Transcript Document

Refining, Defining, and
Celebrating!
Day 3 - (U300)
Tier 1/Universal Training
2013-14
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin
Department of Public Instruction in the development of this product and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please credit
the Wisconsin DPI and support of federal funds when copying all or part of this material.
www.wisconsinpbisnetwork.org/tier1.html
Training Objectives
• Understand the components of a Classroom Behavior Systems
and how they connect to the School Wide System
• Understand how to use assessment data to drive professional
development
• Understand how the classroom fits within the school-wide
behavioral system
• Understand how to reflect on data (such as the risk ratio
calculator) to determine if there is a mismatch between student
and staff cultural expectations
• Use various surveys and student outcome data to evaluate your
school wide and classroom systems
• PBIS Apps (BOQ, TIC, SAS)
• Classroom Reflection checklists
• Student Outcome data
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Agenda
• Evaluation and data use
• School-wide and framework system review
• Lunch
• Classroom system development
• Wrap up
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Tier 1 Rollout Checklist
STATUS:
In Place
Partially in
place
Not in Place
PRIORITY:
High
Medium
Low
TASK
Faculty and Staff
1 A consensus-building process has been used to identify the elements
of the universal discipline system (expectations, behavior, teaching
plans, reinforcement, etc.).
2. A plan for communicating the universal discipline system to faculty
and staff has been developed.
3. The universal discipline system has been discussed with faculty and
staff.
4. Faculty and staff are fluent with elements and procedures of the
universal discipline system (expectations, problem behavior definitions,
reinforcement, ODR form, procedures for referral to the office, etc.).
5. A plan for orienting new and substitute faculty and staff to the
universal discipline system has been established.
6. New and substitute faculty and staff have been or are being oriented
to the universal discipline system.
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Share Your Story
30 Minutes
Use the Rollout Checklist to assess your
kickoff/beginning implementation
Begin a newspaper article that describes your
PBIS work thus far. Include:
• Catchy headline
• Brief summarization of your kickoff
• Specific successes or roadblocks that you have experienced
so far, as you have developed your PBIS systems
• What your plan is for next year?
• What will stay the same?
• What adjustments will be made?
Designate 1-2 team members to share out in
5 minutes or less
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Evaluation—BOQ Element J
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Workbook
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Data
Identifying Problems/issues
What data to monitor
ODR per day per month
OSS, ISS, Attendance, Teacher report
Team Checklist/BoQ/SAS (are we doing what we planned to do?)
What question to answer
Do we have a problem?
What questions to ask of Level, Trend, Peaks
How does our data compare with last year?
How does our data compare with national/regional norms?
How does our data compare with our preferred/expected status?
If a problem is identified, then ask
What more data do we need to make a good decision?
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Using Data to Refine Problem
Statement
The statement of a problem is important for team-based problem
solving.
Everyone must be working on the same problem with the
same assumptions.
Problems often are framed in a “Primary” form, that creates
concern, but is not useful for problem-solving.
• We have too many referrals
• September has more suspensions than last year
Use more detailed review of data to build “Precision Problem
Statements.”
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Precision Problem Statements
Precise problem statements include information about
the five core “W” questions.
What is problem, and frequency
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
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Precision Statement
There are more ODRs for aggression on the
playground than last year.
These are most likely to occur during first recess,
with a large number of students,
and the aggression is related to getting access to
the new playground equipment
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Using Your Data
10 minutes
Create a precision statement that captures
1. What is problem, and frequency
2. Where is it happening
3. Who is engaged in the behavior (disaggregate by
disability and ethnicity)
4. When the problem is most likely
5. Why the problem is sustaining
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Using Precision Problem Statements to Build
Solutions, Action & Evaluation plans
Prevention
How can we avoid the problem context?
Who, When, Where
Schedule change, curriculum change, etc
Teaching
How can we define, teach, and monitor what we want?
Teach appropriate behavior
Use problem behavior as negative example
THIS INCLUDES TEACHING ADULTS FILL AND SKILL THINGS – RESOURCE
MAPPING
Recognition
How can we build in systematic acknowledgement for desired
behavior?
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Using Precision Problem Statements to Build
Solutions, Action & Evaluation plans
Extinction
How can we prevent problem behavior from being rewarded?
Consequences
What are efficient, consistent consequences for problem behavior?
Action Plan
Who will do each task & when will it be completed?
Evaluation
How will we collect and what data will we use to evaluate
• implementation fidelity
• impact on student outcomes?
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Break
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Identify Problem
with
Precision
Make Summative
Evaluation
Decision
Identify Goal
for Change
Collect and
Use Data
Monitor Impact of
Solution and
Compare Against
Goal
Identify Solution and
Create Implementation
Plan with Contextual
Fit
Implement
Solution with
High Integrity
Meeting
Foundations
TIPS II Training Manual (2013)
www.uoecs.org
Team-Initiated
Problem Solving II
(TIPS II) Model
How are we going to solve the
problem?
How are we going to bring about
desired change?
16
Is solution appropriate for problem?
Is solution likely to produce desired
change?
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• Questions to answer through solution planning process:
–
–
–
–
How are we going to solve the problem?
How are we going to bring about desired change?
Is solution appropriate for problem?
Is solution likely to produce desired change?
TIPS II Training Manual (2013)
www.uoecs.org
Identify Solution & Create
Implementation
Plan with Contextual Fit
17
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How are we going to solve the problem?
•
•
•
•
Comprehensive (prevent, teach, reward,….)
Effective (functional)
Efficient (doable)
A good fit (contextually appropriate)
TIPS II Training Manual (2013)
www.uoecs.org
• Solve problems that have been defined with precision
• Use solution action elements to build solutions that are:
18
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• Use solution elements to guide discussion
• Brainstorm options for solution elements
• Select a set of actions (one plan) that
–
–
–
–
–
Require the least amount of effort that will produce desired changes
Strengthen what you already do well
Fit with the precision statement and priority
Are efficient & feasible
Are likely to have the desired impact
TIPS II Training Manual (2013)
www.uoecs.org
How to Build a Solution Plan
19
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How are we going to solve the
problem?
• Clarify the Scope of Solution Actions
• School-wide, grade level, group of students,
individual
• Content area
• Location
• System Fidelity (from BOQ, SAS, TIC, SET)
TIPS II Training Manual (2013)
www.uoecs.org
– What is the unit of improvement the team seeks to address?
20
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Solution Development
Prevention
Teaching
Acknowledgement/Recog.
Extinction
Corrective Consequence
Evaluation
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Solution Implementation Plan Elements
Solution Action Elements Defined
Prevent
Focus on prevention first. How could we reduce
the situations that lead to these behaviors?
Teach
How do we ensure that students know what they
SHOULD be doing when these situations arise?
Reward
How do we ensure that appropriate behavior is
recognized?
Extinguish
How do we work to ensure that problem behavior
is NOT being rewarded.
Correct
How will you correct errors?
Safety
Are additional safety precautions needed?
TIPS II Training Manual (2013)
www.uoecs.org
Solution Action
Elements
22
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PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Next Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items
01.
02.
03.
Next Meeting Agenda Items
1.
2.
Previously Defined Problem
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Prompt, Reward,
Who?
By
When?
Goal with
Timeline
Implementation and Evaluation
Fidelity of Imp
Effectiveness of
measure
Solution/Plan
Correction, Extinction, Adaptations, Safety)
Not started
Partially Imp
Imp Fidelity
Done
Goal Met
Better
Same
Worse
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
Precise Problem Statement
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Prompt, Reward, Correction,
Extinction, Adaptations, Safety)
Who?
By
When?
Implementation and Evaluation
Goal with Timeline
Fidelity of Imp
Effectiveness of
measure
Imp measure
(How to Measure) (How to Assess)
Evaluation of Team Meeting (Mark your ratings with an “X”)
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous
meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?
4. In general, are the completed tasks having the desired effects on student behavior?
Our Rating
Yes
So-So
No
Newton, J.S., Todd,
A. W., Horner, R.H.,
Algozzine, B., &
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Solutions Development
10 minutes
Complete the solutions development plan to
address your precise statement
Be prepared to read precision statement and
solution during group share out
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Concept Review
Tier 1/Universal Training
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School-Wide Systems for Student Success:
An RtI Model
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions
1-5%
1-5%
Tier 3/Intensive Interventions
• Individual students
• Assessment-based
• High intensity
Tier 2/Selected Interventions
• Individual students
• Assessment-based
• Intense, durable procedures
5-15%
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
• All students
• Preventive, proactive
5-15%
Tier 2/Selected Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
80-90% Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008. Adapted
from “What is school-wide PBS?” OSEP Technical
Assistance Center on Positive Behavioral Interventions
and Supports. Accessed at
http://pbis.org/schoolwide.htm
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Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small Group
Interventions
Tier 2/Selected
(CICO, SSI, etc)
Group Interventions with
Individualized Focus
Daily Progress Report (DPR)
(CnC, etc)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Tier 3/
Intensive
Simple Individual Interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
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Wisconsin’s Vision in detail...
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Classroom Systems
The classroom sections are short and are
designed you practice so that you can apply
broad system concepts to the classroom level.
This is meant to be ongoing professional
development and capacity building for ALL staff.
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Core Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g., entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected classroom routines are taught
45. Classroom teacher uses immediate and specific praise
46. Acknowledgement of students demonstrating adherence to classroom
rules and routines occurs more frequently than acknowledgment of
inappropriate behaviors
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented an consistently delivered
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Positive Behavioral Interventions & Supports
(PBIS)
• Whole-school universal preventative
intervention
• Applies behavioral, social learning,
organizational behavioral theories
• Is for ALL students
• Requires a shift from punitive to
preventative
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara &
L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359390). New York: Guilford Press.
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Big Idea
We often assume Universal is in
place everywhere
• IS IT UNIVERSAL for ALL cultures? Or is it dominant
culture? (Black History Month doesn’t count…)
• What about the classroom?
• How is PBIS being used in the classroom to engage
ALL students to prevent problem behaviors?
• By improving core practices, we can reduce need for
additional interventions.
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Classroom Management
academic task
Culture
academic skill set
behavior skill set
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Practitioner Culture
What cultural expectations do you bring to the educational setting?
• What is your culture in relation to education,
interactions, and school?
(Values, beliefs, traditions, customs, worldview, conversational
styles, non-verbal language, and parenting styles)
• What are the historic experiences/implications of your
culture?
• What are the differences/dissonances between your
culture and the student’s?
• Are you expecting one-way accommodation from the
student for any cultural differences? Why?
• What accommodations are you expecting?
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Individual Learning History and Context
1. Indicate 10 key life events/influences
2. Summarize in 4 adjectives
3. Share with another person a summary of how your history affects how you view situations and
respond to circumstances
Attended UW-W for
Bachelor’s & Masters
Married and had one
son
School
Psychologist jobs in
multiple states
Graduated High School
early
Moved multiple times
for father’s job
RTI work in Iowa
prepared me for REACh
Strict , Lutheran,
conservative values
Saw Lucille Eber at
Special Ed Conference
Middle child in 2 parent
home with stay-at-home
mom
Michelle Polzin
WI PBIS Network
WI RtI Center
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Individual Learning History and Context
1. Indicate 10 key life events/influences
2. Summarize in 4 adjectives
3. Share with another person a summary of how your history affects how you
view situations and respond to circumstances
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Student’s Culture
What cultural expectations does the student bring to the educational setting?
• What is the student’s culture in relation to education, interactions,
and school?
(Values, beliefs, traditions, customs, IMAGES, REPRESENTATIONS, worldview,
conversational styles, non-verbal language, and parenting styles)
• What are the historic experiences/implications of the student’s
culture?
• What are the cultural characteristics of this student that are
strengths in the educational environment?
• What have you determined to be motivating & reinforcing to this
student?
• What are the parents’/caretakers’ views on the student’s
behaviors of concern?
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School-wide Behavior
Expectations
• Respectful
• Responsible
• Safe
IDIOM ACTIVITY
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Principles of Ma’at
1) Truth 2) Balance 3) Order 4) Law 5) Morality 6) Justice
Must make a connection
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Risk
Ratio
Risk Ratios: System and Student Outcome
Risk Ratio is based on disaggregated ODR and suspension data
To calculate it:
% of subgroup enrollment with an outcome (ODR, Suspension, etc)
% of white enrollment with same outcome
85% of Latino/Latina students received ODR
42.5% of white students received ODR
Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is
increased risk
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Try It
minutes
TEAM10
TIME
– T - RY IT…
Using your building ODR and suspension data
• Calculate Risk Ratio for student groups for getting disciplinary
contact - ODR
• Calculate Risk Ratio for consequence severity – Suspension
WHAT are the behaviors within the student
subgroups that are resulting in ODR or suspension?
How do you compare with National and State
trends?
National trend and state trend shows white students referred for
objective behaviors, students of color getting referral for
subjective behaviors AND disproportionately severe consequence
for minor behaviors.
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Classroom Behavior
Systems—BOQ Element I
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Why Teach Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills
8x
Students
28x
Adults
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Expectation
Broad statement
Apply to all
people and
settings
General
statement of
behavior
Procedure
Positively stated
Criteria for
successful
performance
Must be taught
and rehearsed
Specific behavior
Setting specific
Define and are
aligned with
expectations
Numerous
Sequential
Routine
Procedure that is followed with minimal or no reminders
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Rules
3–5
Apply throughout the day
Expectation
Broad statement
Apply to all
people and
settings
General
statement of
behavior
Procedure
All
Specific behavior
Positively stated
Setting specific
Criteria for
successful
performance
Define and are
aligned with
expectations
Must be taught
and rehearsed
Numerous
Sequential
Routine
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Procedure
Routine
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
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
• “Show me you are listening”
• How to determine if you are doing well in class
Establish a signal for obtaining class attention
Teach effective transitions
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Secondary Examples: Procedures
Class Discussion
1. Prepare for discussion by reading the required assignment
in advance.
2. Wait until the other person is finished speaking before
you talk.
3. Stay on topic.
4. Respect others’ opinions and contributions: use respectful
expressions of disagreement.
Entering the Classroom
1.
2.
3.
4.
Enter the classroom before the bell rings.
Take your seat and get out the materials you need for class.
Talk quietly until the bell rings.
Begin the morning assignment on the side chalk board
when the bell rings.
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Map School-wide Rules & Expectations
School Expectations
to Classroom Procedures
Be Safe
Be Respectful
Keep hands, feet & objects to Use kind words &
Classroom Rules self
actions
Use all equipment & materials Follow adult directions
appropriately
Be Responsible
Take proper care of all
personal belongings &
school equipment
Classroom Procedures/Routines
Starting the day
Entering the classroom
Working independently
Asking for help
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School
Expectation
Classroom
Rules
Map Use
School-wide
Rules
&
Expectations
to
all equipment & materials
Use kind words & actions
Take proper care of all
appropriately Classroom Follow
adult directions
personal belongings &
Routines
Keep hands, feet & objects to self
school equipment
Be Safe
Be Respectful
Be Responsible
Classroom Procedures/Routines
• Put personal belongings in designated
Starting the day
areas
• Turn in homework
• Put instructional materials in desks
• Sharpen pencils and gather necessary
material for class
• Be seated & ready to start class by 8:30
• Enter the room quietly
Entering the classroom • Use a conversational or ‘inside voice’
• Keep hands, feet, objects to self
• Walk
• Move directly to desk or assigned area
• Sit quietly & be ready for class
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Developing your
Classroom Matrix
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Classroom
Hallway
•
Follow adult
directions
•
Respectful
Keepteam
hands
pbis
and feet to self.
Responsible
facilitate
staff to align
Use
classroom
appropriate
rules
with
language and
school-wide
voice level
expectations
•
•
•
•
•
•
Be on time
Ready
Bring
appropriate
supplies.
•
•
Cafeteria
Leave space for
others to pass
Use appropriate
volume when talking
in the hallways
Walk at all times
Keep to right on
stairwells
•
Go directly to your
next class
Store backpacks and
electronic devices in
your locker (from
7:30 – 2:45)
Keep materials off
floor
Follow West Walk
Guidelines
•
Carry supplies
appropriately
Be aware of people
around you
•
•
•
Be considerate of
café workers &
others
Stay in your place in
line and table
Pay for all food
All School Settings
•
•
•
•
•
•
•
•
Enter your number
only
Clean up your table
Stay in seat until bell
Leave food &
beverages in café
Dismissal by bell
•
•
•
•
•
•
•
Leave
books/binders/coats
in locker
Go directly to café
Have money &
number ready
•
•
•
Remain quiet and
listen to presenter
Use appropriate
personal space
Hats off in building
during school
Use appropriate
language and
volume
Stay Seated
Keep hands and
feet to self
Enter and exit
appropriately
Food and drink in
cafeteria only
Dress appropriately
at all times
Arrive on time and
rested
Be ready to
participate
Know and follow
school expectations
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Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet voice • Eyes/ears on
•Use kind words • Enter/exit
classroom
• Accept
• Follow
speaker
& actions
Respectful •Follow adult
prepared
differences
directions
• Raise hand to
• Use inside voice • Use kind words
speak
directions
• Encourage
•
Contribute to
Others
• Wait your turn
to speak
Be
Responsible
Be Safe
learning
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
neighbor
• Follow
directions
• Take notes
• Meet your
goals
•Keep hands, feet • Walk
& objects to self
•Use all
equipment &
materials
appropriately
• Use Materials
Carefully
• Allow Material’s
master to get
and distribute
handouts
• Stay at seat
• Keep hands,
feet, and
objects to self
• Keep hands,
feet, and
objects to self
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Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet
• Eyes/ears on
•Use appropriate • Enter/exit
classroom
• Accept
speaker
language and
voice
Respectful voice level
prepared
differences
• Raise hand
•
Encourage
• Use inside
to speak
•Follow adult
Others
voice
• Speak so all
directions
• Wait your turn
can hear
to speak
•
Contribute to
learning
Be
Responsible
Be Safe
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
• Let material
•Keep hands, feet • Walk
monitor get
& objects to self • Take chair down
supplies
carefully
•Use all
• Make sure all
equipment &
materials
objects are off
appropriately
the floor
neighbor
• Take notes
• Meet your
goals
• Keep 6 Feet
on the floor
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Classroom Matrix
EXPECTATIONS
Be
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
• Listen to others • Use quiet
• Eyes/ears on
•Use appropriate • Enter/exit
classroom
• Accept
speaker
language and
voice
Respectful voice level
prepared
differences
• Raise hand
•
Encourage
• Use inside
to speak
•Follow adult
Others
voice
• Speak so all
directions
• Wait your turn
can hear
to speak
•
Contribute to
learning
Be
Responsible
Be Safe
•Take proper care • Place materials
in correct area
of all personal
• Begin warm-up
belongings &
promptly
school
equipment
• Use Time Wisely • Be a TASK
• Contribute
master
• Complete your
• Use your
part
• Let material
•Keep hands, feet • Walk
monitor get
& objects to self • Take chair down
supplies
carefully
•Use all
• Make sure all
equipment &
materials
objects are off
appropriately
the floor
neighbor
• Take notes
• Meet your
goals
• Keep 6 Feet
on the floor
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Classroom Procedures/Routines
EXPECTATIONS
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be Responsible
Be Safe
•Use kind words & • Enter/exit
actions
classroom
•Follow adult
prepared
directions
• Use inside voice
so others may
learn
• Take proper care • Place materials
of all personal
in correct area
belongings &
• (practice
school equipment
ORDER)
• Begin warm-up
promptly
•Keep hands, feet • Walk
& objects to self
•Use all equipment
& materials
appropriately
• Listen to others
• Accept
differences
• Use kind words
• Encourage
Others
• Wait your turn to
speak (this may
disengage some
students unless
capital taught)
• Use Time Wisely
• Contribute
• Complete your
part
• Follow
directions
• Create for
yourself and
be proud
• Be honest in
your work
• Use Materials
Carefully
• Keep hands,
feet, and
objects to self
• Respect
community
resources
• Be a TASK
master
• Use your
neighbor/
community
• Eyes/ears on
speaker (is
this
distancing?)
• Raise hand
to speak (is
this
distancing?
Options?)
• Contribute
to learning
• Follow
directions
• Take notes
• Meet your
goals
• Stay at seat
• Keep hands,
feet, and
objects to
self
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Expectation Dictionary
The “dictionary” means giving the student the chance to take the
teaching in class, apply it to a “behavior dictionary” where the
expectations are and have student define what it means to them in
school and at home/community.
Example – Responsible behavior: At school if someone is bothering
you we teach to tell the adult in charge. But for a colleague, in her
neighborhood growing up, responsible meant standing up for
yourself. Telling an adult would get your butt kicked.
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Setting the Tone
https://www.teachingchannel.org/vide
os/setting-classroom-tone
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Signals!
1) FREEZE, QUIET!, STOP!
2) Transition Signals
•
•
•
Traditional – High affective filter
Responsive – reciprocal, lower affective filter
Culturally Responsive – Student centered, engaging,
resonate
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Three Types of Practice
Traditional, Responsive, Culturally Responsive
Traditional
Responsive
Teacher centered (eyes
on me)
Student centered (teacher
holds up fingers, students
repeat)
One way
Two way interaction
High Affective Filter
(nervous if you don’t
do it)
Lowered affective filter
(compliance without fear)
Culturally Responsive
Call and Response
Indiginous
Ay’go, Ay’me
Se Puede, Si Su Puede
Rhythmic
Peace-Quiet
Holla-Back
Are you ready?- Totally
Lyrical
I know I Can – Be What I
Wanna Be
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Work Time
Use the next 35 minutes to
accomplish the tasks on the next
several slides
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Creating Your Classroom Matrix
1. A blank classroom matrix
2. Examples of completed matrixes.
Online
Template:
Class
Matrixes
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Self Reflection
10 minutes
1. Complete the Self-Reflection Checklist
2. Identify one or two areas that you would like
to improve
Workbook
Page 8
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Group Discussion
5 minutes
1. Discuss how you will support teachers in
developing their classroom matrixes and
routines.
2. How will you know if they are implementing
these tools correctly?
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Team Time
5 minutes
Instructional
Range
Discuss how your team will encourage staff to consider their own
instructional range in all aspects of their classroom systems.
Look for evidence of:
1) Traditional approaches – Student engages in teacher focused
activities
2) Responsive approaches – Student and teacher engage in
reciprocal activities (i.e. hand signs, etc)
3) Culturally responsive – Teacher uses approach that is
responsive, but also has identifiable cultural element that
resonates with all people, but at a higher rate for different
cultures (music, rhythm, call response, language, images, etc).
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Classroom
Acknowledgement
System
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Positive Environment Means
• Reviewing whose experience is on display
• What reading material is available and who is
shown in it?
• What music is used?
• Review range of instructional and work
options
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environment
”
• Establish
Five instances a
of “positive
praise and acknowledgement
for every
correction. (5:1 ratio)
• Begin each class period with a celebration or affirmation
(Harambee time – “come together”)
• Chant, song, celebration
• Builds community, belonging and group identity
• Your first comment to a child establishes behavioral
momentum.
• Engelmann, Mace, “interspersed requests”
• Behavioral priming
• Provide multiple paths to success/praise.
Group contingencies, personal contingencies, etc
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5:1 Ratio
Business Teams
High Performance = 5.6:1
Medium Performance = 1.9:1
Low Performance = 1:2.7
Personal Relationships
Marriages that last = 5.1:1 / 4.7:1
Marriages likely to end in divorce
= 1:1.3
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Teaching and Using
Acknowledgement
• Part of how behaviors are taught
• Helps build behavioral fluency faster
• Helps teach cultural capital (code switching)
when there is difference in cultural
background
• Develops positive connections between
student and school
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Positive acknowledgement is the presentation of
something pleasant or rewarding immediately
following a behavior.
It makes that behavior more likely to occur in
the future,
and is one of the most powerful tools for
shaping or changing behavior.
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Classroom Acknowledgment
• Consider tying into school-wide system
• Targeting 5:1 at universal level
• Use a menu of options that range from traditional
to responsive to culturally responsive
• Remember purpose is to teach and guide behavior
and NOT reward.
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Student Engagement and Praise
91%
Initial Student Engagement
74%
After with holding praise
50-69%
After tripling correctives
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Specific Positive
Feedback
Specific Positive
Feedback AKA
• Praise
• Specific Praise
• Precise Praise
A teaching/coaching tool
to help students refine
their skills
Generic Positive
Praise
Neutral Statements
AKA
• Generic Praise
Used to show that you
appreciate students following
your expectations
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Effective Feedback
• Specific—Describe behavior objectively
• Immediate--As soon as possible
• Larger categories
• identifies one or two larger
categories of error if the behavior
needs correction, rather than every
single error made; and
• Mostly positive—remember 5:1 ratio
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Specific Positive Feedback
A key strategy to reinforce students as they practice what they
have learned about your classroom expectations and rules.
• Contingent on desired behavior
• Specific language
• Credible (sincere)
• Attributes success to effort and ability
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Classroom Management
For Student Engagement
Role of Administrator: Any Challenges?
Link for Classroom Management Modules
7/16/2015
79
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Classroom
Consequence System
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Continuum of Consequences
•
Active Supervision
•
Planned Ignoring
•
Delivering a Corrective Feedback
•
Continuum of Redirection
•
Developing Menu of Consequence
•
Developing you Minor Tracking System
•
ABC’s of Behavior
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Self Reflection
5 minutes
1. Complete the Self-Reflection Checklist
2. Identify one or two areas that you would
like to improve
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Tracking Behavior
Problems
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Why Track Minor Behavior
Problems?
• More sensitive to measuring needs and change in
students.
• Provides data at the classroom level that can indicate
trends
• In schools with low office referral rates, data from the
classroom level is especially important for problem
solving
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1. Keep system easy and efficient
to use
• What data do you need to record?
• How will you record the data?
• How will data be analyzed in your class? School-wide?
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2. What criteria is used to determine
when a problem behavior must be
documented?
No
• Redirection only
• Requires minimum break in
lesson delivery
• Results in minimum
disruption to learning
• Student needs to be taught
the routine
• Student needs more
practice with a routine
Yes
• Requires more than
minimum break in lesson
• Disrupts learning of self or
others more than minimal
degree
• Consequence needs to be
delivered
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3. Does student need a copy of the
minor referral?
Time
Energy
Negative Feeling Tone
The referral paper itself is not the consequence
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4. At what point are parents
notified?
Why Wait
When to Notify
• 5:1 ratio
• Patterns emerge
• Punishment at home
• Behavior causes
serious disruptions
• Cultural responsiveness
Equivalent to a failed worksheet – building fluency,
re-teaching was needed.
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Self Reflection
10 minutes
1. Complete the Self-Reflection Checklists
2. Identify one or two areas that you would
like to improve
Workbook
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Work Time
1 hour
Work as a team on whatever areas you feel are most
beneficial to you as a team. (Universal system fine tuning,
Data, Problem Solving, use of acknowledgements, etc…)
How will you provide staff development (short and long
term) in the area of classroom management that reaches
ALL students?
What are your priorities for when you leave here?
What do you still need?
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Report Out/Next Steps
Next Steps: Coach use your School Code to
1.Enter your TIC on www.pbisassessments.com
2.Plan staff SAS if not done
3. Schedule monthly team meetings and data sharing with faculty.
4. Coaches attend networking meetings.
5. Contact TAC for readiness for tier 2 requirements.
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Remember there are more resources at
end of power point
I appreciate your hard work and
dedication.
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Use Data to Examine Classroom
System
Tools to help
• How do you know PBIS is in place?
Collect data
1. Are rules being followed?
2. If there are errors,
• who is making them?
• where are the errors occurring?
• what kind of errors are being made?
• Summarize data (look for patterns)
Include disaggregation by ethnicity and disability
• Use data to make decisions
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Develop system to present best practice and
encourage teacher engagement and
implementation
• Weekly skill and/or feature mini-lessons
• Time for grade level collaboration related to the data
set or the lesson
• Time and resources for after school work sessions
(voluntary)
• Created timelines for implementation of each feature
• Periodic self-assessment for progress monitoring and
fidelity check
• Planned booster session
Lori Newcomer, Ph.D.
University of
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Challenge of Sustained
Implementation
The effort needed to achieve initial
implementation cannot be sustained.
Universal PBIS needs to become easier over time.
There will always be the temptation to “add more”
It is possible to add so much “good” practices that
nothing works. Better to be consistently implementing
what is working!
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Resources
www.pbis.org
www.pbisapps.org
www.wisconsinPBISnetwork.org
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Contact Information
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Research and Related Resources
The slides in this section are for team
use as they teach the material to
staff.
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Factors that Most Impact
Achievement
Classroom Management
Student Learning Processes
Student Ability
Home Environment/Parent Support
54
56
58
60
62
64
66
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Why is it important to develop
classroom management skills?
50%
46 %
45%
40 %
40%
33 %
35%
30%
24 %
25%
20%
15%
14 %
10%
5%
0%
After 1 year
After 2 years
After 3 years
After 4 years
After 5 years
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Effective Professional
Development
COMPONENTS
KNOWLEDGE
SKILL
TRANSFER
Study of Theory
10%
5%
0%
Demonstration
30%
20%
0%
Practice and
Feedback
60%
60%
5%
Peer Coaching
95%
95%
95%
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What difference does it make to
teach procedures?
Telling is not Teaching
10%
Elementary Classrooms
13%
Secondary Classrooms
50 days
Among classes in the same school!!!
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Classroom Management Resource
www.wisconsinpbisnetwork.org/
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What will it take to improve
classroom management in your
school?
School Leadership: Mission Impossible
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Classroom Management Resource
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Demo Attention Getting Signals
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Self-Assessment/Evaluation
http://www.wisconsinpbisnetwork.org/tier1
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