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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
Goals
Examine methods for surveying teachers and administrators to determine areas where professional development is needed
Show how one district analyzed survey data district-wide in order to focus on supporting areas that were rated as most in need of support
Demonstrate 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 656
22% Hispanic (Ranges from 4% to 42%)
35% Free and Reduced Lunch (Ranges from 11% to 61%)
PBIS in place since 1996
Counselor at each elementary school, no associate principals
2 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, and
team 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 Concern
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).
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 learning
More Office Discipline Referrals
More time spent dealing with inappropriate behavior
Lower test scores
Less time for instruction
Academic Learning Time?: Typical School
1170 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 Classroom
5 Maximize Academic Engaged Time
6 Promote Academic Success by Matching Curriculum to Student Skills
7 Establish an Effective Hierarchy of Consequences for Problem Behavior
8 Vary Modes of Instruction
9 Have a System for Teachers to Request Assistance
10 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 staff
Training 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/
school
Theory & 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 Defined
Coaching is the active and iterative delivery of:
(a) promptsthat increase successful behavior, and
(b)corrections that decrease unsuccessful behavior.
Goals of Coaching
Fluency with trained skills
Adaptation of trained concepts/skills to local contexts and challenges
And new challenges that arise
Rapid redirection from miss-applications
Increased fidelity of overall implementation
The Plan – Part 1Identify Master Teachers
Principals/Counselor nomination
Invitation to Master Teachers to participate
Schedule the filming
Film Master Teachers
Create Video training DVDs
Create 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 2
Identify schools with the most need (pilot schools)
Determine with principal best approach to sharing training
Options: total staff training, team level or individual teacher
Targeted group Completes Pre-Assessment using Horner et. Al Classroom Management Self Assessment Tool
T
Self-Assessment Tool
Feedback Tool
The Plan Part 3
Targeted 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
