Classroom PBIS

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Classroom PBIS

• Lori Lynass, Ed.D.
• Jinna Risdal MA, NCC.

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TEACHER Updated Job Requirements

• Expert in Numerous Subjects
• Computer Programmer/Copy Machine Technician
• Surrogate Parent
• Emergency Medical Technician
• Theatrical Performance Abilities
• Behavior Analyst
• Can Go Seven Hours Without Using Bathroom

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Effective Teachers

• Spend more time promoting responsible behavior
  than responding to irresponsible behavior (Beaman
  Wheldall, 2000 Walker Gresham, 2004).
• Recognize that misbehavior occurs for a reason,
  and they takw that reason into account whne
  deciding how to respond (Alberto Troutman,
  2006 Scheuermann Hall, 2008)

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Characteristics of a Well - Managed Classroom

• Students are deeply involved with their work.
• Students know what is expected of them and are
  generally successful.
• There is relatively little wasted time, confusion
  or disruption.
• The climate is work-oriented but relaxed and
  pleasant

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The Challenge

• Exclusion and punishment been the most common
  responses to conduct disorders in schools.
• Rose, (1988) Nieto, (1999) Sprick, Borgmeier,
  Nolet, (2002)
• Exclusion and punishment have been found to be
  ineffective at producing long-term reduction in
  problem behavior
• Costenbader Markson (1998)

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We Lack Consistency and We Spend Too much Time
Being Reactive
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Ever Heard These?

• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phoebe, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention...lets take a walk down to the office
  have a little chat with the Principal.

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PBIS objective.

• Redesign support teaching learning
  environments that are effective, efficient,
  relevant, durable
• Outcome-based
• Data-guided decision making
• Evidence-based practices
• Systems support for accurate sustained
  implementation

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In Your Classroom
You can have a child within every level.
What does your Classroom Look like? Even
students with EBD fall within the triangle.
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A Comparison of Approaches to Academic and
Social Problems

• We Assume
• Student learned it wrong
• Student was (inadvertently) taught it the wrong
  way
• Next We
• Diagnose the problem
• Identify the misrule/ re-teach
• Adjust presentation. Focus on the rule. Provide
  feedback. Provide practice and review
• Finally We Assume
• Student has been taught skill
• Will perform correctly in future

• We Assume
• Student refuses to cooperate
• Student knows what is right and has been told
  often
• Next We
• Provide a punishment
• Withdraw student from normal social context
• Maintain student removal from normal context
• Finally We Assume
• Student has learned lesson and will behave in
  future
• Colvin, 1988

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Change in Practice How Staff Members Interact
with Students

• Every time any adult interacts with any student,
  it is an instructional moment!
• PBIS emphasizes
• Teaching behaviors like we teach academics
• Modeling and practicing expected behaviors
• Reinforcing expected behaviors
• Precorrecting to ensure positive behaviors are
  displayed

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Is Tier One in Place in the Classrooms?

• Classroom-wide positive expectations taught,
  encouraged reinforced and match school-wide
  expectations
• Teaching classroom routines cues taught
  encouraged
• Ratio of 4-5 positive to 1 negative adult-student
  interaction
• Do Staff Agree with and Understand Classroom and
  Office Managed Behaviors
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction curriculum

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Structure the Classroom for Success

• Vision
• Organization
• Classroom Management
• Instructional Management
• Response to Problem Behaviors

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Creating the VisionWhen you know where you are
headed, you can guide students to their own
success.
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Human Behavior

• Serves A Function
• Is Taught and Learned and Thus Can Be Retaught
  and Changed
• Yes, For Some Students This Can Be a Longer
  Process.
• And Yes, Our Behavior Has to Change Too.

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The Three Variables of Behavior

• Conditions What is prompting or enabling the
  behavior?
• Behavior What is the person doing?
• Consequences What is encouraging or
  discouraging the behavior?

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Understanding the Impact of Culture on Behavior
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Culture Defined

• The word culture implies the integrated pattern
  of human behavior that includes thought,
  communication, actions, customs, beliefs, values
  and institutions of a racial, ethnic, religious
  or social group.

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Acceptability of Behavior Across Settings
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Ethnicity and Behavior

• A minimum of 18 studies have shown
  disproportionately poorer educational outcomes
  for African-American, Hispanic-American, and
  Native-American students compared to White
  students
• These studies document
• African-American students disproportionately
  high rates of discipline referrals, high rates of
  special education referrals, low academic
  achievement
• Hispanic-American students disproportionately
  low rates of discipline referrals in elementary
  schools, higher rates of discipline referrals in
  middle schools, high rates of depression, low
  academic achievement
• Native-American students disproportionately high
  rates of special education referrals, low
  academic achievement

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Poverty Behavior

• Children living in poverty face social conditions
  over which they have little control. It is not
  their choice where they live. It is not their
  choice that their parent may be unemployed or
  disabled. They often have the feeling they want
  or need to escape this environment and do better
  but they feel they have no control over the
  nature and quality of their lives.

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Poverty Behavior

• Students in poverty may not complete assignments,
  not study for tests, or not come to school
  prepared to learn because of poverty related
  circumstances in the home environment.
• These children may be unable to concentrate or
  focus. They may be unwilling or unable to
  interact with peers and/or adults in school in an
  effective manner. These issues not only have an
  impact on the learning of the child of poverty
  but can also impact the learning of other
  children.

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Gender and Behavior

• Male Students Are
• Disciplined more often than female students.
• Receive harsher punishments for the same
  offenses.
• Are more often referred to special education.
• Are acknowledged and called on less than female
  students.

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Culture, Services and Your School
10 Minutes

• What are the culturally, linguistically,
  racially and ethnically diverse groups within the
  geographic locale served by your school?
• To what degree are these groups accessing
  services at your school?
• How can your school better serve these
  populations?

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Motivation

• The greatest behavior management tool
• is engaging instruction positive feedback that
  is obtainable
• by the student.
• And Teacher Relationships Matter!

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Motivation and Behavior

• A student who is misbehaving is more motivated to
  do so.

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Motivation

• Most people are motivated by a mix of intrinsic
  and extrinsic factors, so we must increase both
  of these - Sprick
• Thinking about your job. What are the factors
  that motivate you for this both intrinsically and
  extrinsically?

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Expectancy X Value

• Expectancy multiplied by Value Motivation
• Expectancy is the degree to which the student
  expects to be successful at the given task.
• Value is how much the student values the reward
  for the success.
• This applies for both academics and behavior.

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Establish Guidelines for Success Expectations

• Respect
• Responsibility
• Safe
• Kind
• Integrity

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Establish Guidelines for Success Expectations

• Establish 3-5 all encompassing guidelines or
  expectations for you class.
• If there are established school-wide
  expectations, then ideally these would also be
  your classroom expectations.
• Guidelines are known, posted, modeled taught and
  re-taught.

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Clear and Consistent Expectations
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RAM PRIDESCHOOLWIDE

• Respect Ourselves and Others
• Act Responsibly
• Model Safety
• Strive for Excellence
• North Thurston High School

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When Considering Expectations

• Think of the common misbehaviors you see do
  these expectations address those?
• What are the cultures represented in your
  classroom and how would they define these? What
  are the most important expectations in those
  cultures?
• How will you make these developmentally
  appropriate?

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Creating Expectations
10 Minutes

• Discuss 3-5 possible expectations with a
  partner(s).
• What are the considerations before solidifying
  your expectations?
• Schoolwide expectations
• Culture
• Grade/Ages of Students
• If you have expectations do they need to be
  clarified with teachers?

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Classroom Rules/Guidelines

• Rules build from expectations.
• Before you develop rules, consider the
  misbehaviors you think will most likely occur.
• Consider grade level and development.
• Who will have input into your rules?
• Are they measureable and observable?

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Classroom Behavior Matrix
Seat Work
Silent Reading
Science Period
Lining Up
Activity Expectation
Use materials Correctly KYHFOTY
 
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Behavior Matrix
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Establishing Guidelines
15 Minutes

• What are the main activities and transitions that
  students in your setting will engage in?
• Begin to complete the Mapping Schoolwide
  Expectations template.

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Teaching Expectations
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3 Step Process for Communicating Expectations

• 1. Teach you expectations before the activity or
  transition begins.
• 2. Monitor student behavior.
• 3. Provide feedback during and at the conclusion
  of the activity.
• Cycle Begins Again for New Activity

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Teaching Expectations

• Define and offer a rationale for each expectation
  
• Describe what the behavior looks like and sounds
  like
• Actively involve students in discriminating
  between non-examples and examples of the
  expectations
• Have students role play the expected behaviors
• Re-teach the expectations often
• Reinforce desired behavior
• Washbrun S., Burrello L., Buckman S. (2001).
  Schoolwide behavioral support. Indiana University.

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Teaching the Expectations

• Video of Two Schools
• http//www.schooltube.com/video/310a7d73ce81fee
• ab669/HNMS-PBISTardies

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Teaching Your Expectations
5 Minutes

• What will you need to do to be ready to teach the
  expectations in your classroom?
• Who else needs to be involved in this process?

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Reinforcing Desired Behaviors
Celebrate the Behaviors You Want To See More!
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Reinforcement Motivation

• Build Positive Relationships With Students
• Provide Positive Feedback
• Provide Intermittent Feedback
• Strive to Provide a High Rate of Positive
  Interactions

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Build Positive Relationships!

• Research indicates that students have a higher
  achievement and engage in fewer problem behaviors
  when they have a positive relationship with the
  teacher (Cameron Pierce, 1994 Smith Lewis,
  2004).
• Meet the Students At The
• Door Each Day if Possible!

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Reinforcement Systems Rationale

• Focuses attention on desired behaviors
• Increases the repetition of desired behaviors
• Fosters a positive class climate
• Reduces amount of time spent on discipline
• Increases instructional hours

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Ratio of Interactions

• Follow the ratio of interacting at least 5x more
  when a student is behaving appropriately.
• For every 1 negative comment, strive to make 5
  positive ones.

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Characteristics of Effective Praise

• Good praise follows the if-then rule.
• Make sure students are doing exactly what you
  want them to be doing.
• Praise them within 1 or 2 seconds after the
  behavior occurs.
• If it is an on-going behavior, praise during the
  behavior.

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Giving Positive Feedback

• Positive feedback needs to be sincere and should
  be informative.
• State, expectation meet and behavior that is
  meeting the expectation.
• Ibraheem, nice job on raising your hand and
  being respectful of the learning of others.
• Sally, thank you for showing responsibility by
  cleaning up after finished.

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Reinforcement

• Plan for Reinforcement by Considering
• Individual Reinforcement Options
• Group Reinforcement Options
• What will be the Criteria for Earning
  Reinforcement?
• How will Reinforcement be Managed?

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INCENTIVES

• Long-term
• Fall fun day
• Pizza
• Skating
• Spring May day
• Barbeque
• Rock climbing slide
• Dance
• D.J.
• Face painting
• Softball game

• Short-term
• Classroom dollars
• Front of lunch line
• Choose story
• Electronic Lunch
• Student of the day
• Eat lunch with you
• Call home, note home
• Caught being good
• Students nominate fellow students

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Washington High Franklin Pierce School District
Desired Behaviors Reinforced
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Tomcat Tickets
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Reinforcement
15 Minutes

• With a Partner Discuss -
• Plan for Reinforcement by Considering
• Individual Reinforcement Options
• Group Reinforcement Options
• What will be the Criteria for Earning
  Reinforcement?
• How will Reinforcement be Managed?

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Chapter 5 The First Month
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First Day

• Be Prepared!
• Social Expectations Instruction
• Classroom Rules
• Daily Schedule
• Classroom Layout
• Attention Signal
• Beginning Ending Routines
• Student Work

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The First MonthWhen you teach students how to
behave responsibly during the first month of
school, you dramatically increase their chances
of have a productive year.

• Final Preparations, sign, entry activity,plan for
  greeting, dealing with parents, seating
• Day One schedule, introduction, attention
  signal
• Day 2 Through 20 (The First Four Weeks)
  Teaching procedures and routines
• Special Circumstances- new students

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First and Foremost

• Relationships Matter!
• Meet students at the door every day.

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Family Contacts

• Make initial contact with families and then
  establish a system for regular contacts
  throughout the year.
• Open House/Curriculum Night
• Introduction Letters
• Phone Calls E-mails
• Progress Reports
• Good News Postcards/Calls
• Meetings

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New Students

• How will you communicate expectations to new
  students and provide them with needed support?
• Teach Individually
• Reteach Class Northstar Way Example
• Create a Video
• Pair them up with another student
• Schoolwide Newcomers Club

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LUNCH
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Classroom Environments How To Get Organized
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Has Anyone Had One of These Classes?
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Organization

• When you have well-organized routines and
  procedures for your classroom, you model and
  prompt organized behavior from your students
• Arrange a Efficient Daily Schedule
• Create a Positive Physical Space
• Use a Consistent Attention Signal
• Design Effective Beginning and Ending Routines
• Manage Student Assignments
• Manage Independent Work Periods

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THE DAILY SCHEDULE

• An effective schedule applies the premack
  principal
• Provides variety so students stay focused
• Considers teachers ability to present various
  activities
• Considers maturity level of students
• -Write down your schedule of subjects
• -Balance types of activities (group work and
  independent work)
• -Avoid having an activity run too long
• Prepare for problematic times of the day
• Teach students what you expect and how they can
  meet those expectations

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For Each Scheduled Activity Consider

• What will Happen Before Instruction
• During Instruction
• After instruction
• Effective and efficient beginning and ending
  procedures
• create an invitational and supportive atmosphere,
  and
• communicate that time will not be wasted
• Review Expected Behavior

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Sample Daily Schedule
845-915 Opening Group/ Goal Reviews 915-1000
Choice Time 1000-1045 Reading 1045-1100 Rec
ess 1100-1105 Quick Check-In 1105-1145 Math
1145-1200 Math Games 1200-1230 Lunch 1230-1
245 Silent Reading 1245-130 Science 130-145
Structured Choice 145-215 Music 215-245 Hi
story 245-305 Goal Review/ Clean-up/Buses
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Sample Daily Schedule - Block Class, Math

• 1230 - 1240 Warm-up
• 1240-1255 Direct Instruction (I Do)
• 1255-110 Guided Practice (We Do)
• 110-130 Independent Work (You Do)
• 130-145 Group Activity Applying New
  Concept
• 145-150 Pack-up, Transistion

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Daily Schedule
10 Minutes

• Using the form provided, sketch out a sample
  daily or class schedule that employs the Premack
  Principal.
• Is this different than your current schedule?

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PHYSICAL SPACE

• Arrange the physical space in a way that promotes
  positive student/teacher interactions and reduces
  the possibility of disruptions
• One of the most effective behavior management
  strategies a teacher can implement is to
  circulate throughout the room as much and as
  unpredictably as possible
• Pay attention to temperature, lighting, aromas,
  and noise (Jensen, 2005)
• Do you need a Break space?

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Layout of the ClassroomAffects Learning

• Many studies have identified teacher interaction
  with students as being connected to student
  seating location. Those students seated in the
  front of the room and down its center (action
  zone) are more likely to receive attention from
  the teacher.
• Students facing an instructional area have easier
  access to it those with their backs to
  instruction can avoid participation.
• The arrangement of the classroom should allow
  teachers access to interact with every student.

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Possible Arrangements
Cubs
Notre Dame
Colts
Illinois
Evertson, Poole, 2006
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Possible Arrangements
Evertson, Poole, 2006
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ATTENTION SIGNAL

• On the very first day of school, you must teach
  the students what the signal is and how you
  expect them to respond
• -Can be given at any location in the room
• -Can be used outside of the classroom
• -Visual and auditory
• -Ripple effect
• - Example Class, your attention please then
  move right arm from 900 to 1200wait for
  students to stop talking and raise their hands

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Implement Effective Instructional Practices

• Have an engaging style of presentation.
• Actively involve students in lessons and provide
  opportunities to respond.
• Have clear objectives and evaluate progress.
• Ensure high rates of students success through
  differentiated instruction.
• Provide students with immediate performance
  feedback.

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Beginning, Transition Ending Routines

• Opening, transition and dismissal routines that
  are welcoming, calm, efficient, and purposeful
  demonstrate to students that you care about every
  minute of class time

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Critical Instructional Practices for First Five
Minutes of the Day

• One day I said, "Justin, why are you always late
  to class?"
• And he said, "Because, nothing happens during the
  first five minutes in this class!"

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BEGINNING ROUTINES

• Effective and efficient beginning and ending
  procedures create an invitational and supportive
  atmosphere, and communicate that time will not be
  wasted
• Meet students at the door
• Prepare an activity that students can work on the
  first few minutes of class while you take
  attendance
• Have a procedure prepared for
• - students who are tardy
• - students who do not have materials
• - students who have been absent
• Inform students of these procedures during the
  first couple of days of school!

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ENDING ROUNTINES

• Leave enough time at the end to ensure things end
  on a relaxed note
• Have procedures for wrapping up the day/class
  period
• Provide feedback on things they are doing well
  and things they need to work on
• Have a procedure for dismissal

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Manage Student Assignments

• Assigning Classwork and Homework
• How will you manage this?
• How will students who are absent know what to do?
  
• How can students track this?
• How can struggling students get help?

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Manage Student Assignments

• Establish System for Collecting Completed Work
• Keep Records and Provide Feedback
• Dealing With Late/Missing Assignments Have a
  Policy For This and A Way For Parents to Stay
  Informed.

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Manage Independent Work Periods

• Be Sure Assigned Work Can Be Completed
  Independently, Provide Assistance or Modify Work.
• Keep Independent Work Times Developmentally
  Appropriate.
• Provide Guided Practice First.
• Develop System For Getting Help.
• Teach Review Expected Behavior.

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Monitor Your Progress

• Monitor the Following
• Students meeting expectations
• Reinforcement
• Consequences
• Tardies
• On-Task Behavior
• Ratio of Positive/Negative Interactions
• Family/Student Satisfaction

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Responding to Problem Behaviors
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Classroom Assessment
10 Minutes

• Take 10 minutes and complete the provided
  assessment.
• What are the areas you could focus on?

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10 Minute Break
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Reactive and Aversive Solutions often Yield More
Problems

• Creates environments of control
• Triggers reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic social
  behavior programming

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Reactive responses are predictable.

• When we experience aversive situations, we
  select interventions that produce immediate
  relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others

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Discouraging Problem Behavior

• Clearly defined problem and context
• e.g., hat in class, tardies, transitions, etc.
• Precorrection/preventive strategy
• for identified risk times or settings
• Consistent procedures
• e.g, all staff, settings, minor behaviors
• Teaching Opportunity
• focus on appropriate expectation

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Correction Procedures

• Analyze and Adjust the Implementation of Your
  Basic Management Plan
• Analyze and Adjust the Strategies You Are Using
  to Build a Positive Relationship
• Analyze the Misbehavior and Develop a Function
  Based Intervention
• Have You Reviewed Desired Behavior?

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Consequences to behavior

• We need to have an agreed upon continuum for
  managing behavior, that is enforceable and
  reasonable.
• We also need to understand the function of the
  behavior, and individualize the response at
  times. (One size does not fit all)

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Responding to Level One Behaviors

• Acknowledge students exhibiting expected behavior
• Secure attention redirect student to expected
  behavior
• Provide choice between expected behavior and
  staff-managed consequence
• Deliver staff-managed consequences consistently
• Do not make Mountains out of Molehills
• Avoid escalating problems
• Follow through with office-managed consequences
• RETEACH and REINFORCE

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Vignettes of Minor Problem Behavior

• Off Task
• Minor Aggression

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Teach Correction Procedures for Level One
Behaviors

• Teach Students How You Will Respond and Be
  Consistent
• I will make eye contact
• I will move closer to you
• I will ask you Are you with me?
• I will point to the in class Break Space
• I will hand you the Buddy Room Form

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Responding to Problem Behavior
15 Minutes

• What will be your step by step process for
  handling minor problem behaviors?
• Could you staff agree on a school-wide system?

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Keep in mind

• An effective correction system will work for most
  students and staff, most of the time
• It wont be perfectthere will always be the top
  of the triangle to keep us humble.

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Red Zone The Final Frontier

• We all share this story
• What can we really do?
• Be in youths shoes.
• Build a relationship.
• Set clear limits.
• Monitor frequently.
• Reinforce desired behaviors.
• Work with your student support team.

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Mirror, Mirror- Neurons Neural Wi-Fi
The frontal lobe does not fully develop until the
mid-twenties
Cause Effect, Logic are High Road aspects of
social interaction
Mirror neurons pick up on others emotional
states, assist with empathy and compassion, along
with survival
Fight, Flight, or Freeze and Mirroring are Low
Road aspects of social interaction
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Emotions and the Brain
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Vignettes of Escalating Behavior
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Secondary Version of Daily Progress Report Card
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Super Road Runner
    Student___________________
Date____________ Goal_________  
Reading
Math
Social Studies/Science/Art
Specialist
Way to Go! (4) Met expectations with positive
behavior. DAILY
TOTAL_______ Good (3) Met expectations with
only 1 reminder or correction. OK (2)
Needed 2-3 reminders or corrections. Tough Time
(1) Needed 4 or more reminders or
corrections.  
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Classrooms with poor behavior management produce
negative student outcomes

• Classroom management linked to the number of
  students at risk for EBD (National Research
  Council, 2002)
• Poor classroom management place students at risk
  of current and future behavior problems (Aber,
  Jones, Brown, Chaudry, Samples,1998 Ialongo,
  Poduska, Werthamer, Kellam, 2001)

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Final Thoughts
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Upcoming PBIS Trainings/Events

• PBIS Coaches Competencies Training Series - Sept
  16th, ESD 113, Olympia
• Fall PBIS Coaches Institute Oct 21st, ESD 105
  in Yakima
• Tier 1, 2, 3 and Data Strands
• 10th Annual NWPBIS Network Conference Feb 29th-
  Mar 2nd Portland
• Skill Building and General Sessions on a variety
  of PBIS/RTI Topics
• www.pbisnetwork.org

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Thank You!

• Lori Lynass, Ed.D.
• lynassl_at_gmail.com
• www.pbisnetwork.org
• www.soundsupportsk12.org