What? Schoolwide PBS in My Classroom?

Jill Miller M.Ed. and

Nanci W. Johnson Ph.D.

Center for PBSCollege of EducationUniversity of Missouri

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingData

DecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Where We’re Going Today

• Why is Classroom PBS Pivotal?• The 8 Classroom System Essential Features• Supporting Efficient and Effective Classrooms

in Your Building

Reflection Questions• How will our SW-PBS team share information with

faculty members regarding each Classroom System Essential Feature (CSEF)?

• How would our SW-PBS team know if the faculty are fluent with the components of each CSEF?

• How will our SW-PBS team support our faculty members in consistently implementing each CSEF?

• How would our SW-PBS team know if the faculty are implementing each CSEF with fidelity?

Newcomer, 2008

The Story in One Building

Newcomer, 2008

The Story in One Building

The Story in One Classroom

The Story in One Classroom

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Sessions

Frequency of V

erbalizations

Baseline Level 1 Level 1 & 2 Level 1, 2, & 3 Follow-up

Verbalizations

Off-Task

Classroom System Essential Features

• Classroom expectations/rules identified, taught and acknowledged

• Classroom routines identified, taught and acknowledged

• High rates of positive feedback 4:1

• Respectful redirect/Error correction

• Active supervision

• Multiple opportunities to respond (OTRs)

• Activity sequence/Offer choice

• Academic success/Task difficulty

Classroom Expectations/Rules

Expectations and Rules

• Expectations are outcomes• Rules are the specific criteria for meeting

expectation outcomes• Rules identify and define concepts of

acceptable behavior• Use of expectations and rules provides a

guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards

Guidelines for Writing Rules

1. Consistent with schoolwide expectations/rules

2. Observable & Measureable

3. Positively stated

4. Understandable

5. Always applicable – Something the teacher will consistently enforce

Expectations and RulesExample…

• Expectation is students will be Safe– Rules are…

• Keep hands and feet to self

• Use materials correctly

• If someone bothers you say,

–“Please stop”

–Ignore/walk away

–Get help from a teacher

Good Rule or Inappropriate Rule?

• Keep hands and feet to yourself• Turn in completed assignment• Respect others• Walk in the hallways• Don’t run• Think before responding• Come to class on time, prepared with all supplies and

assignments• Be responsible• Be ready to learn• Sit in your seat unless you have permission to leave it

Schoolwide Classroom Rules Assessment

• Classroom Rules are identified and meet the following criteria: Observable, Measurable, Positively Stated, Understandable, and Always Applicable

• Rules are posted big, bold and beautiful in each classroom.

• Lessons are developed to teach classroom rules • Rules are regularly referred to by staff when

interacting with students (positive and corrective)• A teaching schedule that includes classroom rule

lessons is developed

Classroom Procedures/Routines

Procedures & Routines

• Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom.

• Classroom procedures are patterns for accomplishing classroom tasks.

• Procedures form routines that help students meet expectations stated in the rules

Procedures & Routines

• Procedures should be succinct, positively stated and in age-appropriate terms

• Keep “Who, what, when, where, why, and how” in mind

• Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment

Elementary Example

• Lining Up– Sit quietly when you hear the quiet signal

– Neatly place books and materials in your desk

– Quietly stand when your name (or row) is called

– Push your chair under your desk

– Quietly walk to the line

– Stand with your hands at your sides, facing forward, no talking

Secondary Example

• Class Discussion– Prepare for discussion by reading the required

assignment in advance

– Wait until the other person is finished speaking before you talk

– Stay on topic

– Respect other’s opinions and contributions

– Use appropriate expressions of disagreement

Classroom Procedures

• Entering the room • Exiting the room • Entering the room late • Start of class • Getting teacher attention • Accessing materials /

supplies • Working independently • Working in groups

• Movement around the room • Storing and accessing

personal items (hats, backpacks)

• Participating in Discussion • What to do when finished

working • Turning in assignments • Turning in homework • Getting work missed due to

absence

Schoolwide Classroom Procedures Assessment• Essential classroom procedures are identified

and developed• Essential procedures are taught in each

classroom• Procedures are prominently posted in student

friendly language to provide a visual cue

High Rates of Positive Feedback

We Know Teachers Predictably Provide Feedback for…

1. Correct Academic Responding– On average a ratio of 3.7: 1 positive

to negative

2. Inappropriate Behavior– On average a ratio of 12.63:1

negative to positive~White, 1975

A Little Research…

• At risk student compliance to teacher commands does not predict teacher praise above the level of chance.

• At risk students were observed to comply with 80% of teacher requests but received confirmatory (positive performance) feedback only 2% of the time.

(Gunter & Cutniho, 1997; Shores et al., 1993; Shores, Jack, Gunter, Ellis, DeBriere, & Wehby, 1993; Van Acker et a., 1996).

Positive Academic Feedback by Grade Level

• First Grade Teachers Give an Average of 1.21 Feedback Statements Per Minute

• Dramatic Drop Off of Positive Feedback Statements After First Grade

• High School Teachers Give an Average of 1 Feedback Statement Per Hour

Positive Feedback

Effective feedback is ….

• Clear and specific

• Directly related to rules and procedures

• Natural and logical

• Applied immediately

• Includes hierarchy of alternatives

Continuum of Classroom Positive Feedback

Free & Frequent Intermittent Strong & Long Term

Verbal Praise

Smile

Stickers

Rubber Stamps

Thumbs up

Home Notes

Phone Calls

Special Privileges

Computer Time

Social/Free Time

Special Seat

Field Trip

Special Project

Recognition

Ceremonies

Honor Roll

Positive Feedback Assessment

• All staff receive training on free and frequent, intermittent, and strong/long term positive feedback in classroom settings

• A system of free and frequent positive feedback Is developed in each classroom

• A system of intermittent positive feedback is developed in each classroom

• A system of strong and long term positive feedback is developed in each classroom

Error Correction

Respectful Redirect/Error Correction

Consider this…

“The single most commonly used but least effective method for addressing undesirable

behavior is to verbally scold and berate a

student” (Albetro & Troutman, 2006).

Respectful Redirect/Error Correction

Should be….

• Calm

• Consistent

• Brief

• Immediate

• Respectful

Respectful Redirect/Error Correction

Continuum of Classroom Response Strategies . . . 1. Prompt = visual or verbal cue

1. Redirect = restate matrix behavior

1. Re-teach = tell, show, practice, acknowledge

1. Provide Choice = range of alternates

1. Conference with Student

Respectful Redirect/Error Correction Conference Procedures

1) Positive, private, using quiet voice

2) Describe the problem

3) Describe the alternative (what the student should do instead)

4) Tell why alternative is better

5) Practice (student should tell and/or show)

6) Provide feedback

Schoolwide Classroom Error Correction Assessment

• All staff receives training on a classroom continuum of corrective feedback.

• All staff regularly refer to the classroom continuum of corrective feedback when responding to misbehavior

Active Supervision

Active Supervision

• Moving Technique– Classroom set-up– Pacing of content (time to move)

• Scanning Techniques– Classroom Set-up– Teacher positioning

• High Rates of Student Contact– Formative feedback to students– Academic and Behavioral

Schoolwide Classroom Active Supervision Assessment

• A consistent schoolwide definition of classroom active supervision has been developed

• All staff receives training on classroom active supervision

Academic InstructionMultiple Opportunities to Respond

Activity Sequence / Offer ChoiceAcademic Success / Task Difficulty

Behavior support and academic support are two sides of the same coin, we need to better understand how they are linked.

~ Horner & Sugai 2005

Multiple Opportunities to Respond

Increasing Opportunities to Respond (OTRs) has been associated with increased on-taskbehavior, lower disruptive behavior, and higher correct responding.• Choral Response / Mixed Responding• Written Response/Response Cards (personal

white boards or computer synced devices)• Think-Pair-Share

Activity Sequence / Offer ChoiceVarying activity sequence increases task performance and decreases disruptive behavior. • Interspersal of Activities > intersperse type or

difficulty of problem given• Choice of Activities

– Provide list of tasks for day/period and allow students to choose order

– Provide list and each student chooses one option• Choice of Materials

– Pen, pencil, markers– Handwritten vs. typed

Academic Success / Task Difficulty

• Previously Introduced Content ALL students should be responding with 90% accuracy

• Newly Introduced Content ALL students should be responding with 80% accuracy

Schoolwide Classroom Academic Instruction Assessment

• ALL staff receive training regarding academic instructional strategies.

• All staff consistently utilize a variety of academic instructional strategies to increase learner engagement and on-task behavior.

• All staff provide academic instruction at levels appropriate to allow for academic success of ALL students.

Classroom System Essential Features

• Classroom expectations/rules identified, taught and acknowledged

• Classroom routines identified, taught and acknowledged

• High rates of positive feedback 4:1

• Respectful redirect/Error correction

• Active supervision

• Multiple opportunities to respond (OTRs)

• Activity sequence/Offer choice

• Academic success/Task difficulty

Reflection Questions• How will our SW-PBS team share information with

faculty members regarding each Classroom System Essential Feature (CSEF)?

• How would our SW-PBS team know if the faculty are fluent with the components of each CSEF?

• How will our SW-PBS team support our faculty members in consistently implementing each CSEF?

• How would our SW-PBS team know if the faculty are implementing each CSEF with fidelity?

Developing a Comprehensive Plan• Practice: Classroom System Essential Features

Implemented Schoolwide• System:

– Professional Development– Individual Classroom Level Planning

• Rules• Procedures/Routines• Feedback - Positive and Corrective

• Data:– What is the fidelity if Implementation across ALL

classrooms? Formative Feedback to Staff!– What is the outcome of increased use of CSEF?

Resources• RPDC SW-PBS Consultant!• Mo SW-PBS Website www.pbismissouri.org • National Website www.pbis.org • Articles:

– Kern, L. & Clemens, N. H. (2007) Antecedent strategies to promote appropriate classroom behavior. Psychology in Schools, 44(1) pages 65-75.

– Kern, L. & State, T.M. (2009) Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18(2), pages 3-11.

– Haydon, T. Borders. D.E., & Clarke, L. (2009). Using effective instructional delivery as a classwide management tool. Beyond Behavior, 18(2), pages 12-17.