Connecting SW-PBIS to the Classroom: Designing Classroom Supports Coaches and Administrators Support for Teachers.

Transcript Connecting SW-PBIS to the Classroom: Designing Classroom Supports Coaches and Administrators Support for Teachers.

Connecting SW-PBIS to the Classroom: Designing Classroom Supports

Coaches and Administrators Support for Teachers

What the Research Says about Classroom Management

• • • • • • • Linked with positive student outcomes (academic and behavior) Increased risk of preventing more serious problems among at-risk kids Supports all students in the prevention of possible current and future behavior problems.

Strong management signals to kids that the class is a safe place to learn. Well managed classrooms are rated as having more positive climates

(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009) Teachers experience greater efficacy – Increased student achievement – – Creative and flexible instructional delivery Teacher longevity (Woolfolk, 2002)

Your job is Systems

Support Staff Behavior Support Decision Making

PRACTICES

Support Student Behavior

Classroom Non-classroom Family

SWPBS Practices

Student

Big Idea

•

We often assume

green zone

is in place everywhere – But what about the classroom?

– How is PBIS being used in the classroom to prevent yellow zone behaviors?

– By fortifying the green zone, we can reduce need for yellow zone

Classroom Supports

•SW Expectations linked to class rules and routines •Behavior Basics •Evidence Based Practices •Feedback Ratio •Wait time •Opportunities to Respond •Self Management •Academic Match •Working with Families •Transitions •Using Pre-corrections •Active Supervision •Data Collection and Using Data to ~5% ALL Guide Decisions •ODR, MIR •Self Assessment •Peer Coaching •Good Behavior Game FEW •Data Collection and Progress Monitoring at T3 •Working with Families •Role on the Individual Support Team •Building Behavior Pathways and Hypothesis Statements SOME •Working with Families •Deciding to increase Support •Progress Monitoring •Using the Daily Progress Report • Working with Students using CICO •Working with Students using “CICO Plus” Academic or Social Instructional Groups •Using Data to Guide Decisions •Working with T2 Teams

Core Feature PBIS Implementation Goal I. Classroom Systems

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.

• • • • •

Objectives

Identify connect points between SW critical features and classroom critical features Identify classroom best practices Identify actions for a school-wide team to improve the quality of classroom management throughout their school Identify coach role for organizing a “system” to support teachers (RED) Identify administrator roles for organizing a “system” to support teachers (RED)

Today’s Objectives

• • • •

Self Assessment- Assessing Current Status Identifying the practices Building the system to support practices Identifying role of administrator, team and coach

Classroom Management is a School-wide Consideration

•

PBIS School team provides support

– Clear delineation of office-managed versus classroom-managed problems – Training on effective teaching and behavior support strategies – Access to evidence-based strategies – Materials for implementing interventions – Easy way for teachers to request secondary and tertiary interventions assistance

Self Assessment

•

Review Data- Office Referrals by location – Where are most referrals coming from in your school?

60% 50% 40% 30% 20% 10% 0%

9.2 - Locations: K-6

% Group ODRs Mean % ODRs

Self Assessment

• • •

Current Tools – EBS Survey (Classroom) – 2010 New Teams have new BOQ and were introduced to Classroom Supports Classroom Self Assessment Administrator Walk Through

Self Assessment

• • •

Review Data- Office Referrals by location – Where are most referrals coming from in your school?

What are the current structures in place that support teachers? – FORMAL: process in handbook, teams, paperwork, flowchart, professional development – INFORMAL: What really happens?

How would you change current system?

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS



Classroom behavioral expectations defined and taught (consistent with school-wide expectations) BOQ: Sect I #42

ESTABLISHG ROUTINES & EFFECTIVE LEARNING ENVIORNMENT  Classroom routines defined and taught a) Signal established for obtaining class attention  b) Self-management Physical layout is functional and minimized crowding a) Classroom activities have locations b) Teacher able to monitor whole class c) Traffic patterns established

BOQ: Sect I #43, 44

CONTINUUM OF STRATEGIES TO ACKNOWLEDGE APPROPRIATE BEHAVIOR  Active supervision of classroom a) moving through classroom, scanning, interacting  Positive environment established a) 4 positive comments to every correction/negative b) First comment is positive/ celebrations

BOQ: Sect I #45, #46

  MAXIMIZING STUDENT ENGAGEMENT  Maximize academic engagement o Opportunities for student responses (0.5/min) Promote academic success Curricular adaptations available to match student ability  Use activity sequence (scaffolding)  Vary modes of instruction   DEVELOP A CONTINUUM OF STRATEGIES FOR RESPONDING TO PROBLEMATIC BEHAVIOR  Hierarchy of responses to problem behavior Do not ignore moderate/intense problem behavior Specific feedback for social/academic errors Responses to problem behavior allow instruction to continue 10. System available to request behavioral assistance

BOQ: Sect I #47, 48

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS  Classroom behavioral expectations defined and taught (consistent with school-wide expectations)

BOQ: Sect I #42

Building Systems to Support Best Practices in the Classroom

• • • • • • How will staff get skills?

How will staff get feedback?

– build ongoing structure- buddy system, assigned core master teachers Develop Training Calendar of PD-orientation, annual staff development days, staff meetings Develop Access for Teacher Support- Request for Assistance Communication to Staff Support “Team” Can District/Admin deliver Time and Resources?

Develop system to present best practice and encourage teacher engagement and implementation – – – – – – Weekly skill and/or feature mini-lessons for ALL Time for grade level collaboration related to the lesson, data collection, feedback (ADMINISTRATOR) 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- performance feedback Planned booster session Adapted from Lori Newcomer, Ph.D.

ADMINISTRATOR and COACH

•

Each of these practices could be used as a mini module that could be taught in 10 minutes during a staff meeting!! ***Don’t overwhelm the teachers! – “Practice” of the month – Take Data-Pre/Post ** need performance feedback – How will you set that up?

• Buddy system, grade level teams?

What are the Classroom Practices?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior 4. Continuum of Strategies to Respond to Inappropriate Behavior 5. Maximize Student Engagement 6. Academic Success & Task Difficulty 7. Activity Sequence & Offering Choice

1. Classroom Expectations & Rules

Identify, Teach, Practice, Reinforce

Why Focus on Classroom Rules?

• • • A dependable system of rules and procedures provides structure for students and helps them

be engaged with instructional tasks

(Brophy, 1998) Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time

increases student academic achievement and task engagement

(Evertson & Emer, 1982; Johnson, Stoner & Green, 1996) Clearly stating expectations and consistently supporting them

lends credibility to a teacher’s authority

(Good & Brophy, 2000)

What are Expectations and Rules?

• • • •

Expectations are outcomes Rules are the specific criteria for meeting expectation outcomes Rules identify and define concepts of acceptable behavior Use of expectations and rules provides a guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards

Discuss: Importance of expectations & rules?

•

2-Minute Frenzy – – How has clarifying schoolwide/non-classroom setting rules impacted student behavior?

– Why do you think it is important to clarify classroom rules?

Guidelines for Writing Classroom Rules

Consistent with schoolwide expectations/rules 1. Observable 2. Measureable 3. Positively stated 4. Understandable 5. Always applicable – Something the teacher will consistently enforce

Other Considerations… •

Students play a role in formulating rules

•

Rules displayed prominently; easily seen

•

Teacher models and reinforces consistently

•

Rules that are easily monitored

Expectations and Rules Example… •

Expectation is: Students will be

Safe

– Rules are… •

Keep hands and feet to self

•

Use materials correctly

Which of These Follow the Guidelines?

• • • • •

Keep hands and feet to yourself Turn in completed assignment Respect others Walk in the hallways Don’t run

Which of These Follow the Guidelines?

• • • • •

Think before responding Come to class on time, prepared with all supplies and assignments Be responsible Be ready to learn Sit in your seat unless you have permission to leave it

Evaluate problems Who? Where?

What? When?

supervise provide feedback

Basic Logic

3-5 positively stated expectations align with school wide expectations teach replacement behaviors have students practice provide visual reminders pre-correction

Replacement behavior….APPLE PIE

CHOCOLATE CAKE

Classroom Rule Writing Activity 1 • •

List problem behaviors in your classroom List replacement behavior (what we want kids to do instead)

• •

List schoolwide expectations Categorize rules within schoolwide expectations

Post, teach and acknowledge student compliance of rules

Handout 1 & 2

Activity 2 Classroom Rules Survey • • •

Write expectations from the SW matrix.

List classroom rules for each expectation.

Check if rules meet 5 criteria.

– Observable, Measurable, Positive, Understandable, Always Applicable

•

Use survey questions to consider how expectations and rules are used throughout the building.

Handout 3

Schedule for Teaching Classroom Rules •

First Grading Period – Teach rules for all areas of school,

including individual classrooms

, during first week of school – After first week, review rules 2 or 3 times / week

Schedule for Teaching Rules • •

Through Second Grading Period – Review rules once per week Remainder of the Year – Review rules periodically as needed

Effective Classroom Procedures (Newcomber & Lewis)

List Classroom Rules: 1. 2. 3. 4. 5.

Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations?

Identify Procedures for Teaching Classroom Rules: How and when will they be taught? Record dates taught & reviewed Date taught Identify your attention signal: Determine your daily/hourly schedule Is your schedule posted?

Admin and Coach

How will you support ALL teachers to align SW with their classroom expectations/rules ?

1. Gather data- Classroom Walkthrough 2. Get buy-in (articles/research/baseline data) 3. Teach Mini Module/Cool Tool 4. Create support system (buddy/grade level team) 5. Collect Data- performance feedback 6. Present fidelity and outcome data-CELEBRATE

Using the Walk through

•

Walk Through or Brief Observation Who will conduct?

Admin, Coach, Buddy or Peer?

• • • • • • • • • • • References Brophy, J. (1998).

Motivating Students to Learn.

Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.),

Helping teachers manage classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003).

Classroom Management for Elementary Teachers.

Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools.

Educational Research and Evaluation, 1, 36-66.

Good, T. & Brophy, J. (2000).

Look Into Classrooms.

Boston: Allyn & Bacon.

IRIS Center,

Research to Practice Instructional Strategies.

Nashville: Vanderbilt University.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions.

School Psychology Review, 25

(2), 199-214.

Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior.

Psychology in the Schools, 44(1), 65-75.

Newcomer, L. (2007, 2008).

Positive Behavior Support in the Classroom

. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion

? Behavioral Disorders, 18, 92-102.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice.

Education and Treatment of Children

, 31(3), pp. 351-380.

What are the Classroom Practices?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior 4. Continuum of Strategies to Respond to Inappropriate Behavior 5. Multiple Opportunities to Respond 6. Active Supervision 7. Academic Success & Task Difficulty 8. Activity Sequence & Offering Choice

Classroom Procedures & Routines

Identify, Teach, Practice, Reinforce

• Why Focus on Classroom Procedures and Routines?

Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day. (Leinhardt, Weidman, & Hammond, 1987)

•

As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated (Evertson, Emmer & Worsham, 2003; Good & Brophy, 2003)

What Are Procedures & Routines?

• • •

Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom.

Classroom procedures are patterns for accomplishing classroom tasks.

Procedures form routines that help students meet expectations stated in the rules

What Are Procedures & Routines?

• •

Procedures should be succinct, positively stated and in age-appropriate terms Keep “Who, what, when, where, why, and how” in mind

•

Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment

• • •

Procedures and Routines

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.

Procedure & Routine Examples •During Lessons Elementary –Sit in a learning position –Raise your hand for a turn to talk, if you •Class Discussion Secondary –Prepare for discussion by reading the required have assignment in advance –Wait until the other person is finished a question or if you need help –Wait for the teacher to come to you –Finish all of your work –Read your book if you finish your work early –Take restroom or water breaks during independent time speaking before you talk –Stay on topic –Respect other’s opinions and contributions –Use appropriate expressions of disagreement

Designing Classroom Routines

Routine

Entering Class Obtaining class attention

Desired Behavior Signal

Walk in, sit down, start work Instruction on board Orient to teacher, be quiet ?

Getting Help during seat work ?

1 2 3

Classroom Routines Matrix

Routine What do you expect?

What is the signal?

Effective Learning Environments

• • Develop Predictable Routines – Teacher routines – Student routines Design an environment that..

– elicits appropriate behavior – minimizes crowding and distraction

Creating Environments

Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

Design a Functional Physical Layout for the Classroom

• • • • • Different areas of the classroom designed for different purposes Traffic Patterns Visual access – Teacher access to students at all times – Student access to instruction Density Teacher desk

Questions for Planning Physical Space

 How many students will you have in the room at one time?

  How should your pupil’s seats be grouped?

What kinds of activities will be taking place in your classroom?

 Do any students need to be isolated? If so, is it for certain activities or for most of the day?

 How is movement in the classroom to be regulated?

 What can you do to create a sense of well-being and safety for your students in your classroom?

Elementary Example •

Lining Up – Sit quietly when you hear the signal – Neatly place books and materials in your desk – Quietly stand when your name (or row) is called – Push your chair under your desk – Quietly walk to the line – Stand with your hands at your sides, facing forward, no talking

Elementary Example •

Learning Position – Sit with your bottom on your chair – Sit with your legs under your desk – Keep both feet on the floor – Look at the teacher when he or she talks to the class – Keep your materials on top of your desk

Elementary Example •

During Lessons – Sit in a learning position – Raise your hand for a turn to talk, if you have a question or if you need help – Wait for the teacher to come to you – Finish all of your work – Read your book if you finish your work early – Take restroom or water breaks during independent time

Secondary Example •

Class Discussion – Prepare for discussion by reading the required assignment in advance – Wait until the other person is finished speaking before you talk – Stay on topic – Respect other’s opinions and contributions – Use appropriate expressions of disagreement

Secondary Example •

Entering the Classroom – 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 – Stop talking and be ready to listen when the bell rings

Secondary Example •

Turning in Assignments – The last person in each row pass their paper to the person in front of them – The next person does the same until the papers reach the first person in each row – The first person in each row passes papers to the right – The first person in the last row places all papers in the basket on the teacher’s desk

Writing Procedures to Develop Routines • • • • •

Make a list of every task a student does in the classroom Determine the desired outcome Decide how students need to complete the task Consider what errors students are likely to make Consider problem areas or problem times…often a well designed routine can smooth things out

Effective Classroom Procedures (Newcomber & Lewis)

List Classroom Rules: 1. 2. 3. 4. 5.

Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations?

Schedule for Teaching Classroom Procedures

• First Grading Period – Teach rules and procedures for all areas of school,

including individual classrooms

, during first week of school • Provide opportunities for review and practice • Provide frequent reinforcement/acknowledgement – After first week, review rules and procedures 2 or 3 times per week • Rapid pace, oral review during first or last few minutes of class • Surprise quizzes about procedures for extra credit points • Divide into teams, ask questions about rules and procedures, award points

Schedule for Teaching Classroom Procedures •

Second Grading Period – Review rules and procedures once per week

•

Remainder of the Year – Review rules and procedures periodically as needed

Teach Students to Self-Manage

• •

Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts.

Teach self-management – The target behavior – The self-management behavior – Prompts – Consequences

By the end of Module 2 you should….

• • •

Have SW expectations/rules/routines posted Taught the expectation/rules/routines and attention signal to ALL students.

Completed schedule for teaching throughout year- use posters as script/prompt/common language

• •

COACH/ ADMINISTRATOR Conduct walk through- gather data Celebrate!!!!

Map School-wide Rules & Expectations

School Rule Expected Student Behaviors Starting the day Entering the classroom Working independently Asking for help

to Classroom Routines

Be Safe Be Respectful

Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off

Be Responsible

Be on time Bring binder and book everyday Take proper care of all personal belongings & school equipment Be honest Follow game rules                       

Classroom Routines

put personal belongings in designated 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 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 select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

• • • • • • • • • • • • References Brophy, J. (1998).

Motivating Students to Learn.

Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.),

Helping teachers manage classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003).

Classroom Management for Elementary Teachers.

Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools.

Educational Research and Evaluation, 1, 36-66.

Good, T. & Brophy, J. (2000).

Look Into Classrooms.

Boston: Allyn & Bacon.

IRIS Center,

Research to Practice Instructional Strategies.

Nashville: Vanderbilt University.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions.

School Psychology Review, 25

(2), 199-214.

Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior.

Psychology in the Schools, 44(1), 65-75.

Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers.

Curriculum Inquiry

, 17 (2), 135-176 Newcomer, L. (2007, 2008).

Positive Behavior Support in the Classroom

. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion

? Behavioral Disorders, 18, 92-102.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice.

Education and Treatment of Children

, 31(3), pp. 351-380.

What are the Classroom Practices?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior 4. Continuum of Strategies to Respond to Inappropriate Behavior 5. Multiple Opportunities to Respond 6. Active Supervision 7. Academic Success & Task Difficulty 8. Activity Sequence & Offering Choice

Classroom Strategies to Acknowledge Appropriate Behavior

What is your feedback ratio?

Why Acknowledge Appropriate

• • •

Classroom Behavior?

Effective acknowledgment … Can increase – – – – on-task behavior, correct responses, work productivity and accuracy, attention and compliance cooperative play Foster intrinsic motivation to learn which comes from mastering tasks Have vicarious effect with benefits that may be long lasting

Example Strategies to Acknowledge Appropriate Behavior

• • • • • • Examples… Verbal praise Thumbs up, high five Token economy Notes/phone calls home or to principal Student of the hour/day/week Special privileges earned through group contingency

Acknowledging Appropriate Behavior • • • • •

Effective strategies are ….

Clear and specific Contingent on desired behavior Applied immediately Teacher initiated Focus on improvement and effort

Acknowledging Appropriate Behavior

• • • • •

Effective strategies ….

Provided frequently during acquisition Fade as skill develops Avoid comparison/competition across children Sincere and appropriate for student’s age Includes hierarchy of alternatives

Acknowledging Appropriate Behavior • Classroom Continuum: Level 1 = Free and Frequent – Use everyday in the classroom • Level 2 = Intermittent – Awarded occasionally • Level 3 = Strong and Long Term – Quarterly or year long types of recognition

Classroom Continuum of Strategies

Free & Frequent

Verbal Praise Smile Stickers Rubber Stamps Thumbs up Home Notes

Intermittent

Token Economy Phone Calls Special Privileges Computer Time Social/Free Time Special Seat

Strong & Long Term

Group Contingency Field Trip Special Project Recognition Ceremonies Honor Roll

Classroom Continuum of Strategies 1. Clear and specific 2. Related to rules 3. Hierarchy of alternatives

Connection to SW System Free and Frequent = I ntermittent Strong and Long-term Handout 1

What is your feedback ratio Establish a “positive environment

”

• Five instances of praise for every correction.

• Begin each class period with a celebration.

• 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

Feedback

•

Defined as

: When the degree to which a teacher provides the class or an individual student specific feedback on an academic or social behavior that indicates approval or preference for a specific behavior exceeds by a 5 to 1 ratio how often the teacher similarly gives feedback that indicates inaccuracy or disapproval.

Examples

• • • • Teacher is circulating around the room during independent seat work, and says, “I have some good workers today!” Teacher is engaged in modeling of editing your own work through an example on the board during whole group instruction, she stops and says, ““I like the way everyone is listening so quietly”.

Teacher is circulating through the class while students are writing and stops at one student and says:” Jamie, I like the way you are using your word list to check your spelling. “ Teacher continues with Jamie and says, “Jamie, I do not see your name at the top where it needs to be.”

Non-Examples

• •

“Ok, keep going” (prompt) “Does

ANYONE

know what we are supposed to be doing right now?” (this is a prompt disguised as sarcasm).

Tally Sheet

•

Classroom Observation Example Page 7 in Walkthrough (example on pg. 8)

Coach and Administrator

• • • • •

How will you get baseline data? (Buy in) – Buddy to observe for 10 – Teacher records voice for 10 Teach mini module Use buddy system to get performance feedback Show outcomes (anecdotal too) CELEBRATE!!!

Classroom Continuum to Acknowledge Appropriate Behavior • If a school wide system of recognition is already in place why is it important to also develop a classroom continuum of recognition?

• Give examples of how a classroom plan for acknowledging appropriate behavior might align with a school wide system of recognition.

• What response can you give to faculty who say it’s cumbersome or too much work to implement both a school wide system and a classroom system of recognition?

• • • • • • • • • • • • References Brophy, J. (1998).

Motivating Students to Learn.

Boston: McGraw Hill. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback.

Beyond Behavior

, 18(2), pp. 18-26.

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.),

Helping teachers manage classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.

Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003).

Classroom Management for Elementary Teachers.

Boston: Pearson Education. Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools.

Educational Research and Evaluation, 1, 36-66.

Good, T. & Brophy, J. (2000).

Look Into Classrooms.

Boston: Allyn & Bacon.

IRIS Center,

Research to Practice Instructional Strategies.

Nashville: Vanderbilt University.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions.

School Psychology Review, 25

(2), 199-214.

Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior.

Psychology in the Schools, 44(1), 65-75.

Newcomer, L. (2007, 2008).

Positive Behavior Support in the Classroom

. Unpublished presentation. Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion

? Behavioral Disorders, 18, 92-102.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice.

Education and Treatment of Children

, 31(3), pp. 351-380.

What are the Classroom Practices?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior 4. Continuum of Strategies to Respond to Inappropriate Behavior 5. Multiple Opportunities to Respond 6. Active Supervision 7. Academic Success & Task Difficulty 8. Activity Sequence & Offering Choice

Classroom Response Strategies & Error Correction

Identify, Teach, Practice, Reinforce

Classroom Response Strategies & Error Correction • • • •

Providing effective error corrections.

A continuum of response strategies.

Consider the SW continuum of response.

Enhancing classroom climate.

Observe Problem Behavior Warning/Conference with Student Use Classroom Consequence

Is behavior office managed?

Yes

Write referral to office Complete Minor Incident Report Does student have 3 MIR slips for the same behavior in the same quarter Write the student a REFERRAL to the main office

Classroom Managed

•

Preparedness

•

Calling Out

•

Classroom Disruption

•

Refusal to Follow a Reasonable Request (Insubordination)

• •

Failure to Serve a Detention Put Downs

•

Refusing to Work

•

Inappropriate Tone/Attitude

•

Electronic Devices

• •

Inappropriate Comments Food or Drink

Office Managed

•

Weapons

•

Fighting or Aggressive Physical Contact

• •

Chronic Minor Infractions Aggressive Language

•

Threats

•

Harassment of Student or Teacher

•

Truancy/Cut Class

•

Smoking

•

Vandalism

•

Alcohol

•

Drugs

•

Gambling

•

Dress Code

•

Cheating

• • •

Not w/ Class During Emergency Leaving School Grounds Foul Language at Student/Staff

Administrator

determines consequence

Administrator

follows through on consequence

Administrator

provides teacher feedback •

Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•

Once written, file a copy with administrator

•

Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection

Why Focus on Response Strategies & Error Correction?

•

Clearly stating expectations and

consistently enforcing

them lends credibility to a teacher’s authority (Good & Brophy, 2000)

•

Teachers who

respond consistently

feel positive about their teaching and help students improve their performance (Freiberg, Stein & Huan, 1995)

Why Focus on Response Strategies & Error Correction?

•

Teachers should focus on increasing positive behavior and interactions by

consistently enforcing expectations

(Shores, Gunter & Jack, 1993)

•

When teachers are inconsistent in their enforcement of expectations, students become uncertain of what those expectations are and that the expectations apply to them (Evertson, Emmer & Worsham, 2003)

Why Focus on Response Strategies & Error Correction?

Consider this…

•

“The single most commonly used but

least effective

method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).

Error Correction

Non-Examples… • How many times do I have to tell you to work quietly?

• Didn’t I just tell you to get your work done?

• Why are you talking when I’m talking?

• Do you want me to send you to the office?

• What’s going to happen if I call your mother?

• What do you think you’re doing?

• Don’t you think you should be using your time better?

Response Strategies & Error Correction • • • • •

Should be….

Calm Consistent Brief Immediate Respectful

Should also…

• • • • • •

Apply consistently Immediate feedback (when possible) Plan consistent with school-wide plan – Define the school-wide “rule” for what is managed in the classroom and what is sent to the office Consequence linked to context Establish predictable consequences Establish individual consequences AND group consequences

Activity: Reasonable and Logical Strategies

Student Behavior Common response PBIS response

Chews Gum Teacher sends student to the office ???

Turns in a sloppy paper Teacher refuses the paper ???

Walks in noisily Teacher ignores behavior ???

Reasonable and Logical Strategies

Student Behavior

Chews Gum Turns in a sloppy paper Walks in noisily

Common response PBIS response

Teacher sends student to the office Teacher refuses the paper Dispose of gum, writes paper on the issue Redoes the paper Teacher ignores behavior Walks in again quietly

Alpha vs. Beta COMMANDS



Alpha commands are short and clear; neutral tone

(e.g., “Stay on topic - Columbus Day”)



Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you

won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)

( Annemieke Golly)

Response Strategies & Error Correction Classroom Continuum of Response Strategies . . .

1. Prompt = visual or verbal cue 1. Redirect = restate matrix behavior 1. Re-teach = tell, show, practice, acknowledge 1. Provide Choice = range of alternates 1. Conference with Student

Response Strategies & Error Correction Classroom Continuum of Response Strategies . . .

1. Prompt = visual or verbal cue 1. Redirect = restate matrix behavior 1. Re-teach = tell, show, practice, acknowledge 1. Provide Choice = range of alternates 1. Conference with Student

Response Strategies & Error Correction Classroom Continuum of Response Strategies . . .

1. Prompt = visual or verbal cue 1. Redirect = restate matrix behavior 1. Re-teach = tell, show, practice, acknowledge 1. Provide Choice = range of alternates 1. Conference with Student

Response Strategies & Error Correction Conference Procedures: 1) Positive, private, using quiet voice 2) Describe the problem 3) Describe the alternative (what the student should do instead) 4) Tell why alternative is better 5) Practice (student should tell and/or show) 6) Provide feedback

Response Strategies & Error Correction Conference Example • • • • Max, I know you were upset because the group didn’t include you.

But you responded by calling them names and trying to argue.

A respectful/safe way to handle this is to walk away and talk to someone else.

By walking away and not raising your voice, you won’t get in trouble and someone might be able to help you join a group. Your yelling won’t change the behavior of the other students.

Response Strategies & Error Correction

Example cont’d… • Max, the next time someone tells you that you can’t join their group, tell me how you should handle it.

• That’s great Max. Even though it might be hard, being respectful/safe by staying calm, not raising your voice, and talking to someone about the problem will show other kids you can be a good group member and will keep you out of trouble.

Classroom Continuum of Response 1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful Words/actions an adult can use Provide verbal and/or visual cue.

Prompt Redirect Reteach Provide Choice Restate the matrix behavior. State and demonstrate the matrix behavior. Have student demonstrate. Provide immediate feedback.

Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete the task or for a different type of activity that accomplishes the same instructional objective.

Conference Describe the problem. Describe the alternative behavior. Tell why the alternative is better. Practice. Provide feedback.

Handout 1

Response Strategies & Error Correction

Practice • Student Scenarios… Consider the following examples of student misbehavior. • With a partner discuss how the situation might have been avoided or ended differently if one or more of the Classroom Continuum of Response options were used.

• Using the Classroom Continuum of Response, identify options that might work best in each situation.

Handout 2

Scenario

•

The class is working on an independent assignment. Students are working well except for two who are talking. The teacher says very firmly, “You are supposed to be working by yourself; there shouldn’t be any talking.” One student mumbles under his breath, and the teacher writes his name on the board. The student then curses at the teacher.

Schoolwide System for Responding to Inappropriate Behavior

• • • List the consequences in your school’s system for responding to inappropriate behavior (i.e. safe seat, buddy room, detention, ISS, OSS) For each consequence consider whether systematic reteaching is included as part of the response process.

If a reteaching component is not included for EVERY consequence, make plans to adjust this.

Climate Killers

• • • • • • • • • Sharp or excessive criticism Sarcasm or humor at students’ expense Reinforcers that are not meaningful to students Lecturing students about behavior Being inconsistent in rule enforcement and reinforcement Having no social interaction with students Showing little interest in students’ lives Teaching lessons with no attention to student affect or stress levels during instruction Warning an angry student to “calm down” without providing supports to achieve that goal.

Climate Enhancers

• • • • • • • • • Always model respectful and polite behavior Praise genuinely and frequently Set high, but reasonable and attainable expectations Know your students Spend time interacting with students Use effective listening skills Design classroom to be appealing to students Celebrate student success and achievement Use humor

References • • • • • • • Alberto, P. A. & Troutman, A. C. (2006).

Applied behavior analysis for teachers

. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior.

Psychology in the Schools, 44(1), 65-75.

McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: Keys to promoting self-regulated learning and performance.

In H. F. O'Neil, Jr., & M. Drillings (Eds.). Motivation: Theory and research (pp. 49-69). Hillsdale, NJ: Erlbaum

Newcomer, L. (2007, 2008).

Positive Behavior Support in the Classroom

. Unpublished presentation. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice.

Education and Treatment of Children

, 31(3), pp. 351-380.

Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006).

Coaching classroom management: Strategies and tools for administrators and coaches

. Eugene, OR: Pacific Northwest Publishing.

Walker, H. M., Ramsey, E. & Gresham, F. M. (2004).

Antisocial behavior in school: Evidence-based practices

(2 nd ed.)

NY: Brooks/Cole Publishing Company.

What are the Classroom Practices?

1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior 4. Continuum of Strategies to Respond to Inappropriate Behavior 5. Multiple Opportunities to Respond 6. Academic Success & Task Difficulty 7. Activity Sequence & Offering Choice

Active Engagement of Students:

Multiple Opportunities to Respond

Multiple Opportunities to Respond • •

An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008) – Reading aloud – Writing answers to a problem – Verbally answering a question – Responding to a teacher’s cue

Opportunities to Respond

ANTECEDENT

Teacher Provides:

Verbal Questions Prompts Cues BEHAVIOR

Student Responses:

Written Choral Verbal Motor CONSEQUENCE

Teacher Provides:

Specific, Positive Feedback

Opportunities to Respond: Example

ANTECEDENT Teacher says, “When I give the signal everyone answer this question: What is 5 times 6?” BEHAVIOR CONSEQUENCE Students chorally respond, “30” Teacher says, “Yes! The correct answer is 30”.

Teacher waits a few seconds and gives signal.

Why Provide Multiple Opportunities to Respond?

• • • •

Behavioral Outcomes: Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time (Heward, 1994)

Why Provide Multiple Opportunities to Respond ?

• Academic Outcomes: Improved Reading Performance: – increased percentage of reading responses, – – – mastery of reading words, rates of words read correctly and decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994) • Improved Math Performance: – percentage of problems calculated correctly per minutes, – – number of problems completed and active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

Rate of Opportunities to Respond

• •

New Material: –

4 – 6 student responses per minute with

–

80 % accuracy

Practice Work: –

9 – 12 student responses per minute with

–

90% accuracy (CEC, 1987; Gunter, Hummel & Venn, 1998)

Strategies to Increase Student Opportunity for Response

A. Track Students Called On B. Guided Notes C. Response Cards D. Computer Assisted Instruction E. Classwide Peer Tutoring F. Direct Instruction

A. Track Students Called On •

Are all students called on?

– Use a seating chart & mark off when a student is called on to answer an academic question.

– Draw students’ names from a jar – Other strategies you have used?

B. Guided Notes

• • • • Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________.

Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy Rate of OTR for Practice Work: ___ opportunities with __ % accuracy Three common strategies to increase OTR are 1.

Tracking students called on Guided __________ Response ________ :

How To Develop Guided Notes • • •

Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources

•

Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc)

•

Do Not Require Students Write Too Much

C. Response Cards

• • • Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses Types of Response Cards: – Preprinted Cards: Yes/No, True/False, Agree/Disagree, – Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story – Write-On Cards: 9X12 Response Cards & Dry-Erase Markers – Back side of recycled paper Easy to Manipulate, Display and See

Use of Response Cards

• • • • • • Teach, Model and Practice the Routine 1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. Prepare for Next Question. Maintain lively pace Short time between questions Give clear cues OK to look at classmates’ cards Specific, positive feedback for correct answers and use of cards

Response Card Practice • •

Distribute true/false cards to all participants.

Routine: – I will ask a question and give you time to think.

– I will say “Answer” – Show your card with your answer toward me. – Hold card until I say “Cards down”.

– Place card on table and put eyes on me.

•

Practice Handout 5

Strategies to Increase Student Opportunities to Respond

A. Track Students Called On B. Guided Notes C. Response Cards D. Computer Assisted Instruction E. Classwide Peer Tutoring F. Direct Instruction

D. Computer Assisted Instruction • • •

Provides … High levels of response opportunities Immediate feedback Enhanced motivation for learning

E. Class-wide Peer Tutoring • •

Highly structured format Reciprocal peer tutoring so every student can tutor and be tutored.

• •

Promote high levels of on-task behavior Actively engages all students in the classroom simultaneously

E. Class-wide Peer Tutoring

• • • • • • • Common Characteristics Clearly Defined Learning Tasks/Responses Individualized Instruction High Rates of Active Student Responding Immediate Feedback and Praise for Correct Responses Systematic Error Correction Measurement of Student Progress Motivation for Students Newcomer, 2009

F. Direct Instruction • •

Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)

F. Direct Instruction

• • • • • • Characteristics: Explicit, systematic instruction based on scripted lesson plans.

Ability grouping.

Emphasis on pace and efficiency of instruction.

Frequent assessment. Quick pace helps keep students on task.

New material is worked on in highly interactive format

Strategies to Increase Student Opportunities to Respond

A. Track Students Called On B. Guided Notes C. Response Cards D. Computer Assisted Instruction E. Classwide Peer Tutoring F. Direct Instruction

Opportunity to Respond Practice

1. Read the classroom vignette (Handout 1).

2. Determine how many opportunities to respond were provided to students during the instructional period.

3. Identify whether each opportunity was an individual or group response.

Handout 1

Observing Opportunities to Respond •

Classroom:

– Frequency Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response.

•

Students:

– Rate of Academic Engagement Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.

Discussion Activity •

With your colleagues at the table, consider/share how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement.

• •

Prepare to share with the large group. 5 minutes to discuss.

Additional Information

Peer Assisted Learning Strategies (PALS) http://kc.vanderbilt.edu/pals/ National Institute for Direct Instruction http://www.nifdi.org/ Direct Instruction http://directinstruction.org/

References • Carnine, D.W. (1976).

Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation.

Journal of Applied Behavior Analysis, 9, 199-206. • Council for Exceptional Children, (1987).

Academy for effective instruction: working with mildly handicapped students.

Reston, VA: Author. • Gunter, P., Hummel, J., & Venn, M. (1998).

Are effective academic instructional practices used to teach students with behavior disorders?

Beyond Behavior, 9, 5-11.

References • Heward, W.L. (1994).

Three low-tech strategies for increasing the frequency of active student response during group instruction (pp.283-320).

In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole. • Skinner, C.H., Smith, E.S., & McLean, J.E. (1994).

The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders.

Behavioral Disorders, 19, 98-107.

• Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997).

Altering response topography to increase response efficiency and learning rates

. School Psychology Quarterly, 12, 54-64.

• Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006).

Coaching Classroom Management: Strategies for Administrators and Coaches.

Eugene, OR: Pacific Northwest.

Activity: Interacting Frequently

• •

Read the student scenarios Decide what type of interaction is most appropriate 1. Positive Contact 3. Corrective Response 2. Positive Reinforcement 4. Deliver consequence

•

Use the example SW matrix to identify expectation and rule language

•

Record a possible interaction statement Active Supervision Student Scenarios and Example Matrix

Activity: Active Supervision

• • •

Think about what has been discussed in terms of moving, scanning and interacting.

Consider and record your

current

practices during whole group instruction, small group instruction, independent work times and transition times.

How could the use of movement, scanning and frequent interaction be enhanced in your classroom?

Handout: Active Supervision Classroom Practices

Effective Classroom Practice

“Managing a classroom is part art and part science, conceptually simple enough to reduce to a handful of critical variables, yet so intricate and complex it is a lifelong learning task. Even the best and most experienced teachers must continually refine their classroom management plans.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

Effective Classroom Practice

“The goal of effective classroom management is not creating “perfect” children, but providing the

perfect environment

for enhancing their growth, using research based strategies that guide students toward increasingly responsible and motivated behavior.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

References

• • • • Colvin, G. (2009).

Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams.

Thousand Oaks, CA: Corwin Press.

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.

Sprague, J. & Golly, A. (2005).

Best behavior: Building positive behavior support in schools.

Longmont, CO: Sopris West Educational Services.

Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006).

Coaching classroom management: Strategies and tools for administrators and coaches.

Eugene, OR: Pacific Northwest Publishing.

Building Systems to Support Best Practices in the Classroom

• • • • • • How will staff get skills?

How will staff get feedback?

ADMINISTRATOR and COACH

•

• Buddy system, grade level teams?