Foundations in PBIS

How did we get here?

Simonsen et al., 2008

Evidence-based practices in classroom management: What all instructors should be doing in the classroom

1. Maximize structure.

2. Identify, define, and teach expectations.

3. Increase academic engagement.

4. Establish a continuum of supports to encourage appropriate behavior.

5. Establish a continuum of supports to discourage inappropriate behavior.

More background

Brandi SimonsenUniversity of Connecticut

Diane MyersTexas Woman’s University

Additional resources

The Office of Special Education Programs Technical Assistance Center for Positive Behavioral Interventions and Supports (www.pbis.org)

Additional resources

www.apbs.org

Additional resources

www.txbehaviorsupport.org

Getting started:Why do we need CWPBIS?

Talk among yourselves . . .

• With a neighbor or in your groups, answer the following questions:

– What does good classroom management look like?

– What does poor classroom management look like?

– Are good classroom managers born or made?

Be ready to report out in three minutes!

Why is classroom management important?

• For more than 10 years, the NEA’s annual surveys reveal that teachers rank classroom management as their No. 1 concern (Larrivee, 2009).

• Teachers generally believe that they are unprepared to deal with disruptive behavior (Reinke et al., 2011).

• An estimated 40%–50% of teachers leave the field within their first five years of teaching; many cite student discipline and motivation as contributing factors (Ingersoll & Smith, 2003; Smith & Ingersoll, 2004).

• NCLB and increased accountability; zero-tolerance policies

What are the consequences of effective classroom management?

• Increased instructional time

• Imagine that a school has 1,000 office discipline referrals (ODRs) per year.

• Imagine that after improving classroom management practices across the school, ODRs decrease by 10%, to 900, the following year.– 10% is a low estimate, given what the research shows us

regarding reduction in office discipline referrals!

The impact of reducing ODRs, continued

• Imagine that each ODR takes 20 minutes of administrator time.

• 100 ODRs (i.e., the reduction) x 20 minutes equals 2000 minutes—or 33 hours of administrator time.

• That administrator got back a full four days of work during which he or she can go back to being the instructional leader of the school.

The impact of reducing ODRs, continued

• How about the students?

• If each ODR takes the student out of class for 45 minutes, 100 fewer ODRs means 4,500 additional minutes spent in class.

• That’s 75 hours—two weeks!—of instructional time given back to students.

What is classroom management?

• Classroom management discipline.– What’s the difference?

• Classroom management:– Systems set up by the teacher to maximize

academic and social achievement in the classroom• Discipline:– How teachers respond to inappropriate behaviors

in the classroom

What does good classroom management “look like”?

• How can we measure classroom management?– How can we tell if classroom management is

effective?

• Look at student behaviors and outcomes:– On-task behavior– Academic engagement– Academic achievement– Disruptive behavior

Are good classroom managers born or made?

• Characteristics seem intuitive, right?

• Good classroom managers are made.– Gimmicks will never last!

• Good classroom managers are teachers who understand and use specific techniques.– Awareness of and training in techniques can change teacher

behavior.– These changes will change student behavior.– Research confirms this assertion!

Marzano et al., 2003

How does CWPBIS fit within SWPBIS?

Bambara & Kern, 2005

What is schoolwide positive behavior support?

• Today schools are expected to do more—with a wider range of children—than ever before, including:– Increase academic performance– Build social competence– Ensure student safety

• Traditional “get-tough” approaches do not address the needs of modern schools.

Bambara & Kern, 2005

What is schoolwide positive behavior support?

• Schoolwide positive behavior support (SWPBIS) emphasizes:– Prevention of problem behavior– Active instruction of social skills– Continuum of consequences for problem behavior– Systems to reinforce appropriate behavior– Organizational systems to support all students’

behavioral needs– Data collection and evaluation

Bambara & Kern, 2005

SWPBIS: Foundations

• Schools traditionally provide behavior support only to those students who demonstrate problem behaviors.

• SWPBIS is based on the public health model of preventive, multitier intervention:– Tier 1 (universal): Delivered to everyone– Tier 2 (targeted): Received by at-risk groups– Tier 3 (individualized): More intensive

Primary Prevention:Schoolwide/Classwide

Systemsfor All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Received by ALL

~80% of Students

SOME~15

%

FEW ~5%

CONTINUUMOF SCHOOLWIDE INSTRUCTIONAL

& POSITIVE BEHAVIORAL

INTERVENTIONSAND SUPPORTS

www.pbis.org

SYST

EM

S

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence& Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

Like evidence-based classroom

management practices!

Today’s training in classroom

management practices!

www.pbis.org

SWPBIS settings

• To be truly “schoolwide,” positive behavioral interventions and supports must be present across all domains in a school, including:– Classroom– Non-classroom– Individual student– Family– Community