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Classroom Systems:Positive Behavior Support
Chris Borgmeier, PhDPortland State [email protected] www.web.pdx.edu/~cborgmei/
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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ID Source of Concern
Individual Student Support Couple of students
causing repeated concerns
Few concerns with other student behavior in class
Concerns w/ students may cross multiple settings
Classroom Support Referral/ discipline
occurring with a number of different students
Same students have fewer concerns in alternate settings
or
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Look at the data
Referral data Individual Student concern v. Classroom
Management concern # of referrals per teacher # of referrals per student
Where to intervene?Student or Classroom?
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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)
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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)
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Classroom SystemsBuilding Capacity v. One Shot Support
Build systems to support sustained use of effective practicesSW leadership teamRegular data reviewRegular individual & school action planning
Regular support & review To begin school year & throughout school year
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Team led, school-wide approach to classroom systems
Don’t train & hope
Consistent recurring focus on evidence based practices for effective classroom management
Link with SW-PBS efforts Team driven Use data to guide & monitor efforts
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Classroom Management Checklist
Have your entire staff complete the Classroom Management Self Assessment Checklist
Plan to complete 3 times per year Fall/Winter/Spring
Team collects data to: Strategically guide decision making
Identify staff development topics/ areas of common need Monitor progress
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When Giving the Survey
Make sure staff understand this is NOT an evaluative tool
Encourage honest evaluation of individual practices If anonymous responses would increase accuracy of evaluation
– you could do so
Preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate
Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom management and behavior
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Look at data in multiple ways
Entire staff mean School-wide -- strive for 80% In Place
Across items: identify faculty strengths Identify common areas of need for whole staff
development
Focus training on specific areas to develop Monitor growth over the course of the year
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Present Data to Staff
Show:StrengthsAreas to DevelopHow the team is using the data to guide
planning for staff development related to Classroom Systems
What is next?
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Prioritizing Areas for Staff Dev’t
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Staff Development activities focused on specific strategies Challenge = Building Habits – remembering to do the
little things consistently
Priority 1 PreCorrection
Model – give examples Have staff members ID 3 recurring challenges with a student or
entire class Develop 2 PreCorrection statements for each scenario Identify strategies for review and encouraging use of identified
strategies Morning announcements – PreCorrect staff to PreCorrect
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Instructional Observations/Evaluations Set up consistent expectations across school
with regard to effective classroom management practices
Use an observation tool focused on the same practices as the classroom self-assessment
Staff know the targets for part of their evaluation & it will match with self-assessment and personal goals
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Activity
Using the school data provided from Multnomah ElementaryPrioritize 3 target skills for Staff Development
What would be some ideas for providing this staff development?Remember… avoid Train & HopeSee next slide for guidelines
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Individual Action Planning
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Using Self Assessment w/ Individual Teachers Have teachers complete self-assessment
Build in time for staff to reflect on scores & develop a personal action plan focusing on specific practices in self assessment Encourage staff to identify a way to regularly prompt/encourage
use of practices Buddy system Review at staff meetings or prompts
Periodic review of progress on individual action plans
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Tasks
Identify a schedule for doing assessment Staff-wide (3 x’s per year)
Give the Self Assessment to staff to complete Suggest giving staff time to complete the assessment
in a staff meeting
SW PBS team summarizes the data & Develops an Action Plan
Present data to staff w/ action plan
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Extending SW PBS in to the Classroom
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Focus on the Classroom
Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom
Potential reasons: Need for direct training to generalization or adapt
school-wide practices to classroom settings OR That school-wide intervention does not specifically
address the broader array of practices required in the classroom
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Defining Expectations & Teaching Behavior Extension to Classrooms
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Defining Behavioral Expectations & Classroom Routines Link classroom to school-wide expectations
What are Classroom Routines? How to:
Enter the classroom Sharpen pencil Turn in homework Get a pass Ask for help Participating in Class - Raise hand & wait to be called on
Completing a Classroom Matrix w/ Routines See pp. 2-3 in packet
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Teaching Behavioral Expectations & Routines
Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practiceSee Sample Lesson Plan (pp. 4-5 in packet)
Link classroom to school-wide Schedule for Teaching of Expectations & Routines
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Teaching Behaviors & RoutinesTell/model/explainGuide practiceMonitor & assessGive positive feedback
Give corrective feedback – initial focus on prompting expected behavior
Prompt/Precorrect for Expected BehaviorFrequent Teaching & Review until class is
fluent
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Scheduling Lessons
Similar to scheduling times to conduct SW PBS Lessons
Can schedule times to conduct Classroom lessons & routines In beginning of the year Booster sessions throughout the year Reteaching areas of concern
Maybe arriving to class, raising hand & waiting to be called on, etc.
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Catch ‘em Being Good5:1 Ratio
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Extending the Acknowledgment System in to the Classroom Extending the SW Acknowledgment System into the
classroom Creating an Additional Classroom Acknowledgment
system Use systems to acknowledge individual students & group
Have teachers with model acknowledgment systems in the school share how they implement their classroom acknowledgment systems
During instruction is when we have the most on our mind – an acknowledgment system can be prompt needed to develop those habits of catching kids doing well
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Responding to Misbehavior
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Misbehavior Happens: Provide staff with guidelines for responding Options for responding to misbehavior in the
classroom “Defusing Anger & Aggression” video by Colvin
Targets Secondary classrooms but also useful for Elementary
Purchase at www.lookiris.com through Iris Media Follow-up w/ small group discussions to identify specific
strategies used in video & develop an Action Plan to encourage use in classroom
Have staff role play some of the strategies
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Guidelines for Responding to Misbehavior
Respond Consistently, Calmly, Briefly & Return to Instruction Goal: pay more time & attention to positive behavior Reduce Student Escalation Reduce amount of missed instructional time
See p. 7 in packet – 9 Variables Affecting Compliance
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3 cheap, easy & powerful Behavior Management Tools
Proximity Moving & scanning frequently Slowly moving toward a student & using proximity,
instead of verbally addressing Reinforcement
Acknowledging other students who are on task Precorrection
Frequent pre-teaching & reminders of expectations, before students have chance to engage in problem behavior
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Use Alpha Commands when responding to problem behavior Alpha Commands
Minimal # of words Clear, concrete &
specific Give a reasonable
amount of time for behavior to occur
Beta Commands Wordy Vague Often convey feelings
of frustration or anger May contain many
sets of directions
**See pp. 8-9 for guidelines on Responding to Problem Behavior
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Alpha Commands
Alpha Commands are Clear & Positive “Pick up your chair, sit down, and draw a picture
of your favorite animal”
instead of
“How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”
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Have a Routine for Responding to Minor Problem Behavior (p. 8 of packet)
Specific Request
If, Compliance Walk Away & wait 5-10 seconds
If, Non-Compliance
Reinforce!
“Please _________”
Request in a calm voice
If, Compliance
If, Noncompliance
Preplanned Consequence
Walk away & Wait 5-10 sec.
Reinforce!
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For the Most Challenging Students
Have you tried everything you can think of? Self check w/ suggested interventionsSee packet p. 6 for suggested interventions
page Seek assistance from Individual Student
Systems
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Role of Academics
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Instructional Classroom Management Among the Best Behavior Management tools we
have in the classroom Effective Instruction
Using Research Based Curriculum
High rates of student participation Successful participation – 90% success rate or better
Most frequent reinforcer in the classroom should be academic success