POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS PBIS Evidencebased Classroom

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management Online Webinar 1

Adapted From…. Brandi Simonsen, Ph. D www. pbis. org www. cber. org

Agenda Evidence Based Practices for Improved Learning Outcomes • Enhancing learning within a Multi-Tier System of Supports • Critical Features of Classroom Management Procedures and Routines • Wrap-up

ch l oo S e d i w SWPBS Systems Classroom Non-classroom Student Family

Academic Learning Time There is no doubt that academic learning time –the amount of time that students are actively, successfully, and productively engaged in learning–is a strong determinant of achievement.

Why Focus on Classroom Management? • Increases instructional time by preventing problem behavior. • Frees teachers from correcting misbehavior • Improves classroom climate • Creates shared ownership of the classroom • Develops self-discipline

What “kind” of students can display problematic behavior? Regular Ed ALL Special Ed All students can display problematic behavior This is not a special education issue. It is an education issue.

6 Critical Features of Evidence-based Classroom Management

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

Maximize structure • Develop Predictable Routines – Teacher routines – Student routines • Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: – – Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc. )

Sample Routines • • • Morning Arrival Homework Drop Box Attendance Lunch Count Morning Meeting Work Settings -independent -group -instructional Transitions • End of Day •

Sample Environmental Structures

After Today • Get together with a colleague and identify 3 examples of what routines exist that allow for uninterrupted learning time • Discuss what routines might need to be added in order to maximize time for learning

Questions What resonates for you at this time?

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

5 P’s of Teaching Expectations Pre. Teach Progress Monitor th 6 P r e ch a Te Positively Reinforce g n i n n a l P Practice Prompt Vermont PBIS Universal Training

Pre. Teach Behavioral expectations • Establish 3 -5 Positively Stated Expectations -Connected to School Wide Expectations • Make Visible • Teach what they look and sound like -Expectations Matrix -Lesson Plans (games, role play, etc) Vermont PBIS Universal Training

SETTING Teaching Matrix Expectations All Settings Hallways Playgrounds / n o i t a t c l e l i p ex ial sk c o s se tti Cafeteria Library/ Computer Lab Assembly Bus Study, read, compute. Sit in one spot. Watch for your stop. ng Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Respect Property s e l p m a x e r o i v a h e b Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Vermont PBIS Universal Training

Social Skills Lesson Plan PROCEDURES FOR MONITORING & EVALUATING Vermont PBIS Universal Training

Practice Behavioral expectations • During classroom routines -Morning Arrival -Work Times -Asking for help -Transitions Vermont PBIS Universal Training

Prompt Behavioral expectations Strategies for Encouraging Positive Behavior Visual Reminders Pre-corrections Provide Choice Strategies for Discouraging Problem Behavior Re-direct Re-teach Conference

Positively Reinforce • Frequent: Acknowledging Expected Behavior Ratio of 6 positives to every negative • Authentic: Connect directly to expectations • During Routines: Morning Meeting, Independent Work, etc Vermont PBIS Universal Training

Progress Monitor Students’ Behavior in Natural Setting • Active Supervision (Colvin, Sugai, Good, Lee, 1997): • Move around • Proximity • Look around (Scan) • Interact with students • Give Acknowledgement • Give Feedback Vermont PBIS Universal Training

Active Supervision: • Allows for provision of immediate learning assistance • Increases student engagement • Reduces inappropriate behavior; increases appropriate behavior • Provides knowledge of students’ use of expectations • Allows for encouragement of those using expectations or appropriate behavior • Allows for timely correction of social behavioral errors • Builds positive adult-student relationships

Active Supervision: While moving and scanning, you will also want to address any inappropriate behavior quickly and calmly, using the continuum of strategies including: 1) ignore/ attend/praise, 2) redirects, 3) reteaching, 4) providing choice, or 5) a student conference.

Active Supervision: Greeting Students: 1. State name 2. Give one positive statement 3. Give explicit instruction

Progress Monitor Students’ Behavior in Natural Setting • Collect data – Are the expectations being followed? – Have negative behaviors decreased? • • If not: who is making errors? where are the errors occurring? what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions – Do environmental structures need to be made – Is the instruction effective or does it need to be redesigned?

Planning Behavioral expectations • What will the first few weeks of school look like? • What systems will you develop to prevent problem behavior from occurring? • How will you respond when problem behavior does occur? • How will you collect data on student performance? -academic/behavioral

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

WE LEARN: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we TEACH to others William Glasser Vermont PBIS Universal Training

Evidence based practices that promote active engagement l Explicit Instruction l Differentiated Instruction l Computer Assisted Instruction l Class-wide Peer Tutoring l Regular Feedback

Vermont PBIS Universal Training

Actively engage l Provide high rates of opportunities to respond l Create opportunities for emotional connection to curriculum l Link engagement with outcome objectives Vermont PBIS Universal Training

After Today • Meet with a colleague or with your team to discuss what you currently do to ensure engaged time (e. g. , practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)? MO SW-PBS 325

Questions What resonates for you at this time?

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

Acknowledge appropriate behavior • Specific and Contingent Praise • Group Contingencies • Behavior Contracts • Token Economies Vermont PBIS Universal Training

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

Respond to inappropriate behavior • Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time out from reinforcement Vermont PBIS Universal Training

Evidence Based Practices: Classroom Management 1. Maximize structure in your classroom. 2. Establish and teach 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. 6. Use self reflection and behavior data to progress monitor and problem solve

Types of Data • Observations • Number of Positive Acknowledgements received • Office Discipline Referrals • Academic Grades Vermont PBIS Universal Training

To help teachers self-evaluate… Positive Behavior Support 7 r Classroom Management: Self-Assessment Revised Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai Center on Positive Behavioral Interventions and Supports University of Connecticut Version: April 7, 2006 Vermont PBIS Universal Training

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e. g. , explicit classroom routines, specific directions, etc. ). Yes No 3. I have posted, taught, reviewed, and reinforced 3 -5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e. g. , writing, verbalizing) Yes No 7. I actively supervised my classroom (e. g. , moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e. g. , class point systems, praise, etc. ). Yes No 1. Actively supervise & precorrect 2. Maximize active engagement 3. Maximize opportunities to respond 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. 4. High rates of positive interactions Overall classroom management score: 10 -8 “yes” = “Super” 7 -5 “yes” = Vermont PBIS Universal Training “So-So” <5 “yes” = “Improvement Needed” # Yes___

Questions