MiBLSi Effective Classroom Management

PBS in the CLASSROOM

These materials were created to help supplement MiBLSi Core Training and are not intended for formal publication

Mary BechtelCarrie Rabbitt Josh Townsley

Three general components of MiBLSi1. School Wide PBS2. Early Literacy Skills3. Classroom Level PBS

A very General Overview

#1 ARRA Funds for County Schools 6 Buildings in all 4 Districts MiBLSi would not accept Center Based

School◦ Felt they did not have model to address needs yet

However, we had 2 ISD External Coaches that I Supervise.

Mary Bechtel, Regional MiBLSi Coach from KRESA

Why MiBLSi?

Our ISD Prgrams◦ 12 Classrooms◦ 5 Locations◦ Two Centers◦ 3 Local District Programs Locations◦ EI, CI, ECSE, HI, Life Skills

What Would be Meaningful for all our Diverse Programs?◦ Classroom Level Strategies first◦ Follow with School wide PBS

Why Classroom Based/Not School Wide?

Randy Sprick and Wendy Reinke Basis for MiBLSi Classroom Mgt. Model Conversation, Help, Activity, Movement,

Particiaption

CHAMPS

Conversation: Can students talk to each other during this activity?Help: How do students get the teacher’s attention and their questions answered?Activity: What is the task/objective? What is the end product?Movement: Can students move about during this activity?Participation: How do students show they are fully participating? What does work behavior look/sound like?Success: When students meet CHAMPS expectations, they will be successful!

CHAMPS

Heart of the Program

Structure for Success Teach Expectations Observe and Monitor Interact Positively Correct Fluently

STOIC Five Key Behavior Intervention Areas

Research Based 500+ Schools Agree Highly trained, Experienced, Effective

Support◦ They know what works and what it takes

Repeatable, Practical Model◦ Best professional development activity we’ve had

in the 5 years I’ve been at LCISD. Consensus of staff.

◦ Product and Practice Oriented Training

Strengths of MiBLSi Model

Nothing Provides the structure to focus on Effective

Classroom Mgmt. Practices we all know. Simplicity is it’s strength. That’s why I believe it is a great framework

for the ambitious plan for our programs.

What’s the Big Deal?

#2 2 Days of PD Products:

◦ 3-5 Classroom Rules Posted◦ Reinforcement Schedule◦ Behavior Plan – Reinforcement/Consequences◦ Behavior Matrix◦ Lesson Plan for each Matrix Area◦ Schedule of Teaching/Re-teaching of Expectations◦ SWIS Definition of Behaviors

Structure and Products

All expectations are defined Teaching of expectations from lesson plans Flip Chart to focus Staff and Students Focus on 5:1 ratio Active Monitoring so behaviors don’t decline Collect Data on Problem Behaviors (SWIS) Use to inform Instruction Classroom Structure Review Opportunities to Respond (6/min.) Plan for Responding to Appr/Inappr. behavior

In the Classroom

Training Tools and Outcomes

Level of Student Freedom/Structure in RoomExample: Sharpening your pencil

Low Structure/High Level of Freedom1) When someone is not teaching or speaking to the class.2) When you need to sharpen your pencil

Medium Level of Structure/Freedom1) When there is no line at the pencil sharpener.2) Sharpen quietly with no talking.3) Respect personal space of others along your way.

High Structure/Low Level of Freedom 1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.

Adapted from Sprick, R. (2009) CHAMPS

Teach Expectations Explicitly

# 1: Structure & Organize for Success: Physical Layout

Develop a seating/room arrangement that…◦ Ensures all students can see easily see presentations

during whole-group instruction◦ Minimizes distractions◦ Allows for small-group instruction◦ Includes choice centers (for students who finish their

work early or as a reward for special achievement)

# 1: Structure & Organize for Success

ACTIVITY: Drawing Your Layout

Sample Classroom Rules

Arrive on time with all your materials.

Keep hands, feet, and objects to yourself.

Work during all work times.Follow directions immediately.

For each major ACTIVITY and TRANSITION ask yourself… What outcome do you want each student

to achieve? (Consider using “I can” statements)

What voice level is acceptable? How do you want students to access help? What movement is permitted? What does active student engagement

look like and sound like? What materials should students be using?

Expectation Morning Routine

Seat Work Small Group Activity

Teacher directed instruction

Outcomes

Voice

Help

Movement

Engagement

Materials

Expectation Matrix

Research review - landmark studies

Dr. Wesley Becker found that with children who crave adult attention…

…as the rate of criticism increases the rate of their misbehavior increases.

This is the “Criticism Trap”

# 3: Interact positively with students: escaping the criticism trap

• How? – Increase your attention to desired behavior

(versus attention to misbehavior) – Aim for a 5:1 ratio– Use prompts and reminders for YOURSELF to

praise more: paperclips, card rips, observations, etc.

– PRACTICE how to praise* – Start off right: greet students at door - attend to

the kids so they FEEL WELCOME and WANTED– LOOK for strengths.

FOLLOW-UP ACTIVITY Schedule a time with a colleague (or using

video) to count your own ratios of interactions

Get a date on your calendar List the date you selected on the “date

sheet” that’s coming around. You will NOT share your results with anyone

but your partner unless you choose to do so.

# 5: Actively engage students in observable ways

• How? – I do, we do, you do – Partner sharing – Computer Assisted Instruction – Classwide Peer Tutoring (can Google “Vanderbuilt”)

◦ Every kid in class is taught to be tutor and tutee◦ Every kid in class is given opportunity to fill each role ◦ NOT ability based

– Thumbs up/thumbs down – Echo responding– Cloze reading (Maze) – Direct Instruction (scripted programs) and direct

instruction (choral responding)– Guided notes (for older kids) Give kids an outline and

they fill in the blanks. – Response cards or white boards

EXPECTATIONS FOR STAFF

Classroom Rules posted in room Completed Expectation Matrix – submitted

to administrator Expectations explicitly taught to students Ratio of Interactions counted (for your own

information only – write date on date sheet) Opportunities to Respond counted (for your

own information only – write date on sheet)

3-6

SCI Classroom Products

#4-6

Planning Tools