strand: pbs in the classroom
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Strand: PBS in the Classroom. Sarah Fairbanks, Ph.D. Clackamas Education Service District. Many Thanks to George Sugai, Chris Borgmeier, & Celeste Rosetto-Dickey for use of some of these slides. Classroom Strand Focus. School-wide. Classroom. Smallest # Evidence-based - PowerPoint PPT PresentationTRANSCRIPT
Strand: PBS in the Classroom
Sarah Fairbanks, Ph.D.Clackamas Education Service District
Many Thanks to George Sugai, Chris Borgmeier, & Celeste Rosetto-Dickey for
use of some of these slides
Classroom
Classroom Strand Focus
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
Strands One focus for the year vs. several topics Come to the same training in the winter
and spring Next trainings: 1/15, 4/9 One focus for the year vs. several topics Part of ongoing school-wide PBS
development **Focus this year on staff development
Strand- PBS in the Classroom
This is the 1st of 3 of trainings on: 1st Assessing and progress monitoring staff
classroom management skill & impact on behavior 2nd Developing 1-2 lessons to support staff related
to classroom management Why?
To identify areas of strength & weakness for staff related to classroom management.
Address weaknesses by regularly teaching strategies to improve knowledge and expertise
To improve class-wide behavior across the school Not a “train and hope” focus Improve teacher satisfaction
Today’s Goals/Objectives Share Review Team Implementation Checklist/A.P./Roles Part 1 of classroom training series
Self-assessments Review 2 areas of classroom management Complete 1st staff training
Team planning You should leave today with-
Team checklist completed, A.P. started, Roles identified 1 Draft lesson plan for PBS in the classroom 1+ Draft dates to do the lesson plans throughout the year Plan for presenting the lessons
Ok???
Sharing As a large group 1-2 accomplishments 1-2 Goals
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Phase 1: School-/Classroom-Wide Systems
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Phase 1A: Task Example Benchmark1. Clear Expectations 1. ?? 2. Expectations Taught 2. ??3. Team Structure for implementation 3. ??
Adapted from Dale Myers, Ph.D.
Teaching Who teaches?
Classified & Certified side by side How do you teach?
I do it, we do it, you do it I show the examples and non-examples You show examples only
When do you teach? Regular Schedule throughout the year Based on date, incidental/surprise too
Where do you teach? In the setting
Team Structure Meeting regularly?
Every other week/ 1x a month Review data each mtg.?
The Big 5 Follow agenda? Minutes dispersed?
Key players kept in the loop on PBS Adhere to time limits?
Things get done & we respect each other’s time Regular training and feedback solicited
from staff? Every staff meeting, after every training—we train
the staff! Each member has a role?
Data manager, facilitator, note-taker Action plan completed/followed?
Phase 1: School-/Classroom-Wide Systems
Phase 2: Secondary Prevention
Phase 3: Tertiary Support
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Phase 1A: Task Example Benchmark1. Clear Expectations 1. ?? 2. Expectations Taught 2. ??3. Team Structure for implementation 3. ??4. Systems to respond to appropriate behavior 4. Recognition system5. Systems to respond to inappropriate behavior 5. Correction System6. Systems to track behavior/perceptions 6. Fidelity, Outcomes
Phase 1B: PBS to all
staff
Phase 1C: PBS in the classroom
Adapted from Dale Myers, Ph.D.
Team Activity #1 Complete Team Checklist online or paper— Begin completing yearly action plan
Based on team checklist Complete PBS roles worksheet
Questions: Where are we in the PBS process? What’s next? Are we sustaining what we started? Are we evolving what we started?
School A
School A
What do Effectively Managed Classrooms look like? What are students doing in them?
Where Did Students Get These Behaviors?
Research in Ineffective Classrooms(e.g., Wehby, Shores, Symmons, 1995; etc., Wehby, Dodge, Valente, & CPRG, 1993; Shores et al., 1993) Low rates of instructional interactions (ISW).
When interactions occur, they were non-academic. Increased levels of inappropriate student behavior leads to
fewer instructional interactions with students. Extremely low rates of praise…more than 2x as
many “–” as “+” for the most needy Correct academic responses by a student did not occasion
teacher praise above chance levels. Inconsistent distribution of attention towards “–” vs.
“+.” Compliance to a command generally resulted in the
delivery of another command
Common Mistakes Students know what is expected of them
Expectations not really/explicitly taught Absence of clear rules Vaguely stated rules
5:1 Ratio not employed Punishing students for failure to exhibit a behavior
that was not taught Get tough!
Research is clear—ineffective strategy: agression etc. Mayer, 1995; Mayer & Sulzar-Azaroff, 1991; Skiba &
Peterson, 1999
Instructional minutes does not = effective instruction—lack of instruction! (Christenson et al, 1989; Rosenshine & Stevens, 1986)
Classroom
Structure
Effective
Effective
Instruction
Instruction
Behavior Behavior ManagementManagement
So, What is Classroom Management?
Are you ready for PBS in the classroom focus?
Your school has been implementing PBS w/ fidelity, phase 1A-B
> 60% of referrals from the classroom Link to school-wide PBS is limited Commitment for PBS classroom support
PBS team and admin. And teachers are saying…
Help, I have all red zone students!!
Individual Student Support Couple of students
repeated concerns Few concerns w/ other
students in class Concerns w/ students
cross multiple settings
Classroom Support Referral/discipline
occurring w/ multiple students
Same students have fewer concerns in alternate settings
or
How Can You Tell? Review Referral data: # of referrals per student, # of referrals per time of day…as in the next slide
Example Classroom Data
Students
Referrals
So, now what?
- We have several teachers with classroom systems that are not working, students engaging in lots of inappropriate behavior, oh & referrals are on the rise too…
Non-examples- Purchase & distribute classroom management
curriculum/book- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day in-service
What is likelihood of change in teacher practice?(Sugai, 2006)
Instead: School-wide Game Plan
Let’s create a plan: Effective classroom management begins early
Staff/team/admin on-board: Use data to justify PBS Team focus: leads system-wide support at
classroom level First, Identify areas of concern across teachers,
using a self-assessment Second, create schedule and plan to provide
professional development, w/ brief lessons/activities for all staff
Third, progress monitor & follow-up: Plan to complete 3-4 times per year w/ subsequent support Fall/Winter/Spring
Classroom-Management
Self-Assessment
Evidence Based Practices in Classroom Management: Self-Assessment
1. Maximize structure in your classroom.
2. Establish, teach, prompt, monitor, & review a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
Team Activity #2 Complete Classroom Management self-
assessment: The same one in your team Identify:
2 Strengths and 2 areas of focus for your team Select a date to have your staff complete the
Classroom Management self-assessment Determine how you will administer the
assessment Make sure staff understand its not evaluative & is
anonymous Encourage honest evaluation Explain how the data will be used to provide
targeted staff development and support
Evidence Based Practices in Classroom Management: Self-Assessment
1. Maximize structure in your classroom.
2. Establish, teach, prompt, monitor, & review a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
1. Maximize structure in your classroom.
Predictable Classroom Routines/Activities Teacher routines:
volunteers, communication, planning, etc.
Student routines: personal needs, transitions, working in groups,
getting, materials, homework, etc.
Which routines are most problematic? Low Risk Activities:
Homework distribution and discussion
Star of Week/Super Scientist recognition
Story Computer
Low Risk Routines: Getting organized to go
home
High Risk Activities Morning routine Recess Library Clean-up/Dismissal
High Risk Routines Group work Listening and Following
directions Respect-adults and peers Working independently Taking of personal needs Getting organized for the
day
Identify Routines Needing More Attention
Getting Help
Working Independ.
Transitions Groups Personal Needs
Getting Organized
Ready to go Home
Listening Following Directions
Morning Routine
X X
Language Experience
X
Recess X X
Math X
Star of the Week
X
PE
X Music
X
Library
X Computer
X
Science
X
Clean-up/ Dismissal
X
Develop A functional layout to your classroom Environmental Design
Traffic patterns and furniture density Reduce clutter
Define areas for different classroom activities
Group areas, work stations, teacher desk Seating arrangements (groups, carpet, etc.)
Visual access Teacher supervision Student needs for instructional materials etc.
Have you maximized structure in your classroom?
1)I maximized structure and predictability in my classroom.
a) I explicitly taught and followed predictable routines.
2 1 0
b) I arranged my room to minimize crowding and distraction.
2 1 0
Self Assess Complete item for your classroom (or a
teacher with whom you consult)
Action Plan Generate action plan content (observable and
measurable behaviors to address deficits) Potential action plan items may include:
Describe predictable routine for entering classroom, turning in homework, (or others that are identified as missing)
Rearrange furniture to ensure better supervision
# Current Level of Performance
Enhancement/Maintenance Strategies[1]
1
[1] What? When? How? By When?
Evidence Based Practices in Classroom Management: Self-Assessment
1. Maximize structure in your classroom.
2. Establish, teach, prompt, monitor, & review a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
Establish, teach, prompt, monitor, &
review a small number of positively stated expectations.
First Lesson for Staff—Think about how you would use/adapt materials for your
lesson
2. Teach a small number of positively stated expectations.
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt students before entering context of concern.
Monitor/Actively Supervise students’ behavior in context
Review/Evaluate effect of instruction - review data, make decisions, & follow up.
Establish Behavioral Expectations/Rules
A small number (i.e., 3-5) Positively stated Should match SW Expectations
Safe, Responsible, Respectful
Operationally define what the rules look like Respect– In line Example: Keep 6 inches between you and the person in
front of you Non-example: Don’t touch people, respect space
Routine/setting examples: How to enter class and begin to work 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 someone is bothering you. How to determine if you are doing well in class Difference teaching formats (TLI)
One way to do this is in a matrix format.
Establish Behavioral expectations/Rules
Expectation/Rule Matrix
Routines
RulesTransitions
IndependentSeat Work
Small Group Activity
Teacher- Led Instruction
Respect•Hands to self•Worry about self•Stay in your space
•Raise hand before talking•Turn in work you are proud of•Make noises in your head
•Listen to each other•Accept each other’s answers•Give eye contact
•Give eye contact to teacher•Raise hand before talking
Responsibility•Put materials away•Throw things away that are old
•Stay on-task•Do your own work•Keep your supplies in your desk
Help with the group work•Use time wisely
•Follow along/be in the right place•Listen to teacher instructions•Take notes
Remain in Control
•Follow adult directions•Remain quiet
•Sit with 5-6 legs on the floor•Stay in your space
•Keep objects out of hands•Use materials carefully
•Keep objects out of hands•Sit with 5-6 legs on the floor
Designing Classroom Routines
Routine Desired Behavior
Signal Teach
Routine
Entering Class
Walk in, sit down, start work
Instruction on board
Positive and Negative Examples
Obtaining class attention
Orient to teacher, be quiet
?
Getting Help during seat work
? ?
Rules within Routines Matrix
Routines
Rules
Entering Classroom
-Signal:
Seat Work-Signal:
Small Group Activity-Signal:
Leaving Classroom
-Signal:
Be Safe
Be Respectful
Be Responsible
Team Activity # 3 Begin completing a sample classroom matrix for
teachers Determine a date/time to have staff complete the-
Mapping School-wide Rules to Classroom Routines/Expectations (The Matrix/Grid)
How will your team? Who on your team? 1) Will “teach” the matrix and share the relevant ppt slides
with staff? 2) Reserve time on the master calendar to facilitate the
lessons/conversations
Evidence Based Practices in Classroom Management
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
Bringing it back to the Staff Provide staff with time to fill out the self-
assessment Complete matrix lesson plan Get data from self-assessment website Review results at PBS meeting Create year plan for classroom management Provide data-based support (brief
lessons/activities) Progress Monitor: Complete self-assessment again Repeat Above Steps
Classroom Management Checklist Data Summary – February 12, 2008
In Place Status Essential Practices
% In Place
Full 2
Partial 1
Not 0 Classroom Management
38 10 14 2 1. I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior.
69 18 8 0 2. Classroom rules & expectations are taught, practiced & positively reinforced.
3. Rate the extent the following transition procedures are taught, practiced & positively reinforced in your classroom.
73 19 7 0 a. Entering the Classroom 67 16 8 0 b. Lining up 27 7 18 1 c. Changing between activities 65 17 8 1 d. Exiting the Classroom
4. Rate the extent the following classroom routines are taught, practiced & positively reinforced in your classroom.
85 22 4 0 a. Start of the day / Beginning class 35 9 15 2 b. Group work 62 16 9 1 c. Independent seat work 50 13 13 0 d. Obtaining materials 46 12 14 0 e. Seeking assistance/help 46 12 13 1 f. End of day/ End of class 85 22 4 0 5. Attention getting cue/rule taught directly, practiced &
positively reinforced 73 19 7 0 6. Continuous active supervision across settings & activities,
including moving throughout setting & scanning 81 21 5 0 7. Desks/room arranged so that all studetns are easily
accessible by the teacher 73 19 7 0 8. Necessary materials and supplies are accessible to
students in an orderly fashion 62 16 10 0 9. Minor problem behaviors are managed positively,
consistently & quickly 27 7 19 0 10. Chronic problem behaviors are anticipated and
precorrected 58 15 10 1 11. Students are provided with activities to engage in if they
complete work before other students in the class I nstructional Management
88 23 2 1 12. Majority of time allocated & scheduled for instruction
62 16 10 0 13. Allocated instructional time involves active academic engagement with quick paced instruction
58 15 11 0 14. Ask clear questions and provides clear directions for assignments
19 5 21 0 15. Active academic engagement results in high rates of student success (90%+)
46 12 14 0 16. Actively involves all/majority of students in lessons, this includes providing activities/ instructions to students of varying skill levels
65 17 9 0 17. Instructional activities linked directly to measurable short & long term academic outcomes
School-wide = 58 % In Place 40 % Partially In Place 2% Not In Place
Adapted by C. Borgmeier from Sugai & Colvin
Graph Across Teachers
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Graph Across Areas:
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Team Activity #4
How will your team facilitate your staff… 1) in completing the classroom management self
assessment and Support action planning 2) Mapping School-wide Rules to Classroom Behavioral
Expectations 3) Reserve time on the master calendar for the lessons 4) Discuss staff development strategies that you
think are effective in reaching your staff, what strategies will you use?
5) Share 2 strategies with the group
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Ms. Bonnor Returns
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Baseline Classroom Mgmt
It’s not just about behavior!
Academics Behavior Management
STUDENT OUTCOMES
If you want it, teach it!
You get more of what you pay attention to!
On school reform…
Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).