what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions • Do environmental structures need to be made • Is the instruction effective or does it need to be redesigned?

31. Planning Behavioral expectations • What will the first few weeks of school look like? • What systems will you develop to prevent problem behavior from occurring? • How will you respond when problem behavior does occur? • How will you collect data on student performance? -academic/behavioral

32. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

33. WE LEARN: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we TEACH to others William Glasser Vermont PBIS Universal Training

34. Evidence based practices that promote active engagement • Explicit Instruction • Differentiated Instruction • Computer Assisted Instruction • Class-wide Peer Tutoring • Regular Feedback

35. Vermont PBIS Universal Training

36. Actively engage • Provide high rates of opportunities to respond • Create opportunities for emotional connection to curriculum • Link engagement with outcome objectives Vermont PBIS Universal Training

37. After Today • Meet with a colleague or with your team to discuss what you currently do to ensure engaged time (e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)? 325 MO SW-PBS

38. QuestionsWhat resonates for you at this time?

39. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

40. Acknowledge appropriate behavior • Specific and Contingent Praise • Group Contingencies • Behavior Contracts • Token Economies Vermont PBIS Universal Training

41. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

42. Respondto inappropriate behavior • Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time out from reinforcement Vermont PBIS Universal Training

43. Evidence Based Practices: Classroom Management • Maximize structure in your classroom. • Establish and teach expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Use self reflection and behavior data to progress monitor and problem solve

44. Types of Data • Observations • Number of Positive Acknowledgements received • Office Discipline Referrals • Academic Grades Vermont PBIS Universal Training

45. To help teachers self-evaluate… 7r Positive Behavior Support Classroom Management: Self-Assessment Revised Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai Center on Positive Behavioral Interventions and Supports University of Connecticut Version: April 7, 2006 Vermont PBIS Universal Training

46. Actively supervise & precorrect Maximize active engagement Maximize opportunities to respond High rates of positive interactions Vermont PBIS Universal Training

47. Questions