Connecting SW-PBIS to the Connecting SW-PBIS to the Classroom: Designing Classroom: Designing Classroom Supports Classroom Supports

Patti Hershfeldt, Ed.D.Johns Hopkins University

Bloomberg School of Public HealthCenter for Prevention of Youth Violence

phershfe@jhsph.edu

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than

acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

ObjectiveObjective

Identify actions for a school-wide team to improve the quality of classroom management throughout their school

Big IdeaBig Idea

We often assume green zone green zone is in place everywhere◦But what about the classroom?◦How is PBIS being used in the classroom

to prevent yellow zone behaviors?◦By fortifying the green zone, we can

reduce need for yellow zone

Today’s QuestionsToday’s QuestionsHow important is classroom management?

How can teachers ‘grow the green’? How can we identify areas of strengths using the Classroom Management Self Assessment?

Classroom behavior support practices blend with school-wide systems

As a team, how will you work to make all classrooms effective settings?

What the Research Says about What the Research Says about Classroom Management 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)

What the Research says about What the Research says about Classroom ManagementClassroom ManagementGreater 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

In a Well-Managed ClassroomIn a Well-Managed ClassroomStudents are actively involved in their workStudents know what is expected of them and

are generally successfulThere is relatively little wasted time, confusion,

or disruptionThe climate of the classroom is work-oriented,

but relaxed and pleasant

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

5 Key Features of Classroom 5 Key Features of Classroom ManagementManagementReview each featureConsider a system for taking this

information to the whole facultyBuild a “measure” of school-wide

classroom management◦Use this measure for action planning and

continuous improvement

1. Maximize structure in your classroom.2. Establish, teach, prompt, monitor, and

evaluate a small number of positively stated expectations.

3. Maximize academic engaged time4. 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

1. Maximize Structure1. Maximize StructureDevelop Predictable Routines◦ Teacher routines◦ Student routines

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

Design a Functional Physical Layout for Design a Functional Physical Layout for the Classroomthe ClassroomDifferent areas of the classroom designed for

different purposes Traffic PatternsVisual access◦Teacher access to students at all times◦Student access to instruction

DensityTeacher desk

Questions for Planning Physical SpaceQuestions for Planning Physical SpaceHow many students will you have in the

room at one time?How should your pupil’s seats be

grouped?What kinds of activities will be taking

place in your classroom?Do any students need to be isolated? If

so, is it for certain activities or for most of the day?

How is movement in the classroom to be regulated?

What can you do to create a sense of well-being and safety for your students in your classroom?

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

EstablishEstablish Behavioral Expectations/Rules 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

Teach Teach rules in the context of routines 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.

TeachTeach the rules the rulesDefine 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 attentionTeach effective transitions.

PromptPrompt or remind students of the rules or remind students of the rules

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

• Use pre-corrections, which include “verbalreminders, 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).

MonitorMonitor students’ behavior students’ behavior

Active supervision◦Move around◦Look around◦ Interact with students Reinforce Correct

EvaluateEvaluate the effect of instruction the effect of instructionCollect dataAre 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

Establish, Teach, Review, Monitor, and Reinforce a Establish, Teach, Review, Monitor, and Reinforce a small number of positively statedsmall number of positively statedexpectations.expectations.

Routines

Rules

Entering classroom

Seat work Small group activity

Leaving classroom

Show Respect

Be Responsible

Be Ready

3. Maximize academic engaged time3. Maximize academic engaged time

The Effective TeacherTeaches students not a subject or a grade level Maximizes academic learning timeHas students earning their own achievementKeeps the students actively engaged in learning

- Wong, 1998

Wong: The 4 kinds of time at school Wong: The 4 kinds of time at school Allocated Time 100%◦Total time kids are in class

Instructional Time 90%◦Total time you can observe a teacher teaching

Engaged Time 75%◦Total time a student is involved in the learning

Academic learning time 35%◦Time during which a student can demonstrate

their learning.

Maximize Academic Engaged Time: Maximize Academic Engaged Time: Instruction Influences BehaviorInstruction Influences Behavior

PacingOpportunities for student responses◦ Acquisition vs Practice

Student feedback from teacherStudent choiceSequence activities so preferred

activities follow more demanding activities

Re-package it

4.4. Establish a continuum of strategies Establish a continuum of strategies to acknowledge appropriate behavior.to acknowledge appropriate behavior.

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

Increasing Increasing PositivePositive Interactions Interactions

Use individual conferences to provide specific praise

“Search” for reinforceable behaviorsReduce attention to misbehavior and increase

time rewarding positive behaviorsPraise should be…

– contingent: occur immediately followingdesired behavior

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

Activity: Classroom AcknowledgementsActivity: Classroom Acknowledgements

What is a Student Behavior that you Value

How is student behavior acknowledged?

Is recognition benefiting one student, group, whole class, whole student body?

1.

2.

3.

5. Establish a continuum of strategies to 5. Establish a continuum of strategies to respond to inappropriate behavior. respond to inappropriate behavior. Apply consistentlyImmediate 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 officeConsequence linked to contextEstablish predictable consequencesEstablish individual consequences AND group

consequences

Alpha vs. Alpha vs. BetaBeta COMMANDS COMMANDS

Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”)

Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)

(Annemieke Golly)

Reasonable and Logical StrategiesReasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Chews Gum Teacher sends student to the office

???

Turns in a sloppy paper

Teacher refuses the paper

???

Walks in noisily

Teacher ignores behavior

???

Reasonable and Logical StrategiesReasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Chews Gum Teacher sends student to the office

Dispose of gum, writes paper on the issue

Turns in a sloppy paper

Teacher refuses the paper

Redoes the paper

Walks in noisily

Teacher ignores behavior

Walks in again quietly

Reasonable and Logical StrategiesReasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Passes paper in incorrectly

Teacher deducts 10 points

???

Arrives late Teacher sends student to the office

???

Does not bring text book or pencil

Student sits at their desk without a pencil or textbook

???

Reasonable and Logical StrategiesReasonable and Logical Strategies

Student Behavior

Common response

PBIS response

Passes paper in incorrectly

Teacher deducts 10 points

Passes paper in again correctly

Arrives late Teacher sends student to the office

Misses instruction and has to get help from a peer

Does not bring text book or pencil

Student sits at their desk without a pencil or textbook

Student has to borrow one from the teacher for .50 cents (classroom money)

Use Use DataData to Examine Classroom to Examine Classroom System: Tools to helpSystem: Tools to help

Resources on Classroom Resources on Classroom ManagementManagement

CHAMPs: A proactive and positive approach to classroom management ◦ Sprick, R. Garrison, M., & Howard, L. (1998). Pacific

Northwest Publishing.

Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches◦ Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).

Pacific Northwest Publishing.

Classroom Check-upClassroom Check-upA consultation model designed to increase behavior

management◦ Conduct observations◦ Assess critical classroom variables◦ Provide feedback◦ Collaboratively design individualized intervention plan ◦ Teachers self-monitor/ and are receive ongoing feedback and

support

(Reinke et al., 2008)

Classroom Check-Up Observation Form Classroom Check-Up Observation Form Step 1Step 1

Opportunities to respondCorrect academic responsesDisruptionsRatio of Interactions◦Specific praise◦General praise◦Reprimands

Classroom Check-Up Observation Form Classroom Check-Up Observation Form Step 2Step 2

For the next 5 minutes, focus on a different student every 5 seconds.

Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again.

Continue until 5 minutes has elapsed.

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Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent.

44 /60 = 73%

Sample

CCU Feedback FormCCU Feedback FormCalculate your data/talliesFill into the feedback columns (by looking at the

benchmarks)Choose ONE goal!Watch your students succeed!

A few notes◦These are determined by ideal research

conditions◦Special education considerations

Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer

Effective Classroom Management PracticesCurrent Status

Not In Pl0

Partial 1

In Place 2

DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations)

ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIORNMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding

a) Classroom activities have locationsb) Teacher able to monitor whole class c) Traffic patterns established

FEEDB ACK4. Active supervision of classrooma) moving through classroom, scanning, interacting 5. Positive environment establisheda) 5 positive comments to every correction/negativeb) First comment is positive/ celebrations

MAXIMIZING STUDENT ENGAGEMENT6. Maximize academic engagement a) Opportunities for student responses (0.5/min) 7. Promote academic successa) Academic success rate matches level of learningb) Curricular adaptations available to match student ability 8. Vary modes of instruction

ADDRESSING PROBLEMATIC BEHAVIOR9. Hierarchy of responses to problem behaviora) Do not ignore moderate/intense problem behaviorb) Specific feedback for social/academic errorsc) Responses to problem behavior allow instruction to continue10. System available to request behavioral assistance

Summary Score Total Points = ______ X 100% = % 20

ClassroomClassroom Management: Self AssessmentManagement: Self AssessmentClassroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

1. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

1. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

1. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

1. I provided each student with multiple opportunities to respond and participate during instruction. Yes No

1. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)Yes No

1. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

1. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No

1. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No

1. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No

Overall classroom management score:

10-8 “yes” = “Super”

7-5 “yes” = “So-So”

<5 “yes” = “Improvement Needed”

# Yes________

Simonsen, Sugai, Fairbanks, & Briesch, 2006http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=174

ResourcesResourcesCoaching Classroom Management: Strategies and Tolls for

Administrators and Coaches◦Sprick, R., Knight, J., Reinke, W.M., & McKale, T.

(2006). Pacific Northwest Publishing.

CHAMPs: A proactive and positive approach to classroom management ◦Sprick, R. Garrison, M., & Howard, L. (1998). Pacific

Northwest Publishing.◦ Function Based Thinking: A systematic way of thinking

about function and its impact on classroom behavior. Beyond Behavior (in press)

Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P.Good Behavior Game Implementation & Procedures Manual ◦ Anderson, C,M. & Rodriguez, B.J.