Transcript PBIS Maryland Using the Problem-Solving Logic to Build a Culture of Support for Implementation of Practices November 10, 2011 Dr.

PBIS Maryland
Using the Problem-Solving Logic to Build a Culture of
Support for Implementation of Practices
November 10, 2011
Dr. Patti Hershfeldt
Sheppard Pratt Health System
Road Map
• How will we use the problem-solving logic to
build a culture to support implementation of
these practices?
• Based on data what practices & systems exist
to support enhanced classroom environments?
• How can you empower the team to empower
others to address classroom systems – a
schoolwide concern?
S.W.O.T.
Strengths
Clear expectations, rules
and procedures.
Administrator support
Data driven decisionmaking
Opportunities
Celebrate recognize
staff/students
Weaknesses
Inconsistency with practices
among staff
Lack of staff support and
buy in
Threats
Not enough time.
Pressure to focus on
‘academics’ (common core,
NCLB…)
VDOE ESD Project 1/30/11
5
As a coach, so far you have supported
your team and worked to implement
Tier 1 or universal supports. As part of
universal, we need to support teachers
to implement positive behavioral
interventions and supports aligned with
school-wide in their classrooms.
How will we use the problemsolving logic to build a culture to
support implementation of these
practices?
PBIS Problem-Solving Logic
Support
Staff Behavior
Support
Decision
Making
PRACTICES
Center on Positive
Behavioral Interventions and
Supports, University of
Oregon, 2002; Bill Bixby,
Prince William County
Schools
Support
Student Behavior
Using the Problem Solving Logic
Support
Decision
Making
Roles: ADMINISTRATOR and Coach
DATA
How will you support ALL teachers to implement evidencebased practices aligned with PBIS in the classroom?
 Gather initial data- Assessment, Learning Walk, Survey
 Get buy-in (baseline data, strategic plan,
articles/research)
 With team, use data to identify need and plan to provide
professional learning (Practice Mini Modules/Snapshots
on wiki)
 Create support system (e.g., peer observation
dyads/triads)
 Gather Data- performance feedback
 Present fidelity and outcome data-CELEBRATE
Remember … Classroom
Management is a
School-wide Consideration
Maryland Annual Report, 2009-10, Barrett (on WIKI)
Zoomed Version
Parking Lot
6.3%
Unknown Location
6.3%
Step 1: Here's What!
Record 2-3 observations you
made or information that
‘pops out’ to you.
A significant majority of our
referrals are happening
in the classroom
Step 2: So What?
What are your interpretations or
meaning of the data?
I am wondering about practices
to remind, re-teach, and/or precorrect after the winter break.
Which teachers are using EBPs
associated with classroom
management
Step 3: Now What?
What are possible
implications for each idea
recorded?
Check ODR and Minor data
collection forms to identify
evidence-based practices are
included as part of preventing
behavior.
Plan for professional
development for staff to
implement these practices.
This is where the SYSTEMS
piece is addressed.
(Garmston & Wellman, 2009)
What does the data say in your
building?
• Review Data- Office Referrals by location
– Where are most referrals coming from in
your school?
• Classroom Self Assessments
• Peer observation and feedback (peer coach,
buddy)
• Administrator Walk Through
• Learning Walks
Administrative Walk Through,
Learning Walk, Peer Observation,
PLC, Self-Assessment
• Information gathering, not evaluative
• Data can be gathered by someone other
than an administrator too- What does the
culture support?
Teacher Self-Assessment and Observation Tools
Develop, Teach, Practice Routines and Procedures
Strategy
Frequency
Comments
Problematic times during
instruction (e.g., transitions)
Do I have a routine to address this?
What would a routine for this look
like?
Routine Needed:
Ratio of Positive Feedback (BSPS) to Negative Feedback (minimum 4:1)
Strategy
Frequency
Comments
Specific, positive feedback
Negative Feedback
Ratio of Positives to Negatives:
Student Disruption
(Statement or activity by one or more students causing the teacher to stop the flow of instruction)
Behavior
Frequency
Comments
Rules Provide Clear Meaning of Classroom Expectations
Teaching Matrix…
Yes No
In Progress
Rules are observable, measureable,
and positively stated
Rules are prominently posted
Has lessons and/or review plan to
teach rules
Has a teaching and review schedule
for classroom rules lessons
Comments:
Develop, Teach, Practice Routines and Procedures
Strategy
Frequency
Comments
Problematic times during instruction (e.g.,
Arrival, Collecting Homework, During a 50 min. block, instruction accounted
transitions)
Dismissal
for 20 mins. Inst. Did not begin until 18 mins.
after the bell.
Do I have a routine to address this? What
No evidence observed
would a routine for this look like?
Routine Needed:
Arrival, Hmwk, Dismissal
Ratio of Positive Feedback (BSPS) to Negative Feedback (minimum 4:1)
Strategy
Frequency
Comments
Specific, positive feedback
1
General praise was given at an avg rate of 2
stmts/10 min intervals
Negative Feedback
Avg of 4 stmts per 10 min
Neg feedback –reprimands. “Stop talking.”, “
intervals
Ratio of Positives to Negatives: 2:4
Student Disruption
(Statement or activity by one or more students causing the teacher to stop the flow of instruction)
Behavior
Frequency
Comments
Out of seat, talking out
Avg of 6 out of seats per 10 Data collected on student behavior during
min; Avg of 15 per 10 min
first 20 mins of class only
intervals
Rules Provide Clear Meaning of Classroom Expectations
Teaching Matrix…
Yes
No
In Progress
Rules are observable, measureable, and
x
positively stated
Rules are prominently posted
x
Has lessons and/or review plan to teach rules
No evidence
Has a teaching and review schedule for
classroom rules lessons
Comments:
No evidence, but did not ask
Observation Feedback
Date: 2/7/11-2 ten minute intervals
Strategy: Providing Multiple Opportunities for
Students to Respond
Number of instructional questions, statements or
gestures made by the teacher seeking an academic
response.
Rate of Academic Engagement Record “+” symbol
for on-task/engaged behavior and “-” for off-task
behavior
Measureable Goal:
Frequency
Comments
Average 4 (per 10 min.) request of
whole group response
Students raised hand to
respond
22 students in classroom. Observation
for 2 students identified as having
challenging behavior
Student 1:
First ten minute interval: + + + - - - - -Second ten minute interval: - + - - - - --+
Student 2:
First ten minute interval: - - - - - + + - Second ten minute interval: - + - - - - --+
Student 1 sat in back
corner of room alone.
On-task behavior was
observed when student
raised hand to answer
teacher question. He was
not called on.
Student 2 sat near the
door and spent most of
time looking out the
door. When teacher
redirected him, he was
on-task and raised hand
to answer questions, but
was not called on.
Observation Feedback/Self-Monitoring
Tool
Seating Chart
1
1
1
1
0
0
Whole Group
Response
4
Use a seating chart & record when a student is
given an opportunity to respond to an
academic question. Tally whole group
opportunities to respond.
Building Classrooms Systems:
Moving it forward…
DATA
This school year (before MSA/HSA)
1.
2.
For the 2012-2013 school year (using summer planning time)
1.
2.
2-3 year long term plan
1.
2.
Reflect
Engage with these ideas
Dialogue about what they mean for us
Using the Problem Solving Logic
PRACTICES
Center on Positive Behavioral
Interventions and Supports,
University of Oregon, 2002.
Support
Student Behavior
28
What is the real power of the B’s?
Longitudinal Research
• 102 schools in 7 western US States and
District of Columbia. Typical range of
ethnicity, SES, and community risk
• 126 Elementary Schools
• Research Question: What teacher behaviors
and school practices represent the conditions
for student learning, and predict important
student and school outcomes, such as adequate
yearly progress (AYP)?
30
Findings
• In schools where 80% of students reported the
presence of the “B’s” (clear expectations,
positive relationships, academic and social basic
skills, and recognized and rewarded effort),
schools were 2 to 8 times more likely to achieve
AYP, experience higher levels of academic
achievement, school safety, and student
attendance.
(Center for the School of the Future at Utah State University, 2010)
31
Findings
• The 4 “B’s” account for 2/3 of the
variance of academic achievement:
– Four times more than community risk
– Five times more than parent support
– 15 times more than teacher qualifications
– 37 times more than school leadership
– 60 times more than school resources
– The strongest relationships were found for young
and disadvantaged learners
(Center for the School of the Future at Utah State University, 2010)
How are the B’s defined?
• Clear expectations- Clearly communicating
expectations for performance and explaining the step
by step reward contingencies for acceptable behavior
• Positive relationships- Establishing and maintaining
staff-to-student relationships based upon mutual respect
and positive regard
• Building basic academic, social, and self-management
skills, making coercive practices largely unnecessary
• Recognition and Rewards- Actively recognizing
appropriate behavior and individual efforts to improve
whenever and wherever they occur throughout the
school environment
(Center for the School of the Future at Utah State University, 2010) 33
What are the classroom practices
aligned with PBIS?
• Classroom rules/expectations are defined,
posted, taught, and aligned with school-wide
expectations
(teaching matrix)
• Routines and Procedures
• Multiple Opportunities to Respond (OTRs)
• Continuum of responses to encourage
appropriate behavior (acknowledgement,
signaling, cueing, pre-correction, teaching matrix,
and flowchart)
• Continuum of responses to discourage
inappropriate behavior (correction, contingent
instructions flowchart)
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
How do you choose practices?
• Data
• Don’t forget beliefs, strengths …
• Apply principles of behavior
– Remember me?
– What impact might the principles of behavior have
on practice selection?
Developing a plan for creating an
instructional environment that predicts
positive behavior in place of problems
• Create environments that predict success
(teaching matrix, routines)
• Teach replacement behaviors (teaching matrix)
• Facilitate success (clear, predictable routines,
rules, feedback)
• Provide functional consequences for positive &
negative behaviors (flowchart)
• Monitor effectiveness of plan (data, PBIS Team)
Classroom Behavior Instruction Plan
Prevention first (antecedents)
• If you could have $10,000 if it happened
tomorrow . . .
Effective Instruction (Behavior)
• Do they know it and can they do it
• Show them how (model), engage them, teach it,
tell them why and when
(Scott, 2006)
What practices are in place?
• What evidence-based practices do classroom
teachers have in place?
• How do you know?
• Do teachers need additional tools (evidencebased practices)?
• How do you know?
• Snapshots!!!
Tiers of Support In a
Classroom
FEW
SOME
ALL
ACTIVITY
Tiers of Support In a
Classroom
FEW
SOME
ALL
Pre-correct
Tiers of Support In a
Classroom
FEW
SOME
Working w/Families
•CICO Plus =
Academic or Social Instructional Groups
Tiers of Support In a
Classroom
FEW
Data Collection and Progress
Monitoring at T3
ACTIVITY
Building Classrooms Systems:
Moving it forward…
PRACTICES
This school year (before MSA/HSA)
1.
2.
For the 2012-2013 school year (using summer planning time)
1.
2.
2-3 year long term plan
1.
2.
Reflect
Engage with these ideas
Dialogue about what they mean for us
Using the Problem Solving Logic
Support
Staff Behavior
Center on Positive Behavioral
Interventions and Supports,
University of Oregon, 2002.
Roles: ADMINISTRATOR and Coach
SYSTEMS
 With team, use data to identify need and plan
to provide professional learning (Practice
Mini Modules/Snapshots on wiki)
 Create support system (e.g., peer observation
dyads/triads)
Classroom Behavior Support Systems
In Place
Classroom self assessment for
whole staff completed at least
annually
Best practices for classroom
established (e.g., active
engagement, OTRs, procedures
and routines, attention signal, 4:1)
System/plan in place to teachers
with on-going implementation
Data is used to guide annual
professional development activities
Partially
in Place
Not in
Place
What is needed?
Staff feedback and input ..we must stop
and apply R.E.D.
Time to …
Reflect
Engage with these ideas
Dialogue about what they mean for us
50
Will the system of support reflect the
culture of the school?
• Options for support systems
– Staff Professional Development during staff meetings, staff
days, grade level/core/department meetings based on data
– Administrative walk throughs/learning walks
– Peer observation triads or dyads
– Self-assessment (e.g., video or audio recording)
• Which system(s) would fit best with the culture in your
school?
• How will you identify and/or build models to support
staff learning?
What are some effective ways in which
to support teachers to implement best
classroom management practices?
• Explicit instruction to include:
– The Why?
– Models
– Range of examples
• Time to practice to build fluency
• Periodic self-assessment, progress monitoring to progress
monitor and fidelity check- performance feedback
• Observation and other feedback
• Strategies that promote self-management
(Simonsen, Myers, & DeLuca, 2010)
In what ways might you use the Practice
Snapshots to provide professional
development (e.g., workshop, grade
level/core/department meetings, peer
coaching triads or dyads, professional
learning communities, other coaching) to
staff?
Peer observation triads or dyads
• Does the school culture support this type of system of
support?
• In what ways could you map this onto an existing
infrastructure of support (e.g., professional learning
communities, grade level/core/department team
meetings)?
Case Example 1
Baseline
No intervention
5
# per Minute
4
Intervention-No
performance feedback
provided to the teacher
BCIO observations
Classroom 1
Praise Rate
Disrupt Rate
Intervention continued with the data being shown to the teacher
each day. Notice that the performance feedback helped to
increase praise. Most importantly, disruptions dropped.
3
2
1
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
School Day
CaseBCIO
Example
Observations 2
Classroom 2
Baseline-No
Intervention
Intervention-No
performance feedback
provided to the teacher
4
Intervention with performance
feedback provided to teacher
Praise rate
Disrupt rate
No performance
feedback, but
intervention
continues to be
effective
# per minute
3
2
1
0
1
3
5
7
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37
School Day
How might you begin something like
this in your school?
• Start with volunteers- may need uncommon
planning time
• As a coach, facilitate learning for the ways in
which we conduct observation, collect data, and
provide feedback
• Arrange a time to observe peer teacher in the
classroom
How does this work?
• Assess: Collect data on teacher/student
behaviors (Practice Snapshots)
• Provide feedback: Preferably on the same
day, provide feedback using data collected
• Collaboratively design a menu of options
– Snapshots
– Student/Teacher T-Chart
– Other resources used in your building
How does this work?
• Choose an intervention to implement
– Design a checklist if necessary
• Teacher to select a self-monitoring tool for own
behavior (included on many Practice Snapshots)
• Performance feedback- continue to collect data
and monitor progress, make decisions about
interventions
Practice Snapshots
• Designed to include components identified as
increasing the likelihood of changing teacher
practices
– Definition of practice-what is it?
– Research- why bother, what’s in it for me?
– Examples and non-examples
– Self-monitoring tools
– Data collection tools
PBIS
Problem-Solving Logic
Systems Supporting
Staff Behavior
• Team Approach
•Administrator
participation
•Community of
Practice (Skill
development and
performance
feedback)
•Peer Observations
Social Competence &
Academic Achievement
OUTCOMES
PRACTICES
Data Supporting
Decision Making
•office discipline
referrals
•academic progress
•Attendance, truancy
•direct observation
•school improvement
goal progress
•Process tools
(fidelity)
Practices Supporting Student Behavior
• Define behaviors, expectations, and rules
• Teach, model, and acknowledge behaviors, expectations, and rules-EXPLICITLY
• Correct behaviors consistently and respectfully
61
• Consensus/collaboration
How will you take this back to
engage in a conversation with your
team?
• What data will you use?
• What infrastructure will you map onto?
• Time for R.E.D
Building Classrooms Systems:
Moving it forward…
SYSTEMS
This school year (before MSA/HSA)
1.
2.
For the 2012-2013 school year (using summer planning time)
1.
2.
2-3 year long term plan
1.
2.
Reflect
Engage with these ideas
Dialogue about what they mean for us
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.
Tools from VA to facilitate discussion
References
Garmston, R.J., & Wellman, B.M. (2009). The adaptive school: A
sourcebook for developing collaborative groups. Norwood, MA:
Christopher-Gordon Publishers, Inc.
Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P.(In press). Function
based thinking: A systematic way of thinking about function and its
impact on classroom behavior. Beyond Behavior.
Simonsen, Fairbanks, Briesch, Myers, & Sugai, G. (2008). Evidencebased practices in classroom management: considerations for
research to practice. Education and Treatment of Children, 31 (3),
351-370.
Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching
Classroom Management: Strategies and Tools for Administrators and
Coaches. Pacific Northwest Publishing.
Sprick, R. Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and
positive approach to classroom management.Pacific Northwest
Publishing.