Transcript Classroom Systems - Portland State University

Classroom Systems:
Positive Behavior Support
Chris Borgmeier, PhD
Portland State University
[email protected]
www.web.pdx.edu/~cborgmei/
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
ID Source of Concern
Classroom Support
discipline or
occurring with a
number of different
students
 Same students have
fewer concerns in
alternate settings
 Referral/
Individual Student
Support
 Couple
of students
causing repeated
concerns
 Few concerns with
other student behavior
in class
 Concerns w/ students
may cross multiple
settings
Look at the data

Referral data
 Individual
Student concern v. Classroom
Management concern
# of referrals per teacher
 # of referrals per student


Where to intervene?
 Student
or Classroom?
Non-example Action Plan Strategies
-
Purchase & distribute classroom
management curriculum/book
Discuss at faculty meeting
Bring in CM expert for next month’s ½ day inservice
Observe in effective classroom
Observe & give feedback
What is likelihood of change in teacher
practice?
(Sugai, 2006)
Example Action Plan Strategies
+ Build on SW System
+ Use school-wide leadership team
+ Use data to justify
+ Adopt evidence based practice
+ Teach/practice to fluency/automaticity
+ Ensure accurate implementation 1st time
+ Regular review & active practice
+ Monitor implementation continuously
+ Acknowledge improvements
(Sugai, 2006)
Classroom Systems
Building Capacity v. One Shot Support

Build systems to support sustained use
of effective practices
 SW
leadership team
 Regular data review
 Regular individual & school action planning
 Regular

support & review
To begin school year & throughout school year
Team led, school-wide approach to
classroom systems
Don’t train & hope

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

Consistent recurring focus on evidence based
practices for effective classroom management
Link with SW-PBS efforts
Team driven
Use data to guide & monitor efforts
Classroom Management Checklist

Have your entire staff complete the Classroom
Management Self Assessment Checklist

Plan to complete 3 times per year
 Fall/Winter/Spring

Team collects data to:
 Strategically guide decision making
 Identify staff development topics/ areas of common need
 Monitor progress
When Giving the Survey

Make sure staff understand this is NOT an evaluative
tool

Encourage honest evaluation of individual practices

If anonymous responses would increase accuracy of evaluation
– you could do so

Preview each of the items on the survey so staff have a
clear understanding of what the item is asking staff to
evaluate

Explain how the data will be used to target specific
needs for staff development with the School-wide Goal
of improving classroom management and behavior
Look at data in multiple ways

Entire staff mean
 School-wide

-- strive for 80% In Place
Across items:
 identify faculty strengths
 Identify common areas of
need for whole staff
development
 Focus training on specific areas to develop
 Monitor growth over the course of the year
Present Data to Staff

Show:
 Strengths
 Areas
to Develop
 How the team is using the data to guide
planning for staff development related to
Classroom Systems
 What is next?
Prioritizing Areas for Staff Dev’t
Staff Development activities
focused on specific strategies

Challenge = Building Habits – remembering to do the
little things consistently
Priority 1
 PreCorrection




Model – give examples
Have staff members ID 3 recurring challenges with a student or
entire class
Develop 2 PreCorrection statements for each scenario
Identify strategies for review and encouraging use of identified
strategies

Morning announcements – PreCorrect staff to PreCorrect
Instructional
Observations/Evaluations

Set up consistent expectations across school
with regard to effective classroom management
practices

Use an observation tool focused on the same
practices as the classroom self-assessment

Staff know the targets for part of their evaluation
& it will match with self-assessment and
personal goals
Activity

Using the school data provided from
Multnomah Elementary
 Prioritize

3 target skills for Staff Development
What would be some ideas for providing
this staff development?
 Remember…
avoid Train & Hope
 See next slide for guidelines
Individual Action
Planning
Using Self Assessment w/
Individual Teachers

Have teachers complete self-assessment

Build in time for staff to reflect on scores & develop a
personal action plan focusing on specific practices in self
assessment

Encourage staff to identify a way to regularly prompt/encourage
use of practices



Buddy system
Review at staff meetings or prompts
Periodic review of progress on individual action plans
Tasks


Identify a schedule for doing assessment Staffwide (3 x’s per year)
Give the Self Assessment to staff to complete
 Suggest
giving staff time to complete the assessment
in a staff meeting


SW PBS team summarizes the data & Develops
an Action Plan
Present data to staff w/ action plan
Extending SW PBS
in to the Classroom
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
Defining Expectations
& Teaching Behavior
Extension to Classrooms
Defining Behavioral Expectations &
Classroom Routines

Link classroom to school-wide expectations

What are Classroom Routines?

How to:

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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
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
for Teaching of Expectations & Routines
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
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.
Catch ‘em Being Good
5:1 Ratio
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
Responding to
Misbehavior
Misbehavior Happens: Provide
staff with guidelines for responding


Options for responding to misbehavior in the
classroom
“Defusing Anger & Aggression” video by Colvin

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Targets Secondary classrooms but also useful for Elementary
Purchase at www.lookiris.com through Iris Media
Follow-up w/ small group discussions to identify specific
strategies used in video & develop an Action Plan to
encourage use in classroom
Have staff role play some of the strategies
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 p. 7 in packet – 9 Variables Affecting
Compliance
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
Use Alpha Commands when
responding to problem behavior

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
**See pp. 8-9 for guidelines on Responding to Problem
Behavior
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.”
Have a Routine for Responding to
Minor Problem Behavior (p. 8 of packet)
Specific Request
If, Compliance
Walk Away & wait
5-10 seconds
If, Non-Compliance
“Please _________”
Request in a calm voice
Reinforce!
If, Compliance
Reinforce!
Walk away & Wait 5-10 sec.
If, Noncompliance
Preplanned Consequence
For the Most Challenging Students

Have you tried everything you can think
of? Self check w/ suggested interventions
 See
packet p. 6 for suggested interventions
page

Seek assistance from Individual Student
Systems
Role of Academics
Instructional Classroom
Management

Among the Best Behavior Management tools we
have in the classroom
 Effective

Using Research Based Curriculum
 High

Instruction
rates of student participation
Successful participation – 90% success rate or better
 Most
frequent reinforcer in the classroom should be
academic success