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PBIS Team Leader and Coach Training
Baltimore County Public Schools
Positive Behavioral Interventions and
Supports SYST
EMS
PRACTICES
DATA
OUTCOMES
November 8, 2010Conference Center at Sheppard Pratt
“Children are eager
and capable
learners…”
What We Know…
Research on early learners from Alexa Posny, 2009
Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Research(Hart & Risley, 1995)
Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Working class child
1251 12 7
Research(Hart & Risley, 1995)
Words Heard
per hour
Affirmatives per hour
Prohibitions per hour
Professional family child
2153 32 5
Working class child
1251 12 7
Child living in poverty
616 5 11
Research(Hart & Risley, 1995)
How…• “Early intervening services…are services
for children in kindergarten through grade 12 (with a particular emphasis on children in kindergarten through grade 3)
• who have not been identified as needing special education and related services,
• but who need additional academic and behavioral support to succeed in a general education environment.”
What We Know…
“There is a greater tragedy than being
labeled as a slow learner
--and that is being treated as one.”
“Early learning begets later learning and early success
breeds later success…The later in life we attempt to repair early deficits, the costlier remediation
becomes…”
James Heckman, Nobel Prize-Winner, Economics, 2000
Why…
“A longitudinal study of 407 students found that 74% of the children
whose difficulty in reading was first identified at nine years of age or
older continued to read in the lowest quintile throughout their middle and high school years.”
What We Know…
• The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up
• The longer a student goes without assistance, the longer the remediation time and the more intense the services must be
What We Know…
• Academically and behaviorally
Response to Intervention (RTI) is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a schoolwide basis, to provide any student more intensive support–and monitor their progress—than typically available in every classroom.
How…
Systematic Academic & Behavior Planning Supports Classroom Instruction
Academic Skills
Academic Behavior
Organization of materials
Time management
Work Completion
Behavioral/ Social/Emotional
Skills
Instructional Practices and Instructional Practices and InterventionsInterventions
Fre
qu
en
cy,
In
ten
sity
, F
req
uen
cy,
In
ten
sity
, D
ura
tion
Du
rati
on
Tier 3:Selected Interventions
•Small groups/individual students•Reduce complexity and severity
of academic and behavior problems
Tier 2: Targeted Interventions
•Groups of students/at risk•Reduce academic and behavior
problems
Tier 1:Universal Interventions•All settings, all students•Prevent academic and
behavior problems
Food for Thought
“There are really only three types of people:
Those who make things happen;
Those who watch things happen; and
Those who ask, ‘What happened?’” --Ann Landers
What type of person are you?
• Students must know what is expected of them
• Behavior is learned
• Schools must provide safe, learning conducive and predictable environments
• We must teach students what positive behaviors look like
What We Know…
How…• By intentionally designing and redesigning
resources to match student needs
• Ensuring that every leader is responsible for planning, implementing and evaluating
• Using academic and behavioral data to inform instructional/behavioral decisions
• Including educators, families and community members as part of effective problem-solving and instructional decision making
• Creating an empowering culture that maintains collective responsibility for every child’s success
Objectives for Today
• STARS and data reporting
• BOQ and classroom systems
• Role of the team leader and coach
• Sharing strategies for improved outcomes
Take Away Message
•Consider how you are going to use the materials and ideas discussed today•Plan to take these ideas back to your team•Evaluate your school’s data in a meaningful way—
•What are your current outcomes? •What are your school’s goals?•How do you plan to get there?
•With your team—strategize how you will implement some of these ideas
Desired Student Outcomes
• Academic achievement
• Positive social skill development
• Self-control and self-management
SYST
EMS
PRACTICES
DATA
OUTCOMES
Supports Staff Behavior
Supports Student Behavior
Supports Decision Making …
Data Needs to be Your Friend
Without data, you are just another person with an
opinion…..
The Big 5 Generator
• Excel spreadsheet• Record STARS data by Month• Label each document by Month• Cut and paste graphs into document
– Average Referrals per Day by Month– Problem Behavior– Location– Time– Students
Average Referrals per Day by Month
Major Referrals Per Day Per Month
0
1
2
3
4
5
6
7
August
Septem
ber
October
November
Decem
ber
January
Febru
aryMarc
hApri
lMay June
July
2009-2010
2010-2011
2011-2012
Referrals by Problem Behavior
Office Disciplinary Referral Problem Behaviors
020406080
100120140
October
Referrals by Problem Location
05
101520253035
Classro
om
Playgro
und
Commons
Hall/B
reezew
ay
Cafeter
ia
Bath/R
estro
omGym
Librar
y
Bus Load
ing
Parking L
otBus
Spec
ial Ev
ent
Off-Campus
Stadiu
mOffice
Lock
er Room
Other Lo
cation
Unknown Lo
cation
Office Disciplinary Referral Problem Locations
Series1
Referrals by Time of DayOffice Disciplinary Referrals By time
0
1
2
3
4
5
6
7
8
9
10
7:00 7:30 8:00 8:30 9:00 9:3010:0010:3011:0011:3012:0012:301:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30
October
Referrals by Students—Percentages
72
17
11
96
40
0%
20%
40%
60%
80%
100%
National Grades 9-12 Your School's name here
6+ Referra ls
2-5 Referra ls
0-1 Referra ls
Resources
Additional Resourceswww.pbismaryland.org
• Home Page toolbar on left– Forms (IPI and BOQ)– School examples
• Resources—Coaches and Schools– Select “coaches” and then select button
“coaches resources”
• For all summer presentations (July 2010), click “Archives” and look under “2010-2011 Stories”
• Archives button on the toolbar for all previous postings prior to this school year
When a hammer is the only tool you have,
everything looks like a nail.
BOQ—Benchmarks of QualityRevised 2010
• Benchmarks of Quality
• Assesses ten areas of implementation
• See www.pbismaryland.org “forms”
• Scoring form and rubric
• Critical area added—Classroom Systems
BOQ Rubric
• Standards for scoring
• Review to assess your school’s progress
• BOQ completed in the spring of each year
Classroom Systems—BOQ Items 42. Classroom rules are defined for each of the schoolwide expectations and are posted in the classroom
43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g., entering class, asking questions, sharpening pencil, using restroom, dismissal
44. Expected behavior routines in classroom are taught
45. Classroom teachers use immediate and specific praise
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behavior
47. Procedures exists for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered.
Strong
Classroom
Management
Techniques
Positive Expectations
for All Students
Lessons
Designed for
StudentMastery
Classroom-wide Positive Behavior Support Systems
ClassroomSystems
Slides for Classroom Systems created by Joan Ledvina Parr, Patti Hershfeldt, and Susan Barrett
• Outcome-based• Evidence-based
curriculum• Well designed lessons• Well presented lessons• On-going progress
monitoring• Good behavior management
• Expected behavior & routines taught and practiced
• High rates of acknowledgements for rule following behavior
• High rates of positive & active supervision
• Good instructional teaching
Student Achievement
Instructional Management Behavior Management
Training Outcomes Related to Training Components
Training OutcomesTraining Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002
Moving from Research to Practice
• Teachers typically receive little training in classroom management
• Training by itself does not result in positive implementation or intervention outcomes
• Multi-component training packages result in desired behavior change (didactic training + coaching + performance feedback)
• Teachers demonstrated behavior change only once they received performance feedback
• Self-monitoring may result in increased skill use
Self-Assessment
• STARS data by location
• Results from EBS Survey (classroom)
• Classroom Self-Assessment
• Results from Observations and/or Walk Throughs
ALL
SOME
FEW•SW Expectations linked to class rules and routines•Behavior Basics•Evidence Based Practices
•Feedback Ratio•Wait time•Opportunities to Respond•Self Management•Academic Match
•Working with Families•Transitions
•Using Pre-corrections•Active Supervision •Data Collection and Using Data to Guide Decisions
•ODR, MIR•Self Assessment
•Peer Coaching•Good Behavior Game
•Working with Families•Deciding to increase Support•Progress Monitoring
•Using the Daily Progress Report• Working with Students using CICO•Working with Students using “CICO Plus” Academic or Social Instructional Groups
•Using Data to Guide Decisions•Working with T2 Teams
•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements
Classroom Supports
Five Areas of Evidenced Based Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines• Identify strategies to acknowledge
appropriate behavior• Identify strategies to respond to problem
behavior• Maximize student engagement
Evidence Based Practice # 1Expectations and Rules
• Expectations are the outcomes
• Rules are the specific criteria for meeting the expectation outcomes
• Rules identify and define the concepts of acceptable behavior
Guidelines for Writing Classroom Rules
• Classroom rules need to be consistent with the schoolwide expectations and
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable—something the teacher will consistently enforce
Schoolwide : ClassroomI am respectful
Listen politely
Raise hand to speak
Use kind words
I am responsible
Follow directions
Accept consequences without upset
I am safe
Keep hands and feet to self
Stay in assigned areas
Sit in chair safely
Use furniture and supplies appropriately
I am prepared
Come prepared with homework and supplies
Complete your work
Teaching
Matrix
Classroom Arrival Centers
Be Respectful
•Raise your hand before speaking & when you need help•Listen when others are talking•Use inside voice
•Use inside voice when talking before the bell•Be quiet when the bell rings
•Wait your turn•10 minutes per station when someone is waiting
Be Responsible
•Have materials ready before activities begin•Follow directions the first time
•Bring your homework, pencil, and paper
•Leave center in a neat fashion•Take all materials with you
Be Safe
•Keep hands, feet, and objects to yourself
•Be in your seat when the bell rings
•One person per station•Follow safety rules of center
Three Step Approach to Teaching Classroom Rules
• Explain– State, explain, model, and demonstrate the
procedure.
• Rehearse– Rehearse and practice the procedure under
your supervision.
• Reinforce– Reteach, rehearse, practice, and reinforce the
classroom procedure until it becomes a student habit or routine
Follow Up Ideas: Re: # 1 Classroom Rules
Align the classroom rules with the schoolwide expectations
Post in all classrooms
Develop a schedule for teaching and booster sessions
Gather data (buddy system, walk throughs, etc.
Five Areas of Evidenced Based Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge appropriate behavior
• Identify strategies to respond to problem behavior
• Maximize student engagement
Evidence Based Practice # 2Procedures and Routines
• Effective teaching includes teaching functional procedures to students at the beginning of the year and using these routines to efficiently move throughout the day
• Procedures explain the accepted process for carrying out a specific activity
• Procedures form the routines that help students meet expectations stated in the rules
• Establish a signal to obtain class attention• Teach effective transitions
Procedures are a part of life: Classroom Procedures
• Entering the classroom• Asking a question• Listening to and responding
to questions• Sharpening a pencil• Indicating whether you
understand• Responding to a request for
attention• Turning in papers• Working cooperatively• Changing groups• Maintaining student
notebooks
• Leaving the classroom• When students are tardy• When students need a pencil
or paper• When students are absent• When someone knocks on
the door• When a student needs help
or a conference• Requesting a bathroom
break• If the phone should ring • An emergency alert• End of class dismissal
Have a Set of Procedures and Routines that Structure the Classroom
• Procedures = what the teacher wants done
• Routines = what the students do automatically
• Directly teach those routines– Explain—state, explain, model, and demonstrate– Rehearse—rehearse and practice the procedure
under your supervision– Reinforce—reteach, rehearse, practice, and
reinforce
• Use precorrections
Elementary Example
• Lining Up– Sit quietly when you hear the 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
Elementary Example
• Learning Position– Sit with your bottom on your chair– Sit with your legs under your desk– Keep both feet on the floor– Look at the teacher when he or she talks to the
class– Keep your materials on top of your desk
Elementary Example
• During Lessons– Sit in a learning position– Raise your hand for a turn to talk, if you have
a question or if you need help– Wait for the teacher to come to you– Finish all of your work – Read your book if you finish your work early– Take restroom or water breaks during
independent time
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
Secondary Example
• Entering the Classroom– Enter the classroom before the bell rings– Take your seat and get out the materials you
need for class– Talk quietly until the bell rings– Stop talking and be ready to listen when the
bell rings
Secondary Example
• Turning in Assignments– The last person in each row pass their paper
to the person in front of them– The next person does the same until the
papers reach the first person in each row– The first person in each row passes papers to
the right– The first person in the last row places all
papers in the basket on the teacher’s desk
Every Time a Procedure Needs to be Corrected—
• REMIND the class of the procedure
• Have the class EXPERIENCE the procedure
• Remind yourself to use more PRECORRECTIONS
Teach Students to Self-Monitor
• Once students know the routines, teacher can fade prompts
• Encourage the students to recognize the routines, schedules, and pacing and their roles and responsibilities
• Teach the students to self-monitor
• Reinforce, reinforce, reinforce
Follow Up Ideas: Re: # 2 Procedures and Routines
Identify procedures and teach directly to the students
Review, practice, reteach
Consider surprise quizzes for extra credit, teams awarded points, etc.
Buddy system, walk throughs, assess data, etc.
Five Areas of Evidenced Based Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge appropriate behavior
• Identify strategies to respond to problem behavior
• Maximize student engagement
Evidence Based Practice # 3Strategies to Acknowledge
Appropriate BehaviorEffective acknowledgment …• Can increase
– on-task behavior– correct responses, work productivity and
accuracy– attention and compliance – appropriate social behavior
• Foster intrinsic motivation to learn which comes from mastering tasks
Discipline Works When ….
• It is advisable to have a minimum ratio of 5:1 positive specific feedback responses vs. corrective comments
CorrectionReinforceme
nt(success)
5 : 1
Acknowledging Appropriate Behavior
Effective strategies are ….
• Clear and specific
• Contingent on desired behavior
• Applied immediately
• Teacher initiated
• Focus on improvement and effort…..Avoid threats and response costs
Establish an on-going system of rewards
• Acknowledge expected behavior• Use tangible rewards and acknowledgements
– Verbal praise, thumbs up, gotchas, notes home or positive note to the office, student of the day/week, special privileges, group contingencies, etc.
• Use social recognition (developmental considerations)– Know your students
• Use guidelines– Fade tangibles– Schedule strategically
• Maintain 5:1 positive to correction ratio
Effective Reinforcers
• Pair tangibles with praise• Reinforcers can be tangible or intangible• Consider frequency of reinforcers• Maintain 5 positives : 1 corrective statement• Immediate reinforcement for new skills• Delayed or intermittent reinforcement for
established skills• Vary the type, frequency, and intensity of
reinforcement• Fade and encourage learner self-management
Acknowledging Appropriate Behavior
Classroom Continuum of Strategies:
• Level 1 = Free and Frequent– Use everyday in the classroom
• Level 2 = Intermittent– Awarded occasionally
• Level 3 = Strong and Long Term– Quarterly or year long types of recognition
Classroom Continuum of Strategies
Free & Frequent Intermittent Strong & Long Term
Verbal Praise
Smile
Stickers
Rubber Stamps
Thumbs up
Home Notes
Token Economy
Phone Calls
Special Privileges
Computer Time
Social/Free Time
Special Seat
Group
Contingency
Field Trip
Special Project
Recognition
Ceremonies
Honor Roll
Strategies Include
• Specific and Contingent Praise• Set the Tone with a Celebration Statement• Group Contingencies
– e.g., Good Behavior Game (evidence based)
• Behavior Contracts• Token Economy System (menu of reinforcers)
• Reinforcements for – Individuals– Groups– Entire class
Team A III
Team B II
Importance of Feedback
• Consider a buddy to observe and tally the number of positive vs. corrective comments
• Structure your own expectations– Tally marks on a post it note– Moving marbles, paper clips, or other items– Clicker
Follow Up Ideas: Re: # 3 Encouraging Appropriate Behavior
Share or develop a list of reinforcers teachers can use for individual and group incentives
Develop free and frequent, intermittent, and strong and long term incentives
Brainstorm about reinforcement systems
Develop buddy systems or other ways to complete observations for feedback
Five Areas of Evidenced Based Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge appropriate behavior
• Identify strategies to respond to problem behavior
• Maximize student engagement
Evidence Based Practice # 4Strategies to Respond to Inappropriate Behavior
• Use corrective feedback– Tell student what is wrong and what to do instead– Use only if it changes behavior– Present feedback calmly and consistently– Match the severity of the consequences with the
severity of the behavior / infractions– Problem: overuse may increase problem behavior
• Develop consequences for rule violations– Consider a hierarchy of consequences– Establish predictable consequences
Unacceptable Classroom BehaviorsLevel 1—Teacher Managed
Behaviors– Not prepared– Out of seat– Not following directions– Sleeping in class– Food/drink/gum– Inappropriate noises– Inappropriate
talking/language– Whining– Homework not
completed
Strategies– Redirection/nonverbal cues– Ignore inappropriate behavior– Reinforce desired behaviors
in student or in others– Verbal warning (in private if
possible)– Give choices– Proximity change (student or
teacher)– Student conference
Unacceptable Classroom BehaviorsLevel 2—Teacher Managed
Behaviors– Constant talking– Significantly interfering
with others’ learning– Consistently not
following directions– Disrespect to adults– Throwing things– Teasing– Lying/cheating– Inappropriate language– Tardy/dress code
Strategies– Level 1 strategies– Classroom based
intervention– Loss of privilege – Parent contact– Consult with grade level
team– Behavior contract– Referral to counselor– Minor Incident Report (MIR)– Office referral after 4th MIR
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Handle Student Errors Effectively• Signal when an error has occurred
(refer to rules, “We respect others in this room and that means not using put downs.”)
• Ask for an alternative appropriate response (“How can you show respect and still get your point across?”)
• Provide an opportunity to practice the skill and provide verbal feedback (“That’s much better, thank you for showing respect toward others.”)
Response Strategies and Error Correction
Classroom Continuum of Response Strategies • Prompt → visual or verbal cue• Redirect → restate matrix behavior• Re-teach → tell, show, practice, acknowledge• Provide Choice → range of alternates• Conference with Student
– Use a positive, private, and quiet voice
– Describe the problem
– Describe the alternative (what the student should do instead)
– Tell why alternative is better
– Practice (student should tell and/or show)
– Provide feedback
Classroom Continuum of Response1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful
Words/actions an adult can use
Prompt Provide verbal and/or visual cue.
Redirect Restate the matrix behavior.
Reteach State and demonstrate the matrix behavior. Have student demonstrate. Provide immediate feedback.
Provide Choice Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete the task or for a different type of activity that accomplishes the same instructional objective.
Conference Describe the problem. Describe the alternative behavior. Tell why the alternative is better. Practice. Provide feedback.
Response Strategies and Error Correction
• Consider: “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).
• Error correction should be….– Calm– Consistent– Brief– Immediate– Respectful
Strategies for Responding to Problem Behavior
• Align the consequences with the classroom expectations
• Link the consequence with the context
• Teach the replacement behaviors or desired behaviors
• Always consider the importance of immediate feedback
Strategies for InterventionsIndirect Refocusing• Planned ignoring• Proximity control• Breaks• Support through
humor• Change routines• Allow student face
saving opportunity to be removed from the situation
Direct Refocusing• Nonverbal reminder• Appeal to values• Provide assistance• Seating change• Friendly reminder• Chill Card• Direct Warning• Voluntary Time-out• Differential
Reinforcement• Error Correction
Activity: Reasonable and Logical Strategies
Student Behavior Common response PBIS response
Chews Gum Teacher sends student to the office
???
Turns in a sloppy paper
Teacher refuses the paper
???
Walks in noisily Teacher ignores behavior
???
Activity: Reasonable and Logical Strategies
Student Behavior Common response PBIS response
Chews Gum Teacher sends student to the office
Dispose of gum, writes paper on the issue
Turns in a sloppy paper
Teacher refuses the paper
Redoes the paper
Walks in noisily Teacher ignores behavior
Walks in again quietly
Follow Up Ideas: Re: # 4 Discouraging Inappropriate Behavior
Develop an agreement about classroom managed and office managed behaviors
Develop a continuum of consequences for classroom behaviors (individual teacher, chart system, buddy room, etc.) Share the chart with teachers.
Develop opportunities for error correction and re-teaching
Five Areas of Evidenced Based Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge appropriate behavior
• Identify strategies to respond to problem behavior
• Maximize student engagement
Evidence Based Practice # 5Maximize Student Engagement
• Provide high rates of opportunities to respond
• Actively engage students in observable ways
• Provide adequate supervision and interaction
Evidence Based Practices that Promote Active Engagement
• Direct Instruction
• Computer Assisted Instruction
• Class-wide Peer Tutoring
• Guided Notes
• Response Cards
Multiple Opportunities to Respond
• Remember to vary the response type• Individual vs. Group
– Hand raising– Choral response– Thumbs up, thumbs down– White board, show responses, at the board– Response cards
• Track students called on– Seating chart– Random names on paper
Rate of Opportunities to Respond
• New Material: – 4 – 6 student responses per minute
with
– 80 % accuracy
• Practice Work: – 9 – 12 student responses per minute
with
– 90% accuracy (CEC, 1987; Gunter, Hummel & Venn, 1998)
Teacher Given Prompts• Prompt = when the teacher has given the
class or a specific student a directive or strategic question regarding academic or general behavior
• Teacher instructional talk should be balanced with frequent opportunities to check for student understanding
• Teachers should prompt for participatory learning and behavior
• Goal should be 3.63 prompts per minute
Observing Opportunities to Respond
• Classroom: Frequency – Observer tallies the number of instructional
questions, statements or gestures made by the teacher seeking an academic response.
• Students: Rate of Academic Engagement – Observer Records “+” symbol for
on-task/engaged behavior and “-” indicates off-task behavior.
Observing Opportunities to Respond
+ + + - -
+ - + + +
+ + - - +
+ + + - +
- - + + +
Students: Rate of Academic Engagement
tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response
llll llll lllll lll
Tallies the number of precorrects, statements, or gestures to provide behavioral support
llll llll ll
Classroom: Frequency
Teacher Wait Time
• Wait Time = amount of time a teacher waits for a student response after providing a prompt
• The average teacher waits only 1 second for a student to respond before calling on another. This is insufficient for most students.
• Research has demonstrated that when teachers increase their wait time to > 3 seconds higher cognitive achievement occurred at all grade levels.
• Goal is to have wait time remain above 3 seconds of wait time, optimally around 5 seconds.
Employ Effective Teacher Commands
• Use Alpha Commands – brief, clear, and easy to understand, in a neutral tone
of voice-- hard to misinterpret
– Commands are directives, not questions
– Be clear and avoid long explanations or justifications
• State a command, then give the student reasonable amount of time to comply
• Avoid Beta Commands– wordy, vague, may give long explanations, and may
be misinterpreted
– often convey a feeling of frustration
Climate Killers• Sharp or excessive criticism• Sarcasm or humor at students’ expense• Reinforcers that are not meaningful to students• Lecturing students about behavior• Being inconsistent in rule enforcement and
reinforcement• Having no social interaction with students• Showing little interest in students’ lives• Teaching lessons with no attention to student
affect or stress levels during instruction• Warning an angry student to “calm down”
without providing supports to achieve that goal.
Climate Enhancers
• Always model respectful and polite behavior• Praise genuinely and frequently• Set high, but reasonable and attainable
expectations• Know your students• Spend time interacting with students• Use effective listening skills• Design classroom to be appealing to students• Celebrate student success and achievement• Use humor
Follow Up Ideas: Re: # 5 Maximize Student Engagement
Set up buddy system or other observer to record:
•Opportunities for students to respond
•Student engagement percentage
•Teacher prompts, wait time, etc.
•Positive to corrective response ratio
Building Systems to Support Best Practices in the Classroom
• How will staff get the skills? – Mini-lessons, weekly, monthly, etc.
• How will staff get feedback?– Build an ongoing system, buddy system, master
teachers, etc. • Develop a Training Calendar of Professional
Development—– orientation week, staff development days, faculty
meetings• Develop a means for teachers to access support
(request for assistance)• Consider BCPS Support (PBIS Coaches and
Facilitator)
Role of the Team Leader
• Meet monthly—set a schedule• Share data with PBIS committee as well
as school staff (e.g., faculty meeting)• Develop an agenda• Designate a recorder to take minutes (see
samples)• Discuss data and interventions• Evaluate your progress relative to your
Action Plan• Follow up with administrator
Leading vs. Facilitating
Team Leader Coach
Sets the dates for meetings Ensures the team meets regularly
Checks accuracy of records, directs team in evaluation
Offers tools to assist in record keeping, team evaluations, etc.
Assumes the role of leader, delegates, assigns tasks
Ensures equal distribution of roles and responsibilities
Refers the team to the data during team meetings
Ensures the team is using data for decision making
Ideas for Improving Schoolwide and Classroom
Systems
Hierarchy of Interventions
Gentle Reminder
Warning
Time Out in Class
Buddy Room
Loss of Privileges
Triangle of Choices
Referral to Support Room
Teacher directed time out
Count to 10 Ignore Take deep breaths
Imagine a happy place
Squeeze a ball
Talk to an adultUse a chill card
Take a self time out
Use muscle relaxation techniques
Loss of privileges
Class Meetings
• Beginning of the day
• Structured lesson or class discussion
• Focus is on positives
Greeting Students at the Beginning of the Day
• Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
• Greetings improved amount of time on task
• Student greeters
Hallway Structure
• Providing clear visuals for hallway patterns
Principal’s Wall of Fame
• Students are given a Positive Office Referral
• Students autograph the Principal’s Wall of Fame
Positive Office Referral
• Student and administrator may call home and leave a special message for the parent
• School sends a postcard home to acknowledge the positive behavior
Specialty Homerooms• Students identified at risk for academic or
behavioral reasons are assigned to specific homerooms
• These homerooms have fewer students
• The homeroom teacher focuses on the identified issues (academic and/or behavioral) to provide extra support for these students
Time to Share Other Ideas
Bullying
• Olweus Bullying Prevention Program– Olweus Bullying Prevention Program Schoolwide Guide – Olweus Bullying Prevention Program Teacher Guide – Olweus Bullying Questionnaire
• Bully Prevention with School Wide PBS—curriculum
• http://www.pbis.org/common/pbisresources/publications/bullyprevention_ES.pdf
Final Considerations
• We can’t “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• It is all about providing and supporting the systems so that adults can change their behavior to implement the practices that will bring about change in student behavior SY
STEM
S
PRACTICES
DATA
OUTCOMES
Some Final Thoughts
on the Road to Success
All of us will have set-backs on the journey
Allow yourself plenty of time to get there
Remember to bring the kids along
Remember, Building a PBIS Continuum is a
Marathon not a Sprint
Thank you for all that you do, day in and day out, to
support your schools, students, and families
For additional resources:
• Maryland PBIS website www.pbismaryland.org
• National PBIS website www.pbis.org
• Florida PBS Project website http://flpbs.fmhi.usf.edu/
• Illinois PBIS Networkwww.pbisillinois.org
• San Bernardino City Unified School Districtwww.modelprogram.com
• Dr. Jim Wrightwww.interventioncentral.org
• Dr. Laura Riffelwww.behaviordoctor.org/
• Dr. Tom McIntyre www.behavioradvisor.com
For Additional Information
• Joan Ledvina Parr– PBIS Facilitator / School Psychologist– [email protected] 410-887-1103
• Debely Fenstermaker– PBIS Coach / School Psychologist– [email protected] 410-887-7566
• Margaret Grady Kidder– PBIS Coordinator / Coordinator of Psychological Services – [email protected] 410-887-0303
