PBIS in the Classroom Wayne RESA 2019 20

PBIS in the Classroom Wayne RESA 2019 -20 Chris Mc. Evoy mcevoyc@resa. net Kayrl Reynoso reynosk@resa. net

Multi-tiered Framework of Professional Development Support Tier 3 Intensive PD: Data-driven Consultation Tier 2 Targeted PD: Self-Management with Peer or Coaching Supports Tier 1 Universal PD: Training & Self. Management (adapted from Simonsen, Mas. Suga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

§ Personal Greetings § High Rates of Opportunities to Respond § Peer to Peer Coaching/Performance Feedback § Clear Distinctions for Teachers and Students between Break/Reward/Time-Out from Reinforcement § Continuum of Consequences for Minor Infractions

6 Essential PBIS Best Practices in the Classroom Teach and review positive behavior expectations frequently and strengthen relationships. Provide high rates of opportunities to respond to instruction Teach and review classroom routines & cues Active supervision in all settings Implement informal and formal systems of positive reinforcement Continuum of appropriate consequences enforced consistently & fairly

1 st Teach and Review Positive Behavior Expectations / Strengthen Relationships Provide brief (5 -15 minutes) lessons from the behavior expectations matrix. • Use a variety of methods appropriate to the grade level: discussion, role-play, Power. Point, video, writing, art, etc. Actively involve students in lessons and provide opportunities to practice. Check for understanding. Schedule lessons every day at the beginning of the school year, review targeted locations (where needed) at least once per week. Provide pre-corrections or reminders throughout the day, everyday, immediately before problems tend to arise.

§ Middle School students with problem behaviors. § Teachers greeted each student by name and made a positive statement (e. g. , “Good to see you. ”) § 27% increase in: § Actively listening to teacher’s instructions (listening & responding) § Following teacher’s instructions § Seeking help in the proper manner

§ 203 middle school students § 10 teachers § PGD (Positive Greetings at the Door) § Greeting using student’s name § Nonverbal (handshake, fist bump, pat on shoulder, smile) § Include some individual and group pre-corrections § Results § Average increase in Academically Engaged Time (AET) 20. 95% § Significant decrease in disruptive behavior

Strategies for increasing cooperative student behavior – reduce oppositional behavior Start by teaching Active Listening Pay attention – avoid distractions q Show you’re listening – nod, smile, eye contact q Give feedback – ask clarifying questions q Don’t interrupt – don’t argue q Respond respectfully q http: //www. slideshare. net/ljvandis /importance-of-listening-25586437

2 nd Frequent Opportunities to Respond – keeping students engaged Whole Group Action Responses • Students are asked to do something during the lesson • Put your finger on the title of the story • Touch the action word in the sentence • “Raise your hand if you think …. . ” Small Groups/Partners • Gives everyone a chance to • Express thoughts • Answer a question • Verbally participate • Answers can be shared with other groups or whole group

OTRs - Frequent Opportunities to Respond Whole Group Oral Response • Choral responding • Students repeat information in unison when teacher prompts • Strategy for reviewing or memorizing Whole Group Written Response • Written responses should be short (not more than one item) • Response Cards

HTTPS: //WWW. PBIS. ORG/COMMON/CMS/FILES/P BISRESOURCES/SUPPORTING%20 AND%20 RESP ONDING%20 TO%20 BEHAVIOR. PDF

High School Math § http: //video. louisville. edu/vod/flashmgr/sefrey 01/Video/143939228 8981 -i. Phone. mp 4 § Middle School § http: //video. louisville. edu/vod/flashmgr/sefrey 01/Video/143861417 9857 -i. Phone. mp 4

ØIncreases comprehension ØAllows reluctant learners a secure environment to practice. ØDecreases disruptions § Lincoln Park Hoover Elementary 4 th Grade § https: //www. youtube. com/watch? v=A 9 n. WEw. J 7 suk

• Teachers helping teachers with classroom management. • Promising practice for successful implementation of PBIS strategies in the classroom. • PBIS grant funds can be used for this.

Wayne RESA 2015 PBIS Survey Q. Peer coaching may involve teachers observing each other teach and giving each other constructive feedback regarding their instruction and behavioral practices. What is your experience with peer coaching? Answer Choices Responses 4, 658 Teachers A. Have done it and found it helpful. I’d 1, 593 34% recommend it. B. Have done it and found it not very helpful. 378 8% C. Have never done. Not interested. 637 14% D. Have never done it but would be willing to learn more and give it a try. 2, 050 44% 78% of teachers responded favorably to the idea of peer coaching.

3 rd Teach and Review Classroom Procedures and Cues Identify and directly teach clear, simple classroom procedures for all transitions and routine tasks. • Teach the rules for use of various locations and materials in the room. Make sure the physical environment is arranged to enhance effective procedures and instruction. • Prevent congestion • Minimize distraction • Allow easy traffic flow Identify an auditory and/or visual signal for gaining the attention of all students. (If possible, this signal should be universal in the school. ) • Gain the attention of all students before beginning to teach. • Use the all-class attention getting signal if more than one or a few students are off-task or disruptive.

4 th Active Supervision http: //www. resa. net/teacherresources/libraryresources/ Move Scan Frequent positive contacts/greetings. Acknowledge students for following expectations Correct behavior calmly & firmly Predetermined consequences if necessary

5 TH Informal and Formal Systems of Positive Reinforcement 4 to 1 quick, easy positive acknowledgments Incorporate at least one reward system in daily instructional routine. Greetings/Feedback/ Recognition for Specific Behaviors Group Rewards thumbs up, smile, “thanks, ” “nice, ” “I saw that” etc. Lottery/Raffle System Point System

Majors = Office Referral Minors=Classroom-Managed Clear, specific definitions of behavior infractions: examples & non-examples Create a consistent approach - “get on the same page” with other staff

T- CHART Agitation Behaviors - Break Staff Managed or Minor Behavior Infractions Office Managed or Major Behavior Infractions

§ Reward: occurs after a desired behavior; strengthens the behavior. § Examples: § A middle school student collects PBIS behavior bucks for meeting school-wide expectations – spends them at the school store. (Tier 1) § A first grade student with oppositional behavior earns tokens for completing class work – after reaching his goal of 5 tokens he exchanges them for 15 minutes on the i. Pad. (Tier 2) § Student on CICO meets/exceeds his 80% goal for the week – earns extra basketball time during lunch hour. (Tier 2) § High School students with zero ODRs and less than 3 tardies get to attend the school PBIS social event every quarter. (Tier 1)

§ Break: time to calm down, refocus, get back on track. § neutral reinforcement; not meant to reward or punish the preceding behavior. § Examples: § A 6 th grade student with an IEP is frustrated with difficult work, getting very upset, teacher directs him to “take 5” minutes to calm down, then ask for help before resuming him work. (Tier 1) § A 10 th grade student has been coming to class for several days appearing disheveled and puts her head down right away. She is agitated and mildly disrespectful when the teacher redirects her to pay attention. The teacher sends her to a SSW to talk about what may be troubling her.

§ Time-Out from Reinforcement: removes reinforcement following a behavior infraction; decreases the likelihood of the behavior in the future; weakens the behavior. § Examples: § A 1 st grader is repeatedly hitting and pushing other students. Despite many positive interventions, the behaviors continue. The student is put on a brief non-exclusionary time-out plan. Immediately following any physically aggressive behavior the student is required to sit on a chair to the side of the group in the classroom for 5 minutes. The student receives no talking or attention during this time. He is in time-out from social reinforcement. The behavior is discussed after the time-out period is over. (Tier 1)

§ Time-Out from Reinforcement: removes reinforcement following a behavior infraction; decreases the likelihood of the behavior in the future; weakens the behavior. § Examples: § A 4 th grader instigates a fight on the playground. Instead of an out of school suspension, the building principal talks to his parents, and they agree that he will be on restriction from privileges that evening. He will be in time-out from social and preferred activity reinforcement. He will have a restorative conference the next day at school. (Alternative to Suspension) § A high school student is referred to the office for repeated disrespect and insubordination to a teacher. He is assigned community service cleaning classrooms after school, thereby missing baseball practice. A restorative conference with his teacher will take place ASAP. Time out from preferred activity. (Alternative to Suspension)

“AN OUNCE OF PREVENTION…. ” ADULT BEHAVIORS THAT ADD TO POWER STRUGGLES § Responding quickly § Trying to convince § Threatening § Increasing consequences § Having the interaction in the presence of others § Remaining in the interaction too long § Getting angry, being sarcastic § Putting the student down

ADULT BEHAVIORS THAT REDUCE POWER STRUGGLES § Simple directive, choices § Predetermined consequences § Listening § Being brief and direct § Private discussion § Walking away § Conveying calmness: lower your voice, strategic pause, sitting down next to the student as opposed to standing over. § Validate and label the student’s emotions § (e. g. , “Linda, you seem angry/frustrated/annoyed, tell me what’s going on. ”)

§ Providing corrective feedback privately that is coupled with an empathic statement will increase the likelihood that the student will calm down and learn from the corrective feedback. Empathic statement: “I can see you are pretty upset. What happened? ”

Continuum of appropriate consequences enforced consistently & fairly Pre-corrections: Frequent reminders of expectations Redirection: emphasize what you want the student to do. (Replacement behavior) Refer to the expectations: “We respect each other in this room and that means not using put downs. ” Praise in public, correct privately.

Responding to behavior Ignore minor (non-disruptive) attentionseeking behaviors. Provide increased assistance for escape motivated behaviors related to academics. Teach and enforce formal classroom consequence system firmly and fairly.

Student Written Reflection

PBIS Classroom Management Checklist � � � � Teach and Review Positive Behavior Expectations Brief lessons on positive behavior expectations are taught at least weekly Students are actively involved in lessons Students have opportunities to practice behavior expectations Pre-corrections/reminders of expectations are given throughout the day Teach and Review Classroom Procedures and Cues Procedures for transitions are taught Rules associated with locations and materials are taught Physical environment is arranged to prevent congestion, minimize distractions, allow easy traffic flow All class attention-getting signal is used effectively Active Supervision Unpredictable movement around the environment Scanning for problems or early warning signs of trouble Frequent positive contacts are given Individuals and groups are acknowledged for following the rules Behavior is corrected calmly and firmly

PBIS Classroom Management Checklist Informal and Formal Systems of Positive Reinforcement � 4 to 1 ratio of positives to corrections is used generally � 4 to 1 ratio is used with Tier 2 and 3 students individually � Classroom and/or school-wide reward system is implemented daily � Students receive a personal greeting everyday High Rates of Opportunities to Respond � Whole group oral responses/choral responding is used � Whole group written responses are used � Whole group action responses are used � Small group and partner responses are used � Small groups share responses with the whole group Continuum of consequences enforced consistently and fairly � Redirection to expected behaviors is used � Corrective feedback is used to address problem behavior (“Try it the right way. ”) � Corrections are done in private, if possible � Minor non-disruptive behavior is ignored � Increased assistance is provided to students as needed � Students have been taught a simple problem solving strategy for conflicts � Classroom consequence system is implemented with effectiveness