Strengthening Positive Classroom Management in

Elementary Schools Judy Arthur, First Steps to Success Coordinator, Tigard Tualatin School District

Sally Helton, EBIS Coordinator, Tigard Tualatin School District

GoalsExamine methods for surveying teachers and administrators to determine areas where professional development is neededShow how one district analyzed survey data district-wide in order to focus on supporting areas that were rated as most in need of supportDemonstrate a cost effective method for providing professional development on classroom management throughout a district

TTSD Demographics 10 Elementary Schools, 3 Middle Schools, 2 High Schools, 1 Alternative School (12,400 students)Elementary student population ranges from 487 to 65622% Hispanic (Ranges from 4% to 42%) 35% Free and Reduced Lunch (Ranges from 11% to 61%)PBIS in place since 1996Counselor at each elementary school, no associate principals2 district level behavior coaches.

Annual PBIS Surveys completed in TTSD

School-wide Evaluation Tool (SET)Outside evaluators interview students and staff regarding PBIS systems and practices

Benchmarks of QualityPBIS Teams self-evaluate their own PBIS systems and practices

Self-Assessment SurveyOn-line survey taken by all staff,

PBS Self Assessment Survey

Purpose of the Survey Completed on-line by entire staff in 20 to 30 minutes Provides an annual assessment of effective behavior support systems in the school. Evaluates the status and need for improvement of four behavior support systems:

(a) school-wide discipline systems, (b) non-classroom management systems (e.g., cafeteria, hallway, playground), (c) classroom management systems, and (d) systems for individual students engaging in chronic problem behaviors.

Self-Assessment Survey, Continued

Survey results are summarized and used for a variety of purposes including:annual action planning,internal decision making,assessment of change over time,awareness building of staff, andteam validation.

In TTSD, the survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout the school

Spring 2009 Self Assessment Survey

Classroom Systems QuestionsClassroom settings are defined as instructional

settings in which teacher(s) supervise & teach groups of students.

1. Expected student behavior & routines in classrooms are stated positively & defined clearly.2. Problem behaviors are defined clearly.3. Expected student behavior & routines in classrooms are taught directly.4. Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).5. Problem behaviors receive consistent consequences.

Classroom Systems Questions, Continued

6. Procedures for expected & problem behaviors are consistent with school-wide procedures.7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.8. Instruction & curriculum materials are matched to student ability (math, reading, language).9. Students experience high rates of academic success (> 75% correct).10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching).11. Transitions between instructional & non-instructional activities are efficient & orderly.

Areas of Concern5. Problem behaviors receive consistent consequences.7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. 9. Students experience high rates of academic success (> 75% correct).10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching).11. Transitions between instructional & non-instructional activities are efficient & orderly.

School PBIS Teams created actions to address these areas

5. Problem behaviors receive consistent consequences. 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. 9. Students experience high rates of academic success (> 75% correct).11. Transitions between instructional & non-instructional activities are efficient & orderly.

But, where are the resources for this?

10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching).

And Why is classroom management important?

Outcomes of Poor Classroom ManagementMore disruption of learningMore Office Discipline ReferralsMore time spent dealing with inappropriate behaviorLower test scoresLess time for instruction

Academic Learning Time?: Typical School1170 Hours in a typical school year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.)= 835 Allocated Time (Time scheduled for teaching)- 209 (25% of allocated time for administration, transition, discipline-15

minutes/hour)= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate 80%)= 375 Academic Learning Time

Education Resources Inc., 2005

Efficiency Rating = 32%

How can Good Classroom Management help with

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days)

- 65 Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)

- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour)

= 710 Instructional time (actually hours teaching: 710 vs. 626)

- 71 Time off task (Engaged 90% of time)

= 639 Engaged Time (639 vs. 469 On task)

- 64 Unsuccessful Engaged Time (Success Rate 90%)

= 575 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 49%

Unallocated Non-Instructional Time75% vs. 85% = 84 more hours

Difference in 15 minutes vs. 9 minutes/hourEmploying PBS strategies in your school: Teaching expectations, teaching transitions and routines, managing appropriate and inappropriate behavior efficiently

Engagement Rate75% vs. 90% = 86 more hours

Management of groups, positive acknowledgement systems, group contingencies

Success Rate (Rate and Level!)80% vs. 90% = 30 more hours

Appropriate placement, leveled instruction, effective teaching

So what?200 hours more academic learning time (575 vs. 375)Equivalent of over 43 more days in school!!

The Difference: Typical vs. Effective Schools

Education Resources Inc., 2005

Effective Behavior Management Practices

1 Define and teach 3-5 behavioral expectations (rules)2 Establish Routines (Build a Predictable Environment)3 Engage in Active Supervision (Move, Scan, Interact)4 Design a Functional Physical Layout for the Classroom5 Maximize Academic Engaged Time6 Promote Academic Success by Matching Curriculum to Student

Skills7 Establish an Effective Hierarchy of Consequences for Problem

Behavior8 Vary Modes of Instruction9 Have a System for Teachers to Request Assistance10 Establish a “positive environment” (5 praises for every correction)

from Sugai, Colvin, Horner & Lewis-Palmer

District Provided Support

Annemeike Golly presented 2 hour training on Classroom Management for all elementary teachers.Three Half-day trainings provided for classified and certified staffTraining provided for music, PE, and library/media teachers

But More Support is Needed!

calvary

Achieving Training OutcomesJoyce & Showers (2002)

OUTCOMESKnowledge (thorough)

Skill Demonstration

Use in the classroom/

schoolTheory & Discussion+ Demonstration/ modeling+ Practice&Feedback in Training+ Coaching (ongoing follow-up & support) 21

0%10% 5%0%20%30%

5%60%60%

95%95%95%

Coaching DefinedCoaching is the active and iterative delivery of:

(a) promptsthat increase successful behavior, and

(b)corrections that decrease unsuccessful behavior.

Goals of CoachingFluency with trained skillsAdaptation of trained concepts/skills to local contexts and challenges

And new challenges that arise

Rapid redirection from miss-applicationsIncreased fidelity of overall implementation

The Plan – Part 1Identify Master Teachers

Principals/Counselor nominationInvitation to Master Teachers to participate

Schedule the filmingFilm Master TeachersCreate Video training DVDsCreate Feedback tool

You have been nominated by your administrator!

We’re looking for:

Strategies for continuing classroom instruction, even when problem behavior occurs.Positive environment is maintained (5 positive comments to every correction, first comment positive, etc.).Classroom expectations and routines are taught and re-taught.Academic engagement is maximized (student have opportunities to respond -0.5/min).Self-management routines are established (students know what to do when they enter in the morning or what to do when they finish work).Varied modes of instruction are used.

The Plan – Part 2Identify schools with the most need (pilot schools)

Determine with principal best approach to sharing trainingOptions: total staff training, team level or individual teacher

Targeted group Completes Pre-Assessment using Horner et. Al Classroom Management Self Assessment ToolT

Self-Assessment Tool

Feedback Tool

The Plan Part 3Targeted group views the video and uses the feedback tool to

identify the classroom management strategies they observed the Master Teacher using.

Individual teachers target one area to focus on in their classroom for the coming week.

We recommend that targeted teachers video themselves and use the feedback tool to identify their strengths and areas for development. Upon request, a coach will review the teacher’s video and feedback tool with the teacher and provide additional support.

A month after viewing the initial training video, targeted teachers will complete the post assessment.

Sample Training Video

Summary

Questions?Contact us: Judy Arthur: jarthur@ttsd.k12.or.usSally Helton: shelton@ttsd.k12.or.us