Transcript Classroom Systems

Classroom Systems
School-wide PBIS
Chris Borgmeier, PhD
Portland State University
[email protected]
www.swpbis.pbworks.com
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Match Need to Intervention

Different staff will require
different levels of
Classroom Support

Systems approach is
required for successful
implementation at ALL
levels of support
Challenge:
embedding
in a SW
approach
v.
focusing
only on
individuals
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 Discussion

Reflect on a School-wide Model for
Classroom Support

What ideas/questions/suggestions do you
have about how to implement supports in
an effective and feasible way
Classroom Systems
Focus: School-wide
Support
Classroom Practices Self
Assessment

Have staff complete the Classroom Practices Self
Assessment


Plan to complete 3 times per year


Available on-line
Fall/ Winter/ Spring
Team collects data to:

Strategically guide decision making re: Prof’l Dev’t


Identify staff development topics/ areas of common need
Monitor progress
Classroom Practices Self-Assessment
When Giving the Survey

Make sure staff understand this is NOT an evaluative
tool

Encourage honest evaluation of individual practices

Anonymous responses are likely to increase accuracy of
responses

Recommended to 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 practices
Data Summaries

Graphs & Summary

How to read the data
Classroom Self Assessment Ratings
Sept. 2012 (n=35)
Percent of Participating Staff
1.00
0.90
0.80
Looking for High Blue
(Not or Partially In Place)
& High Red (Priority)
0.70
0.60
% Rating Not or
Partially In Place
0.50
0.40
0.30
0.20
0.10
0.00
% Rating High/Med
Priority
Team Discussion

Review your school Data

Prioritize Practice to focus on to support
implementation
 Note:
Based on data across schools, we’ve
developed materials to support PreCorrection
Classroom Systems
Team Implementation &
Support
Supporting Effective Classroom Practices

Most Evidence-Based Classroom
Practices are not challenging to
implement…. and are pretty easily
described and understood

The Challenge is using the practices
consistently over time, doing the little
things consistently…. “Building Habits”
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
The Habit Loop
from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see a CUE, I will do ROUTINE in order to get a REWARD.
Steps to Changing your Habits
1)
Identify your Bad Habit Loop
Identify your habit/Routine to change
b) Look for Rewards
c) Isolate the Cue
a)
2)
Have a Plan for change
Identify your Replacement Behavior “New
Habit”
b) Pair w/ Rewards
a)
My “Bad Habit” Loop
from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 1: Identify your Habit – I raise my voice, scolding my daughter
Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum,
but raising my voice usually further escalates; so what is my reward?.... I get to feel
like I’m doing something & letting her know this is not ok
Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling,
throwing a tantrum
The Habit Loop
A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in
order to make me feel like I’m doing something & let her know it’s not OK to
act this way (reward).
Step 4: Have a Plan – Replace raising my voice with calmly saying “yelling is not
ok” and consistently saying to her tell me what you want & occasionally prompting
her with the words to say – this should provide me the Reward of letting her know
it’s not ok, “doing something” and make me feel better and more controlled about
how I’m responding… and teaching her specifically how to respond… over time
reducing the trantrums & whining
Integrating “Power of Habit” in
to the Classroom

How can we support teachers to:
 Understand
the “Habit Loop”
 Build habits to use Evidence-based
Classroom practices
 Change Bad Habits in the classroom &
replace w/ Evidence-based classroom
practices
Implementation Steps
1)
Teach staff the “Habit Loop” and the steps to changing
your habits
2)
Identify the Targeted Classroom Practice & provide
examples
3)
Give staff a chance to individualize (staff must be individually
invested – changing habits is tough & takes commitment)
a) Tailor the classroom practice to fit their unique context & needs &
b) Define their personal “Habit Loop” (cue  habit  reward)
4)
Present a range of plans for Supporting Implementation of
the new habit/classroom practice
5)
Give staff time to Develop an individualized Plan for
Supporting Implementation
1. The Habit Loop

Teach staff the “Habit Loop” and the steps
to changing your habits (see previous
slides)
Team Discussion

Reflect on the Habit Loop information
 Is
this information useful?
 If so, how would you present this information?
 Is
this something you believe would be
meaningful for staff to hear?
2. Present the Targeted Practice

Targeted Classroom Practices are selected by the SWPBIS team based on teacher self-assessment results &
‘Priority for Improvement’ data to increase buy-in & tailor to
needs


Share the Data
SW-PBIS team presents the Targeted Classroom
Practice
 Define
classroom practice & critical features
 Present a range of examples


Model cue & rewards
Might include individual examples from staff members who use
the identified practice
PreCorrection

Definitions:
A
systematic way of anticipating and
addressing inappropriate social or academic
behaviors (Kauffman, Mostert, Trent, &
Pullen, 2006)
 The
provision of prompts for desired behavior
in certain circumstances that are determined
to be antecedents for problem behavior
(DePry & Sugai, 2002)
PreCorrection: Critical Features

PreCorrective statements should be delivered at the
beginning of an activity or transition before problem
behavior has a chance to occur… it’s crucial to know the
cues that most commonly trigger the problem behavior.

PreCorrect for what to do – prompt for the expected
appropriate behavior… do not focus on
inappropriate student behavior
PreCorrection

Implementation Examples:
 Recommend
tailoring examples to fit your
context

“Before we line up, remember walk in a straight line, quiet voices
with hands to self”

“Before we break into group work, if you need help -- remember
you can ask a peer in your work group quietly for help, and if
they don’t know the answer, go on to the next problem, and you
can ask me at the break.”

As students enter the classroom, the teacher prompts them to
pick up their folders, go straight to their desk, and to get started
quietly on the warm-up activity on the board.
Steps in PreCorrection
1)
2)
3)
4)
5)
6)
7)
ID the context & predictable behavior of
concern
Specify expected behaviors
Modify the context
Conduct behavioral rehearsals
Provide strong reinforcement for expected
behaviors
Prompt expected behaviors before
performance
Monitor the plan
Use of Precorrection w/ Transition Difficulties
PreCorrection Step
Without PreCorrection
With PreCorrection
ID context & problem
behavior
Inappropriate transition –
running from seat to carpet
Teacher recognizes problem
during transition
Specify Exp. Beh
No problem or solution ID’d
Define ‘walk to carpet w/
hands to self’ & prepare to
teach
Modify the Context
No changes made
Student’s seat is moved
closer to carpet
Conduct Beh’l
Rehearsals
No practice
Practice 3 rehearsals of
transition
Reinforce Exp. Beh
No reinf of approp beh.
Verbal praise for approp. Beh
(grp &/or indiv)
Prompt Exp Beh before
performance
No prompts for approp
behavior
Before transition, remind
class expectations for
transition
Monitor the plan
No monitoring or data
collection
Monitor success of student
transitions w/ tally sheet
from Crosby, Jolivette & Patterson, 2006
Use of Precorrection w/ Reading Difficulties
PreCorrection Step
Without PreCorrection
With PreCorrection
ID context & problem
behavior
Engage in reading activity w/o
knowledge of student reading
ability
Review reading activity & ID
words student may struggle
w/ in oral reading
Specify Exp. Beh
Student is unaware of how to
pronounce target words
correctly
Student is instruction to point
at sound out and read each
word
Modify the Context
Context not modified
Introduction and practice w/
target words is built into oral
reading session
Conduct Beh’l
Rehearsals
No sight-work practice
Practice reading sight words
independently
Reinforce Exp. Beh
Student behavior leads to
escaping reading instruction
Student can earn 5 min of
acad computer time daily for
participating in instruction
Prompt Exp Beh before
performance
Not prompted about what is
expected
“remember to point to the
first letter and sound out
these words we practiced
earlier”
Monitor the plan
No plans
Conduct pre & post tests on
student reading
from Crosby, Jolivette & Patterson, 2006
See the PreCorrection “Guide”

Goal: create a resource guide for SWPBIS teams to use for each practice on
the CPSA that:
 Defines

the identified practice
With cues & potential rewards
 Outlines
a range of examples of how to
implement the identified practice
 Provides a guide for implementing Classroom
Systems model
Team Task

Develop a plan for how you will present
the Targeted Practice
 Review
SW Self-Assessment results
 Habit Loop?
 Definition of Practice
 Critical Features
 Range of Implementation Examples
 Steps/Procedures
3. Staff: Tailor to Fit

Tailor to Fit Context & Define personal habit loop
 Tailor
the targeted classroom practice to fit personal
classroom & style = define habit/routine
 ID cues -- specific time to use/ prompt & set goals
 ID rewards

Provide a worksheet to guide this activity
Habit Loop Example
PreCorrection
PreCorrection Worksheet
PreCorrection Worksheet (cont)
Team Task

How much time will you give staff
members to identify their targeted
practice?
 What

resources will you use?
Worksheets or revision of it?
 What
additional resources would be helpful to
carry this out?

Do you want to collect copies of their plan,
so you can provide support?
4. Present Examples for Supporting
Implementation

SW-PBIS team presents a range of ways to
support implementation
 Plan
ways to actively support teachers to use targeted
practice -- Prompting, monitoring & rewarding
 Link Classroom Improvement Efforts with Peer Support
& Feedback

Levels of Support
 Personal

Phone alarm, note on clipboard
 Peer

plan
Support
Check-in or prompt w/ buddy before school/ at lunch/ end of day
4. Present Examples for Supporting
Implementation

Team Support (e.g. Grade Level, Dept, PLC)
 Make
Classroom improvement a regular part of
meetings and activities
 Check-in, share ideas & give feedback to:


Encourage implementation
Check-in, problem solve, enhance implementation
Examples for Supporting Implementation

School-wide
 Morning
announcements reminders
 Regular review/check-in at staff meeting

Rewards for implementers,
 Daily
email
or weekly implementation checks via
Simple Daily Ratings
Rate your level of implementation of your
PreCorrection Strategy (today or this week)
Low
Medium
High
1
2
3
Rate the effectiveness of your implementation on
student behavior (today or this week)
Low
Medium
High
1
2
3
Team Task

How will you present ideas for supporting
implementation?
 Personal
 Peer/Buddy
 Team

 How might this work in your school
What school-wide strategies would like to
implement?
 Announcement
reminders?
 Staff meeting review & sharing?
 Collect implementation data?

Daily email, survey monkey?
5. Staff time to individualize plan for
supporting implementation

Give staff time to develop individualized plan to
support implementation
 Ways


to Prompt, monitor & reward
Plan for self-prompting
Time with Peer or develop a Department, Grade Level plan
PreCorrection Worksheet (cont)
Team Discussion

Discuss this Classroom Systems support
model
 What
thoughts or concerns do you have with
implementation?

What feedback or suggestions do you
have?

What can we do to make this easier for
you to implement effectively?
Evaluation

Please complete the evaluation

Supporting Classroom practices is
challenging
 We’re
looking for real feedback on this model
and what we’ve presented today
Thank You!
PreCorrection Descriptive Readings



Colvin, G., Sugai, G., Patching, B. (1993). Pre-correction: An instructional approach
for managing predictable problem behavior. Intervention in School and Clinic, 28,
143–150.
Crosby, S., Jolivette, K., & Patterson, D. (2006). Using Precorrection to Manage
Inappropriate Academic and Social Behaviors. Beyond Behavior, 16(1), 14-17.
Stormont, M., & Reinke, W. (2009). The Importance of Precorrective Statements and
Behavior-Specific Praise and Strategies to Increase Their Use. Beyond Behavior,
18(3), 26-32.
PreCorrection Research
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Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology
Quarterly, 12, 344–363.
De Pry, R. L., Sugai, G. (2002). The effect of active supervision and precorrection on minor
behavioral incidents in a sixth grade general education classroom. Journal of Behavioral
Education, 11, 255–267.
Haydon, T., Scott, T. M. (2008). Using common sense in common settings: Active
supervision and precorrection in the morning gym. Intervention in School and Clinic, 43,
283–290.
Lewis, T. J., Colvin, G., Sugai, G. (2000). The effects of pre-correction and active
supervision on the recess behavior of elementary students. Education and Treatment of
Children, 23, 109–121.
Miao, Y., Darch, C., Rabren, K. (2002). Use of precorrection strategies to enhance reading
performance of students with learning and behavior problems. Journal of Instructional
Psychology, 29, 162–174.
Stormont, M., Smith, S. C., Lewis, T. J. (2007). Teacher implementation of precorrection
and praise statements in Head Start classrooms as a component of a program-wide
system of positive behavioral support. Journal of Behavioral Education, 16, 280–290.