s pbis day 3 eupisd smarti schoolwide movement to achieve rti

S

PBIS Day 3EUPISD

SMARTI

Schoolwide Movement to Achieve RTI

AcknowledgementsThe content for today’s training is based on

the work of:

• Rob Horner• George Sugai• Anne Todd• Lori Newcomer• Brandi Simonsen• Jeffrey Colvin• Ed Kame’enui

• Craig Darch• Mike Lazar• Rob March• Regina Oliver• Sarah Fairbanks• Amy Briesch• Diane Myers

Acknowledgements

• Susan Bogart• Steve Goodman• Anna Harms• Norm McIntyre• Sue Mack • LaVerne Snowden• Brenda Tarsa

The material for this training day was developed with the efforts of…

• Mary Bechtel• Steve Vitto• Stephaine Williams• Sheila Williams-White• Jerry Zielinski• Kim St. Martin• Jennifer Rollenhagen• Melissa Nantais

Purpose

This day provides a workshop for school teams to further develop foundations of School-wide Positive Behavioral Interventions & Supports

(PBIS) building on the previous training. Descriptions and multiple examples will be

provided for the various components of Universal PBIS. Throughout the workshop,

school teams will be given time to individualize implementation strategies to meet their school’s

unique needs.

1

Outcomes Teams will leave this training with:

• Knowledge of your school’s implementation status and a clear plan for next steps

• Ways to improve the efficiency of your team in managing the implementation process

• A strategy to develop a schoolwide plan for responding to problem behaviors

• A strategy to develop a schoolwide plan for improving classroom management

• Completed the PBIS-TIC

11

To make this day the best possible, we need your assistance and participation

• Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions

• Be Respectful – Please allow others to listen

• Please turn off cell phones and pagers• Please limit sidebar conversations

– Share “air time”– Please refrain from email and Internet browsing

• Be Safe– Take care of your own needs

Setting Group Expectations

Agenda• Welcome & Implementation Status Update:

Positive Behavioral Interventions & Supports

• Effective School Leadership Teams

• Correcting Behavior Errors/ Responding to Problem Behavior

• Classroom Management

• School-Wide Information System (SWIS) as a Tool for Data Driven Decision Making

• Action Planning

11

Three Important Themes

• Create systems, not just programs, to support each and every student

• Earlier rather than later

• Evidence, not opinion

2

When you see this, it means. . .

This is an important idea!

Implementation Status Updates & Effective School Leadership Teams

EUPISD

SMARTISchoolwide Movement to Achieve RTI

Recall from January…

Each team selected person(s) for the following roles:

• Facilitator

• Time Keeper

• Note Takers

Big Ideas in PBIS:

Where have we been?

• Identify & define expectations• Teach expectations• Monitor expected behavior • Acknowledge/Encourage expected

behavior• Correct behavioral errors (continuum of

consequences)• Use data for decision making

2

Work in Progress

At our last training session we worked on:

•Identifying behavior expectations.

•Teaching behavior expectations.

•Monitoring student behavior.

•Acknowledging appropriate behavior.

Pair-up with another school team and discuss what activities you have been developing around schoolwide Positive Behavioral Interventions & Supports since we last met.

Team Time2

Purpose of the Building Leadership Team

To coordinate and manage the implementation of a 3-tier, integrated model of behavior and reading supports by:

– Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools).

– Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching).

– Using data for continuous improvement of student outcomes.

3

Recall… “I Gotta Feelin’”

Your charge:

To be the “Oprah Dancers” back in your building.

Efficient building leadership team structures

• More than ever, there are greater demands on education with decreasing resources.

• As you move forward with your implementation efforts you need to be as efficient as possible to obtain desired results.

3

Please take a moment to complete the “Conducting Leadership Team Meetings” self-assessment for your team

–What are you doing well?

–What might be improved in order to be more effective as a leadership team

Team Time

Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done.

3-6

QUICK FOLLOW-UP

During the Leadership Launch, Principals and Coaches’ were

introduced to the SWIS Readiness Activities. Please take a few minutes to review the SWIS Readiness Checklist

and determine what work your team still has to address back in the building.

Team Time


Correcting Behavior Errors

EUPISD


Big Ideas in PBIS:

Where have we been?

• Identify & define expectations• Teach expectations• Monitor expected behavior • Acknowledge/Encourage expected

behavior• Correct behavioral errors (continuum of

consequences)• Use data for decision making

Negative consequences within a system of Positive Behavioral

Interventions & Supports• Negative consequences are a way to

“keep the lid on”

• Prevents escalation of problem behaviors

• Prevents or minimizes reward for problem behaviors

7

It is important to remember:Before you consider punishing inappropriate behavior you should…

• Clearly identify the behavior you want to see

• Teach students how to perform the behavior

• Acknowledge students for engaging in the identified behavior expectations

Do not expect negative consequences to change behavior patterns. Teaching changes behavior.

7

Why not just punish problem behavior and not worry about all this “PBIS stuff”?

• Punishment does not teach new behavior (only escape or avoidance of the punisher)

• Punishment may elicit aggression

• Emotional side effects have been linked to punishment (e.g., fear, anxiety)

• Situations and people associated with punishment may become conditioned punishers

• Students may model or imitate punishment

• Person applying punishment may be reinforced for doing so

7

General guidelines for handling

problem behaviors• Proactively teach expectations and rules

• Ensure that there is a greater ratio of positive to negative interactions (e.g., 5:1)

• Provide hierarchy for rule violations

• Consequences are preplanned and posted

• Consequences for rule violation are explained and regularly reviewed

• Consequences are delivered consistently and in a timely manner

• Tie management of problem behavior back to the schoolwide expectations

8

Clarification of Rule Violations

Categorize Problem Behavior• Minor school infractions

– Typically managed immediately by staff in the context in which they occur

• Serious/Major school violations

– Typically referred to office and are usually managed by the school administration

• Illegal/Major behavior

– Almost always are managed by school administration in conjunction with local law enforcement agents

8

Minor Discipline Offenses

"Minor" discipline events are behaviors that can be redirected quickly without disrupting the flow of instruction or school activity, do not require the direct contact with the office, and if performed infrequently would not be considered a problem.

8

Major Discipline OffensesProblem behavior that is considered "major" requires the student to be referred to another location/staff person for addressing the problem

Major problem behavior may:

– Place self-or others at physical risk

– Prevent the on-going delivery of instruction

– Cause significant property damage

– Be illegal

8

Practice: Major vs. Minor• Travis always calls Amanda "Amanda Panda" and

he has a crush on her. Amanda hates this name and complains about it.

• Audrena slams her locker door after going to retrieve her pencil.

• Andrew carries a container of Skoal in his pocket to school.

• After being told to stop, a child running down the hall keeps on going and bumps into another child.

Minor

Minor

Major

Minor

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Practice: Major vs. Minor

• Brandy continues to call another student a "name" despite being reminded of the respectful expectations several times, and begins to call the student's home nightly despite being asked not to.

• Johnny was very frustrated by the amount of homework the teacher has assigned, he mumbled under his breath, "I'm not doing this stuff", and he slept the rest of the class period.

• During the group lesson, Juan repeatedly scrapes his rubber soled shoe along the tile floor. The other students laugh at the weird noise.

Major

Minor

Minor

9

Identifying procedures for addressing rule violations

Managing Minor Problem BehaviorWalker, Colvin, & Ramsey (1995)

• Remove adult and peer attention– Reinforce appropriate student behavior around the

student with the problem behavior• Redirect student to the expected behavior

– Acknowledge subsequent compliance and expected behavior

• Deliver a warning by providing an opportunity for the student to choose between the expected behavior and a penalty or loss of privilege

• Use additional resources to address the problem– If problem continues after 3 occasions develop a

planned intervention• Document the problem behavior and the

intervention

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Addressing Chronic or

Predictable Behavior Errors

Pre-correction can be used as a prevention strategy• Anticipating problem behavior

• Know what they are going to do when

• Given the content, we can predict the behavior

• If we can predict it, we can prevent it!

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Steps for Pre-correction

1. Identify the context

2. Pinpoint predictable problem behavior

3. Conduct behavior rehearsals (i.e. practice)

4. Provide strong reinforcement for expected behavior

5. Prompt expected behavior

6. Monitor the process and effect

Can be done with individuals or groups of individuals

10

Examples of Pre-correction• Pre-teaching

– Identify skills & components– Review steps– Practice (examples & non-examples)– Feedback (reinforce)– Pre-correct before transitions

• Behavioral Momentum– Identify responses that are already

associated with high levels of compliance– Present these requests first before less

desirable requests

10

Pre-Correction

• Think of a student you might identify as being “at risk” for behavior problems…

• How would you use pre-corrects to prevent this student’s problem behavior

Team Time11

Addressing Infrequent or Unpredictable Behavior Errors• Signal that error has occurred.

• State rule and expected behavior.

• Ask student to state/show expected behavior.

• Give positive feedback.

Precision Request1. Make quiet “please” statement. (e.g., please

get your art project out and start working).

2. Make your request in a non-question format.

3. Wait 5-10 seconds after making the request.

4. If the student starts to comply, provide praise (e.g., “Randy, you got your art project out and starting working as soon as I asked. I really appreciate that.”)

Rhode, G., Jenson, W. R., & Reavis, H. K. The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West

12

Precision Request (cont.)

5. If the student doesn’t comply within 5-10 seconds, repeat your request once.

6. If the student starts to comply within 5-10 seconds after your second request, provide praise.

7. If he still does not comply within 5-10 seconds, implement a preplanned reductive consequence that the student does not like.

8. After you implement the reductive consequence, begin the precision request process again making a please request. (e.g., “Randy, please get your art project out and begin working now.”)

Rhode, G., Jenson, W. R., & Reavis, H. K. The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West

12

Identifying a continuum of procedures to address problem

behavior

• It is important to identify a continuum of consequences that are matched to the intensity of the problem behavior.

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“It’s not the SEVERITY of your consequences

that will make them effective … it’s the

CERTAINTY ”

CHAMPS - Safe & Civil Schools (2006)

12

Sample Correction Procedures:Dodge City Elementary

13-15

Continuum of Behavior Problems worksheet…• Create a list of problem behaviors that you see within

your school setting• Place the behaviors on a continuum from least severe

to most severe1. Draw a box around the behaviors that need to be

addressed away from the instructional environment (e.g., office managed).

2. Draw a circle around the behaviors that can be handled through quick redirection/prompting to task.

3. Draw a star next to the remaining behaviors that need more than quick redirection but less than office management.

4. Write in possible consequence interventions to address these three different categories.

Team Time


17-19

Bully Prevention

download free from www.pbis.org

for Elementary Schools for Middle Schools

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Do not focus on “Bully”

• Focus on appropriate behavior

– What is the behavior you want (teach this)

• (e.g., Be respectful, Be responsible, Be safe)

• Focus on “non-structured” settings

• Cafeteria, Gym, Playground, Hallway, Bus Area

• Use same teaching format

• If someone directs problem behavior toward you.

• If you see others receive problem behavior

• If someone tells you to “stop”

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Teach students to identify problem behavior

The key is to focus on what is appropriate:

– Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate.

– Define most common problem behaviors. Use these behaviors as non-examples of school-wide expectations.

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Teaching Social Responsibility:

“Bully Proofing”• Teach desired behavior• Teach a verbal signal for unacceptable behavior: “stop”• Teach four key skills for social responsibility:

– Learn the difference between expected behavior and problem behavior

– If you “receive” problem behavior:– Label the behavior and say “stop”; walk;

squawk (tell an adult)– If you “see others” receive problem behavior”

– Label the behavior and say “stop”– If someone tells you to “stop”- then stop

20

Take a moment to discuss with your team:

•Is there a need to further investigate “bully-proofing” for your school?

•Or, if you already have a bully proofing program, is it aligned with PBIS? If not, make a plan for discussing how it can be aligned?

Team Time21

Applying procedures for addressing rule violations

School-Wide Plan

The absence of a school-wide plan may lead to:

• Inconsistent administration of consequences.

• Exclusionary practices that encourage further misbehavior through escape.

• Disproportionate amounts of staff time and attention to inappropriate behaviors.

• Miscommunication among staff, administration, students, and parents.

• Over reliance on punishment of problem behaviors.

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Applying Consequences…

Develop a system for notifying:

–Staff involved with the discipline of a particular student.

–Parents to avoid inconsistencies.

–Students of their responsibilities with regard to consequences if the intervention will not be administered immediately.

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General Procedure for Dealing with Problem Behaviors(Todd, 2004)

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to office

File necessary documentation

Determine consequence

Followthrough with

consequences

Problem solve

Follow documented

procedure

Write referral & Escort to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Ensure safetyFind a place to talk

with student(s)

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Review your school’s process for handling an office (major) discipline referral:

1. Discuss your own discipline procedure flow chart.

2. Does the student go to the office or another location?

3. How do they get there?

4. How is this incident recorded?

Team Time


22

Crisis plans for responding to extremely dangerous situations

• It is important for schools to have a plan in response to extreme danger (e.g., stranger with a weapon within school, dangerous fighting, etc)

• This plan should be communicated to each staff including a common signal to alert staff of the dangerous situation

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Discuss the procedures for addressing extremely dangerous situations within your school (e.g., stranger with a weapon, serious fight, etc.) …

– Is there as common signal to notify staff of these situations?

– Is this information readily available in all classrooms and office areas?

– How would new staff/ substitute staff learn of these procedures?

Team Time


22

Self-Assessment of Procedures for Discouraging Violations of School-Wide Rules

23-24

Complete the “Self-Assessment of Procedures for

Discouraging Violations of School-Wide Rules”

Team Time


22

Classroom Management

EUPISD


Why focus on classroom management?

• As disruptive student behavior decreases, teaching time increases, allowing all children to learn more.

• As behavior problems decrease, teachers are free to address other needs like supporting instruction.

• Learning positive behaviors is related to doing better academically.

MEAP- 4th grade Reading Assessment29 Elementary Schools In Michigan

Schoolwide: Over 55% of major discipline referrals from classroom

Schoolwide: Under 55% of major discipline referrals from classroom

Probability of scoring below 75% proficiency on 4th grade MEAP (Reading): .78

Probability of scoring above 75% proficiency on 4th grade MEAP (Reading): .75

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Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School

“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher

Evidence Based Practices in Classroom Management

1. Maximize structure and predictability.

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 (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Big Idea

We often assume Universal Supports are in place everywhere◦ But what about the classroom?◦ How is PBIS being used in the classroom to

prevent problem behaviors?◦ By fortifying the Universal (Tier I), we can

reduce need for more intensive supports

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What the Research Says about Classroom Management

• Linked with positive student outcomes (academic and behavior)

• Increased risk of preventing more serious problems among at-risk kids

• Supports all students in the prevention of possible current and future behavior problems.

• Strong management signals to kids that the class is a safe place to learn.

• Well managed classrooms are rated as having more positive climates.

(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

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What the Research says about Classroom Management

• Greater student engagement (Morrison, 1979)• Friendlier peer interactions and helpful

behaviors, more attentive, less aggression (Susman, Husten-Stein & Friedrich-Coffer, 1980).

• Teachers experience greater efficacy (Woolfolk, 2002)– Increased student achievement– Creative and flexible instructional delivery– Teacher longevity

26

In a Well-Managed Classroom

• Students are actively involved in their work• Students know what is expected of them and

are generally successful• There is relatively little wasted time,

confusion, or disruption• The climate of the classroom is work-oriented,

but relaxed and pleasant

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In Classrooms that were IneffectiveWehby, Symons, & Shores (1995)

• Less than half of student’s hand raises or correct academic responses were acknowledged by teachers

• Less than 2 praise statements per hour

• Most academic work consisted of independent seatwork

• Inconsistent distribution of teacher attention

• Compliance to a command generally resulted in the delivery of another command

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1. Maximize structure in your classroom.

2. Establish, teach, prompt, monitor, and evaluate a small number of positively stated expectations.

3. Maximize academic engaged time



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

Evidence Based Practices in Classroom Management

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1. Maximize Structure

• Develop Predictable Routines– Teacher routines– Student routines

• Design an environment that..– elicits appropriate behavior– minimizes crowding and distraction

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Literacy Center Tubs

Design a Functional Physical Layout for the Classroom

• Different areas of the classroom designed for different purposes

• Traffic Patterns• Visual access

– Teacher access to students at all times– Student access to instruction

• Density• Teacher desk

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2. Establish, teach, prompt, monitor, and evaluate a small number of positively stated

expectations

Establish

Teach

PromptMonitor

Evaluate

27

What Percentage of Time do these words represent to you?

• Always• Sometimes

• Usually• Frequently

CHAMPS – Safe & Civil Schools (2006)

Establish Behavioral Expectations/Rules

• A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do.

• Publicly post the rules.

• Should match SW Expectations

27

Classroom Routines

28

Teach rules in the context of routines

• Teach expectations explicitly.• Define rule in operational terms—tell students

what the rule looks like within routine.• Provide students with examples and non-

examples of rule-following.• Actively involve students in lesson—game,

roleplay, etc. to check for their understanding.

• Provide opportunities to practice rule following behavior in the natural setting.

29

Teach the rules• Define and teach classroom routines

• How to enter class and begin to work• How to predict the schedule for the day• 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 you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

– “Show me you are listening”• How to determine if you are doing well in class

• Establish a signal for obtaining class attention• Teach effective transitions.

29

What is Happening How to Solve the Problem

Someone hits you Tell the person to stop. If he does not stop, go to your desk to work until it is time to switch to your next center

You run out of something like paper; something breaks or does not work properly

Appoint a materials manager for help

Someone says something mean to you

Tell the person to stop, that his or her words hurt you; if he does not stop take your work to your desk and work alone

You do not know what to do at the center

“Ask 3 before Me” and other strategies

You cannot decide who should go first Person’s first initial in name is first in the alphabet; Rock, Paper, Scissors

How to Solve Problems During Center Time (based on age and grade level)

DPS Procedural Lessons

Examples of Possible Anchor Activities

• Skills practice at the computer• Reading from supplementary material (e.g. Leveled

Readers from StoryTown )• Free Reading from the Classroom Library• Vocabulary extension activities• Peer editing• Writing Assignments (Journal Writing)• Completing Unfinished Work

Anchor Activities are typically completed individually – homework is not an acceptable anchor activity

Prompt or remind students of the rules

• Provide students with visual prompts (e.g., posters, illustrations, etc).

• Use pre-corrections, which include “verbal

reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

29

Monitor students’ behavior

• Active supervision– Move around– Look around– Interact with students

• Reinforce• Correct

29

The Potential of a Greeting

Allday & Pakurar (2007)

Evaluate the effect of instruction

• Collect data• Are rules being followed?• If not ask..

– who is making them?– where are the errors occurring?– what kind of errors are being made?– when are they being made?

• Summarize data (look for patterns)

• Use data to make decisions

30

Establish, Teach, Review, Monitor, and Reinforce a small number of positively stated

expectations.

Routines

Expectations

Entering classroom

Seat work Small group activity

Leaving classroom

Show Respect

Be Responsible

Be Ready

30 & 31

How could your team use the

Implementation Plan for Teaching

Classroom Routines worksheet to help

improve classroom management within

your school?

Team Time

Managing and Coordinating the Process


31-33

3. Maximize Academic Engaged Time

Instruction Influences Behavior• Pacing• Opportunities for student responses

– Acquisition vs Practice

• Student feedback from teacher• Student choice• Sequence activities so preferred

activities follow more demanding activities

• Re-package it

34

Active Student Engagement: ExamplesProvide high rates of opportunities to respond

• Vary individual vs. group responding

Consider various observable ways to engage students

• Written responses

• Response cards

• Peer tutoring

• Pair share

• Guided notes

• Writing on individual white boards

• Choral responding

• Gestures

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Instructional Classroom Management• Among the best behavior management tools we

have in the classroom are providing:

– Effective Instruction delivered with fidelity

• Using research-based curriculum

– High rates of student participation

– Tasks that promote high rates of accurate responses

• 90% success rate or better

• The most frequent reinforcers in the classroom should be academic success and teacher feedback

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• Five instances of praise for every correction.

• Begin each class period with a celebration.

• Provide multiple paths to success/praise.• Group contingencies, personal

contingencies, etc

34

Increasing Positive Interactions

• Use individual conferences to provide specific praise

• “Search” for reinforceable behaviors• Reduce attention to misbehavior and increase

time rewarding positive behaviors• Praise should be…

– contingent: occur immediately followingdesired behavior

– specific: tell learner exactly what they aredoing correctly and continue to do in thefuture

35

Establish a continuum of strategies to acknowledge appropriate behavior.

• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies

35

Specific and Contingent PraisePraise should be…

–…contingent: occur immediately following desired behavior

–…specific: tell learner exactly what they are doing correctly and continue to do in the future• “Good job” (not very specific)• “I like how you are showing me active

listening by having quiet hands and feet and eyes on me” (specific)

35

Class Behavioral Contracts

• A written document that specifies a contingency for an individual student or in this case…whole class

• Contains the following elements:

– Operational definition of BEHAVIOR

– Clear descriptions of REINFORCERS

– OUTCOMES if student fails to meet expectations.

– Special BONUSES that may be used to increase motivation or participation.

(Wolery, Bailey, & Sugai, 1988)

35

Group Contingencies

Three types:– “All for one”

(All student’s behavior in group earns reward for group)

– “One for all”

(One student’s behavior earns reward for group)– “To each his/her own” (Independent groups

earn rewards for the group based on member’s behavior)

Orchard View Early Elementary

36

Group Contingencies: Filled Buckets at Cornell El

Establishing a Token Economy

• Determine and teach the target skills • Select tokens • Identify what will be back-up reinforcers• Identify the number of tokens required to

receive back-up reinforcers• Define and teach the exchange and token

delivery system• Define decision rules to change/fade the plan• Determine how the plan will be monitored

Guidelines from Sulzer-Azaroff & Mayer, 1991

36

• How might you help your staff by providing resources, guidelines and procedures for establishing and implementing a system that involves continuum of acknowledgments?

Team Time

Sharing this information with others in your school


37


• Apply consistently• Immediate feedback (when possible)• Plan consistent with school-wide plan

– Define the school-wide “rule” for what is managed in the classroom and what is sent to the office

• Consequence linked to context• Establish predictable consequences• Establish individual consequences AND group

consequences

37

Quick Error CorrectionsYour error corrections should be…

–Contingent: occur immediately after the undesired behavior

–Specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future

–Brief: after redirecting back to appropriate behavior, move on

37

Additional Strategies

• Give praise to student who is behaving appropriately near the student who is misbehaving. Serves as a prompt to the offending student without requiring a reprimand

• Nonverbal interaction with students; moving towards a student who is beginning to engage in inappropriate behavior, winking at another who is on track with instruction or given eye contact to another who is in need of a gentle reminder.

37

Classroom Management: Self-Assessment Revised (2006)

Simonsen, Fairbanks, Briesch & Sugai, 2006

38-43

Team Time

Take a moment to complete the classroom management self-assessment

• How might you use this self-assessment tool for improving classroom management practices with your school?


38-43

Summary

• Classroom management is a microcosm of Schoolwide

• Classroom environment needs to be purposefully engineered to promote successful student behavior

• Student behavior needs to be taught directly using same process as academic skills

• We can’t expect students to engage in a behavior that they do not know how to do

44

Classroom Management Resources

The Effective Elementary Classroom BookAuthor(s): Geoff Colvin and Mike LazarGrades: K-6www.sopriswest.com

Teaching Effective Classroom RoutinesAuthor(s): Joe Witt, Lynn LaFleur, Gale Naquin, and Donna GilbertsonGrades: PreK-6www.sopriswest.com

Instructional Classroom Management: A Proactive Approach to Behavior ManagementAuthor(s): Craig Darch and Edward Kameenui Longman Publishing Group

CHAMPS: A Proactive and Positive Approach to Classroom ManagementAuthor(s): R. Sprick, M. Garrison, & L. HowardGrades: K-9www.pacificnwpublish.com

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School-Wide Information System (SWIS)

EUPISD


Tracking problem behavior• In order to evaluate our effectiveness in

reducing problem behavior, we need a way to track behavior problems

• We use the School-Wide Information System (SWIS) for this purpose

– Each major discipline problem should be documented on the school’s referral form

– This information is then entered into the School Wide Information System (SWIS)

• SWIS is not a punisher/consequence for problem behavior, but a data system for tracking behavior problems

45

Discipline Referral ProcessesCoherent system in place to collect major (office) discipline referral data

– Faculty and staff agree on categories– Faculty and staff agree on process– Office Discipline Referral Form includes

specific information• Name, date, time• Staff• Problem Behavior• Location

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Review: Major vs. Minor Discipline Offenses

• Minor problem behavior can be redirected quickly without disrupting the flow of instruction

• Major problem behavior may cause harm to self-or others, property damage or prevents the delivery of instruction

Identifying the possible motivation for problem behavior

• SWIS requires that you enter the possible motivation for the problem behavior incident

• This information can then be used…

– As a component of a comprehensive functional behavior assessment

– To develop more meaningful interventions for students within your school (matching student need to intervention)

45

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M. Scott, Ph.D.Carl J. Liaupsin, M.S.

C. Michael Nelson, Ed.D

http://serc.gws.uky.edu/pbis/

46

http://serc.gws.uky.edu/pbis/

Why people behave as they do is obvious in many cases

Why do you eat cookies?

Why do you take out the garbage?

Why do you read books?

To avoid unpleasant smells in the house.

Because they taste good.

Because you enjoy the story.

46

At other times it may be difficult to understand why people act as they do.

We do know that our behaviors are learned and continue because they serve some purpose or motivation. That is, we engage in behavior because we have learned that certain desirable outcomes are likely.

Learned Behavior

Desirable Outcome

Behavior Continues

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Behaviors serve one of two motivation functions

– Tangibles (food, toys, money, etc.)

– Activities (extra play time, computer time)

– Attention (smiles, conversation, scolding, etc.)

– Internal states (rest, self-stimulation, success, etc.)

– Tangibles (disliked food, scary items, etc.)

– Activities (reading, math, gym)

– Attention (scolding, conversation, lectures, etc.)

– Internal states (failure, fatigue, pain, etc.)

They help us to get something we like.

They help us to escape or avoid something we do not

like.

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Jose is often seen sitting next to the railing on the school steps with other students. This morning, he pushed another student out-of-the-way when he tried to sit in Jose’s spot.

What is the motivation for Jose pushing the other student?

A. Obtain items/activitiesB. Avoid adultC. Obtain peer attention

When the lunch bell rings, Billy runs and sits at the table. Once seated he can open his lunch box and begin to eat.

What is the motivation for Billy’s running to the lunch table?

A. Obtain items/activitiesB. Avoid adultC. Obtain peer attention

When her lab partner has body odor, Suzanne asks to work alone at her desk during class.

What is the motivation for Suzanne’s asking to work alone?

A. Obtain peer attentionB. Obtain items/activitiesC. Avoid Peer(s)

Mr. Feeble asks Ralph to take out his math book. Ralph responds, “Your mother wears combat boots.” Mr. Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralph’s rude comment to Mr. Feeble?

A. Avoid task or activityB. Avoid Peer(s)C. Obtain adult attention

Sally sits next to Simon. Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him. Sally giggles.

What is the motivation for Simon’s bizarre behavior?

A. Avoid task or activityB. Obtain peer attentionC. Avoid Adult

Discuss how your team would work to get:

1.Your staff fluent at categorizing problem behavior.

2.Your staff fluent at identifying the motivation for problem behavior.

Team Time


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How might you improve the discipline referral process:

• Accuracy of completing the forms,

• Training of new staff/substitutes,

• Timeliness of completing referrals, entering data, and generating reports.

Team Time


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Action Planning

EUPISD


Keep in mind:

This year, we are developing systems so that we are ready to start the 2012-2013 school year to implement with fidelity.

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Not just attending training…

• “REAL” PBIS schools are implementing changes

–Developing support structures

–Modifying practices

• Meeting implementation criteria on evaluation tools

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Important to Remember

As a leadership team…

Continue to work on achieving the items on the team implementation

checklist

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Team Time

Review the Team Implementation Checklist and the Practice Profile

This information frames the work

around implementation of Positive Behavior

Supports

4852

• Complete the Team Implementation Checklist as a team.

• If you have a computer with you, enter the TIC scores on the PBIS Surveys website (www.pbissurveys.org).

• If you don’t have a computer with you, plan for who will enter the data and when.

Team Time


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http://www.pbissurveys.org/

Institutionalizing Memory

As you are completing assessments, developing plans and creating materials, remember to place these items in a notebook for easy reference

Today we covered…

• Current status of implementation efforts

• Effective leadership teams

• Consequences for inappropriate behavior

• Classroom management

• SWIS

• Team implementation

• Look at your Follow-up Activities Worksheet:

– Did you record everything you need to accomplish?

– Which actions are priorities?

– Discuss your plan for completing the work.

Team Time

The work you are doing is so important. Thank you for being a

part of our learning community and for all that you do for students!

Safe travels!

s pbis day 3 eupisd smarti schoolwide movement to achieve rti

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