CLASSROOM SYSTEMS

SCHOOL-WIDE PBIS

Chris Borgmeier, PhD

Portland State University

cborgmei@pdx.edu

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

- Discuss at faculty meeting- Bring in CM expert for next month’s ½ day in-service

- Observe in effective classroom - Observe & give feedback

What is likelihood of change in teacher practice?(Sugai, 2006)

Example Action Plan Strategies+ Build on SW System+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation 1st time

+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

(Sugai, 2006)

Classroom SystemsBuilding Capacity v. One Shot Support

• Build systems to support sustained use of effective practices• SW leadership team• Regular data review• Regular individual & school action planning

• Regular support & review• To begin school year & throughout school year

CLASSROOM SYSTEMS FOCUS: SCHOOL-WIDE

SUPPORT

Classroom Practices Self Assessment

• Staff completed the Classroom Practices Self Assessment on-line earlier this Fall

• Plan to complete 3 times per year• Fall/ Winter/ Spring

• Team collects data to:• Strategically guide decision making re: Prof’l Dev’t

• Identify staff development topics/ areas of common need

• Monitor progress

Looking for High Blue (Not or Partially In Place) & High Red

(Priority)

ElementaryWinter 2012-13 Rankings

% Not or Partial In

Place

% High/Med Priority

Total Rank

5:1 ratio 68 79 147

PreCorrect 79 95 174 1

Instr’l Time 63 84 147

OTR 79 84 163 2

Correct Resp 74 89 163 3

T: Group Work

74 84 158

School-wide Total % In Place = 54%Partial = 42%Not In Place = 4%Not Applicable = 1%

Targeted Classroom Practices

• PreCorrection• Chronic problem behaviors are anticipated and

precorrected.

• 4:1 Ratio/ Praise• I acknowledge student positive behavior at least 4 times

more often than I acknowledge student problem behavior.

CLASSROOM SYSTEMS

TEAM IMPLEMENTATION & SUPPORT

Supporting Effective Classroom Practices

• Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood

• The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

The Power of Habit: Why we do what we do in life

and business

Charles Duhigg

Video Intro

#2 on NY Times

Bestseller List on

March 18th 2012

The Habit Loopfrom “The Power of Habit”

A habit is a formula our brain automatically follows:When I see a CUE, I will do ROUTINE in order to get a REWARD.

Steps to Changing your Habits

1) Identify your Bad Habit Loopa) Identify your habit/Routine to change

b) Look for Rewards

c) Isolate the Cue

2) Have a Plan for changea) Identify your Replacement Behavior “New Habit”

b) Pair w/ Rewards

My “Bad Habit” Loopfrom “The Power of Habit”

A habit is a formula our brain automatically follows:When I see CUE, I will do ROUTINE in order to get a REWARD.

Step 1: Identify your Habit – I raise my voice, scolding my daughter

Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum, but raising my voice usually further escalates; so what is my reward?.... I get to feel like I’m doing something & letting her know this is not ok

Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling, throwing a tantrum

The Habit Loop

A habit is a formula our brain automatically follows:When I see CUE, I will do ROUTINE in order to get a REWARD.

Step 4: Have a Plan – Replace raising my voice with calmly saying “yelling is not ok” and consistently saying to her tell me what you want & occasionally prompting her with the words to say – this should provide me the Reward of letting her know it’s not ok, “doing something” and make me feel better and more controlled about how I’m responding… and teaching her specifically how to respond… over time reducing the trantrums & whining

When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in order to make me feel like I’m doing something & let her know it’s not OK to act this way (reward).

Integrating “Power of Habit” in to the Classroom

• How can we support teachers to:• Understand the “Habit Loop”• Build habits to use Evidence-based Classroom practices• Change Bad Habits in the classroom & replace w/ Evidence-based

classroom practices

Next Steps

Teach staff the “Habit Loop” and how to change/ develop good habits

Identify the Targeted Classroom Practice & provide examples = 5 to 1 Ratio, PreCorrection

1)Brief presentation of practice2)Time to individualize practice to fit your classroom, context &

needs

3)Brief presentation of Reminders & Supports to use your practice

4)Time to develop an individualized Plan for Support

Classroom SystemsSchool-wide PBIS

Increasing Specific Praise (5 to 1 Ratio)

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu

PBIS Classroom System:Next Steps

1) Brief presentation of practice

2) Time to individualize practice to fit your classroom, context & needs

3) Brief presentation of Self-Monitoring use of your targeted practice

4) Time to develop an individualized Self-Monitoring Plan

Follow Along in the 5 to 1 Ratio Guide

Definitions of Acknowledgement of Positive & Problem Behavior

 Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior.

The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.

Why Acknowledge Desired Behavior?

Why Increase Positive Acknowledgements?

5:1 Ratio

Pay attention to What you Want to See

Acknowledge positive behavior 5 times more often that you respond to negative behavior

Keep it genuine; not the same for all kids

Negative interactions are not wrong and are sometimes necessary; the key is the ratio

There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

Positive Interactions

Positive interactions can be provided in a variety of ways:

verbal praise positive feedback re: appropriate behavior

nonverbal acknowledgement smiling, nodding, winking

Research on Praise & Acknowledging Positive Behavior

Praise has the strongest research, with increases shown in: Students’ correct responsesWork productivity and accuracyAcademic performanceOn-task behavior and attentionCompliance, positive comments about self Cooperative play

Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008

Critical Features of Acknowledgement

Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced Immediate Specific: explicitly describes the desired behavior

performed Sincere: credible and authentic Varied: varied word choice, varied academic and

behavior praise, whole group, small group and individual Student referenced: compares student performance to

previous performance and does not compare students to others; acknowledge effort 

Positive Acknowledgement/ Praise examples

 “Excellent job listening and following directions the first time.”

“Your eyes are on me and your mouth is quiet. Thank you for being ready to learn.”

“Wow, you completed your math work correctly before the end of class.”

When Acknowledging Positive Behavior

Procedural Steps for increasing Positive Acknowledgement Ratio

1) Identify challenging times, routines and behaviors that occur throughout the day

2) Identify desired behaviors to focus on praising, particularly during challenging times

3) Explicitly teach students to engage in desired behaviors

Procedural Steps for increasing Positive Acknowledgement Ratio

4) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior

5) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior

6) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

Increase Positive Feedback & Decreasing Negative

ID a specific problem behavior you would like to see less of and define the opposite of this behavior

Teach & re-teach the expected/desired behavior

Provide “precorrections” in advance to set up positive behavior

Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback

Coaching Classroom Management, 2006

Step 1: Identify Challenges & Positive Acknowledgements

Your Turn

Take a few minutes to Complete Step 1 of the Worksheet

Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support

FLIP THE RATIOTrading Negative Acknowledgements for

Positive

Your Turn

Take a few minutes to Complete Step 2 of the Worksheet

Share your strategies with a partner

Set up Systems to Increase Positive Acknowledgement

Good Behavior Game T-chart Teach behavioral expectations Students earn points for positive behavior Teacher gets points for negative behavior Total points at end to determine if “reward” is earned

Hand out Acknowledgement Tokens or Tallies for positive behavior Individuals or Pre-arranged Groups in the classroom

Students Teacher

Ways to Encourage & Monitor your Ratio

Post a visual reminder to praise students in area viewed frequently

Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise

Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success

PLAN FOR SUPPORTING IMPLEMENTATION

Self Monitoring

Training on classroom management practices alone does not result in changes or improved practice

Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices

(Simonsen, MacSuga, Fallon & Sugai, 2013)

Self Monitoring

Strategies for Self-MonitoringIndex Card Tearing (long side for positive, short side for negative)Hash marks on tape on your arm or pant legGolf CounterMove Pennies or paperclips from one pocket to other based positive & negative acknowledgements

Step 3: Self-Monitoring Plan

Your Turn

Take a few minutes to Complete Step 3 of the Worksheet

Make sure to Identify meaningful& feasible supports Identify your strategy for Self-Monitoring

Develop Peer Strategies for support – you can discuss with a peer

Team & School-wide Supports

Team Supports (e.g. Dept., Grade Level, PLC) Make Classroom

improvement a regular part of meetings and activities

Begin meeting w/ 2 minute check: Check-in, share ideas & give

feedback to: Encourage implementation Check-in, problem solve,

enhance implementation

School-wide Supports Reminder on Morning

announcements Regular review/check-in

at staff meeting Rewards for

implementers Recognize your Buddy Recognize someone you

observed engage in the practice

Daily or weekly implementation checks via email link Put sticker on staff board

to rate implementation

Group Discussion

What school-wide strategies would be helpful for you in supporting your implementation? Regular reminders over announcements? Staff meeting review & sharing? Collect implementation data?

Daily email, survey monkey?

References

Descriptive ReadingsBrophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32.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.Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205.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., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.

Research Studies demonstrating outcomes associated with the use of praise to reprimandBecker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates.Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261.Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.

Relationship between praise, rewards, and intrinsic motivationAkin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362. Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.

SCHOOL 2

K-5 Elementary School348 students85% Free or Reduced Lunch

1000 Classroom Observation Study

=5.4 Pos. Feedback / Hour Total Classrm Obs.•Elem = 1515•MS = 725•HS = 1381

Teacher 1

Teacher 2

Teacher 3

Teacher 4

5.4 Praise/Hr

Teacher 1

Teacher 2

Teacher 3

Teacher 4

5.4 Praise/Hr

Teacher 1

Teacher 2

Teacher 3

Teacher 4

4th/5th Teacher 1

5.4 Praise/Hr

3rd Grade -- Teacher 1

5.4 Praise/Hr

Self-Monitoring & Goal Setting in PLCs• Collect 2-3 days of baseline data before setting a goal

How are you collecting self-monitoring data?

• Golf counter = 5• Tally marks = 16

• Sticky note on arm = 1• Sticky note on back of name tag = 4• Sticky note on table = 1• Tally sheet = 8• On the board = 2

• Paper Clip System = 1• Tears on paper = 1

What’s next?• SW-PBIS team – continues supporting implementation

• Daily email prompts to enter self-monitoring data• Weekly PLC meetings to review data & evaluate goals• Observation walkthroughs x principal, coach & PBIS team

members (tracking specific praise & precorrection) • Rewards for data entry, meeting goals and

• Continue collecting staff Self Monitoring data for 4-6 weeks

• Decide whether to move on to training next behavior(s)

• 10 of 19 staff members reported they had continued to self-monitor 8 weeks after team requests for self-monitoring data

QUESTIONS?SUGGESTIONS?

Chris Borgmeiercborgmei@pdx.edu

www.pbisclassroomsystems.pbworks.com