1. MO SW-PBS Classroom Module
This module is designed to provide the slides and materials needed to teach school staff, students and families about a SW-PBS Effective Classroom Practices.
Notes have been written to assist with the presentation.
Delete this slide before beginning your session.
This is a note to school staff to help you understand what the MO SW-PBS Mini-Modules are and how they connect to the MO SW-PBS Team Workbook.

2. MO SW-PBS Classroom Module
More information is available in the Classroom chapter of the May 2014 MO SW-PBS Team Workbook. Specific information is noted by a page number on the bottom right of a slide.
There are no handouts for this overview.
An Introduction to Effective Classroom Practices video is also available at:
Call your Regional Consultant if you have questions.
Good luck!
Delete this slide before beginning your session.

3. MO SW-PBS Classroom Module
The notes on Slide 13, the list of Effective Classroom Practices, are based on a school that has already addressed the first four effective classroom practices in non-classroom settings such as the hallway, cafeteria, etc. Edit the notes to be relevant to what your school has implemented at this point in time.
Delete this slide before beginning your session.

4. An Overview: Effective Classroom Practices
Note to Presenter: Slides 2 – 14 are an introduction and may be deleted if you have presented in previous mini-modules.
Today we are going to focus on practices that have been found to be effective in the classroom.
MO SW-PBS

5. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.
Describe the eight Effective Classroom Practices.
These are the outcomes or things you will know or be able to do as a result of learning about Effective Classroom Practices.
MO SW-PBS

6. “When teachers know and use positive and preventative management strategies, many of the commonly reported minor classroom behaviors can be avoided.”
Scheuermann & Hall, 2008
“Effective classroom management is a key component of effective instruction, regardless of grade level, subject, pedagogy or curriculum.”
Sprick, Knight, Reinke & McKale, 2006
These quotes give us insight about some of the reasons it is so important to learn and perfect effective classroom practices.
Read first quote. This reminds us that the effective classroom practices are positive and preventative which help us avoid many minor classroom behaviors.
Read second quote. Sprick tells us effective classroom management is an important component of effective instruction for all teachers, regardless of grade level, subject, pedagogy or curriculum. Unfortunately many of our college classes did not prepare us in effective classroom practices.
MO SW-PBS

7. Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Individual Students
Assessment-based
High Intensity
Tier Three
Individual Students
Assessment-based
Intense, durable procedures
Tier Two
Some students (at-risk)
High efficiency
Rapid response
Tier Two
Some students (at-risk)
High efficiency
Rapid response
Note to Presenter: See page 20 in the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of Three Levels of Implementation.
These levels of implementation are important when we discuss Effective Classroom Practices because these practices are designed as tier one, preventive and proactive strategies to support all students. It only makes sense that if classrooms follow the 8 effective classroom practices, the probability of “down time” is decreased and likelihood students are engaged in instruction is increased. Therefore the need for more intensive services, Tier 2 and 3, may be decreased.
Tier One
All students
Preventive, proactive
Tier One
All settings, all students
Preventive, proactive

8. Reinke, Herman & Stormont, 2013; Walberg, 1988
Typical School Day
17% Direct Instruction 33% Seatwork 20% Transitions 30% Discipline & Other Non-Instructional Activities
Note to Presenter: See page 328 in the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of academic learning time.
When the amount of time spent in various classroom activities was researched only 17% was spent in instruction and 33% in seatwork.
Transitions take 20% of the school day. The typical elementary classroom loses 7-10 minutes each transition from one subject to another; with a typical day including at least 10 transitions, 70 minutes are lost each day; almost one day per week lost to transitions alone.
Unfortunately discipline and other non-instructional activities such as taking attendance, announcements, etc., accounted for 30% of the school day.
Think about your typical day and the time you spend in various activities. How does it compare to these statistics?
Why is this information relevant to us? (discipline takes away from time to teach academic curriculum)
Conclusion: We want to implement effective classroom practices to prevent and decrease interruptions caused by discipline problems and increase the amount of time we have to teach.
Reinke, Herman & Stormont, 2013; Walberg, 1988
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9. Academic Learning Time
There is no doubt academic learning time–the amount of time that students are actively, successfully, and productively engaged in learning–is a strong determinant of achievement.
Note to Presenter: See page 328 in the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of academic learning time.
The Effective Classroom Practices have been identified to increase the likelihood of appropriate behavior and decrease problem behavior while increasing academic learning time. It only makes sense that the amount of time students are engaged in learning will positively impact achievement.
MO SW-PBS

10. Academic Learning Time
Instructional Time–the amount of the allocated time that actually results in teaching. Engaged Time–the amount of instructional time students are actively engaged in learning.
Note to Presenter: See page 328 in the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of these two aspects of academic learning time.
Academic Learning Time can be divided into Instructional Time which is what we have been talking about. Instructional time is the allocated time that actually results in teaching. Engaged Time is the amount of instructional time that students are actively engaged in learning.
MO SW-PBS

11. Academic Learning Time
Instructional Time–diminished by unclear procedures, disruptive student behavior, disciplinary responses, lengthy transitions, etc.
Effective Classroom Practices to Increase Instructional Time:
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Note to Presenter: See page 328 in the MO SW-PBS May 2014 Tier 1 Team Workbook for further explanation of supporting instructional time.
Instructional Time, the time we have to teach, is diminished if we have unclear procedures, disruptive student behavior, disciplinary responses, lengthy transitions, etc.
There are four Effective Classroom Practices to help us gain more instructional time to teach.
MO SW-PBS

12. Academic Learning Time
Engaged Time–diminished by inactive supervision, limited opportunities for students to respond, poor task selection, etc.
Effective Classroom Practices to Increase Time of Student Engagement:
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Note to Presenter: See page 328 in the MO SW-PBS May 2014 Tier 1 Team Workbook for more information.
Engaged Time, which is the amount of instructional time when students are actively engaged in learning, is diminished if we have ineffective strategies such as inactive supervision, limited opportunities for students to respond, poor task selection, etc. There are four Effective Classroom Practices that positively impact engaged time.
MO SW-PBS

13. Effective Classroom Practices
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Note to presenter: The notes below are based on a school that has already addressed the first four effective classroom practices in non-classroom settings such as the hallway, cafeteria, etc. Edit the notes to be relevant to what your school has implemented at this point in time.
Here are the Effective Classroom Practices on which we’re going to focus.
The first four may be familiar to us because as a school we have implemented these in nonclassroom settings, like the cafeteria, halls, etc. We have determined our expectations (safe, respectful, responsible, etc.) and we have taught procedures and routines in our cafeteria, hallways, etc. We have already set up a schoolwide system to encourage expected behavior (examples: Pride tickets, Bulldog Bucks). We have also worked on being consistent to discourage inappropriate behavior.
Effective Classroom Practices 5-8 are strategies we have not focused on as a whole school before.
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14. Think, Pair, Share
Think to Yourself: When do I lose Instructional Time? When do I lose Engaged Time? Pair with a partner. Share your thinking.
The purpose of this Think, Pair, Share activity is to get participants to reflect on the efficient use of time in their classroom. The assumption is that all participants can become more efficient in instructional and engaged time. The definitions are below if participants need a reminder. If participants are willing, share out as a large group.
Instructional Time–the amount of the allocated time that actually results in teaching.
Engaged Time–the amount of instructional time students are actively engaged in learning.
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15. At the end of the session, you will be able to…
Outcomes
At the end of the session, you will be able to…
Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.
Describe the eight Effective Classroom Practices.
We have addressed the first objective and are ready to describe the eight Effective Classroom Practices in more detail.
This is intended as just an overview. If participants are interested in more information about specific Effective Classroom Practices, acknowledge their interest and discuss how more information will be shared in the future.
MO SW-PBS

16. Effective Positive Classroom Environments
“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment for enhancing their growth, using research-based strategies that guide students toward increasingly responsible and motivated behavior.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
As we review the 8 Effective Classroom Practices we are addressing ways to develop the perfect environment for all students to be successful. That is our goal, isn’t it? We want to set our class up so they can be successful behaviorally so we can teach them the important academic content we want to teach. We can’t control who walks in our classroom door and what their learning history is but we DO have influence over setting up our classroom environment.
MO SW-PBS

17. 1. Classroom Expectations
Develop a few behaviors/rules aligned with each schoolwide expectation (Example: Be Respectful—Follow Directions)
Post Expectations & Rules in prominent place and refer to them frequently
Teach rules explicitly
Recognize students when they follow rules
You might ask participants to mentally check off the guidelines they already have in place.
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18. 2. Classroom Procedures
Develop explicit steps to follow for common classroom activities (e.g. handing in papers)
Post classroom procedures in a prominent place and refer to them frequently
Teach classroom procedures explicitly
Recognize students when they follow the procedures
You might ask participants to mentally check off the guidelines they already have in place.
You might ask participants to share a procedure they have in their classroom as an example.
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19. 3. Encouraging Expected Behavior
Provide high rates of responses to students who comply with classroom rules & procedures through:
Specific Positive Verbal Feedback
Nonverbal Recognition
Ideal rate of responses when students follow classroom rules & procedures is 4 to 1 response to correct students.
You might ask participants to mentally check off the guidelines they already have in place.
You might ask participants to share ways they recognize students when they are following classroom rules and procedures as examples.
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20. 4. Discouraging Inappropriate Behavior
Use an instructional approach when students make social behavioral errors similar to when students make academic errors.
Use professional tone and demeanor
Correct errors by telling students what to do, using language of the classroom expectations and rules
Use a variety of response strategies (e.g. re-direct, re-teach)
You might ask participants to mentally check off the guidelines they already have in place.
Remind participants when discussing Discouraging Inappropriate Behavior that the focus is still on Tier 1 strategies to use with all students. Obviously other types of strategies may be warranted for students needing more intensive behavior support.
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21. 5. Active Supervision
Continually monitor students by scanning, moving and interacting frequently and strategically.
Design classroom floor plan and lessons to consider ease of movement, student groupings, activity levels, etc.
Provide positive contact, positive and corrective feedback while moving.
You might ask participants to mentally check off the guidelines they already have in place.
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22. 6. Opportunities to Respond
Design lessons to provide a variety of strategies to increase students opportunities to respond and there, increase engaged time.
Strategy examples:
Various strategies to track students being called on
Choral responding
Non-verbal responses (e.g. thumbs up)
Response Cards
Guided Notes
You might ask participants to mentally check off the guidelines they already have in place.
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23. 7. Sequencing and Choice
Design lessons and assignment to sequence tasks by intermingling easy/brief tasks among longer or more difficult tasks.
Design lessons and assignments to offer a variety of choice options, for example:
Give students choice of partners
Offer locations in classroom to do work
Offer a variety of ways students can demonstrate their knowledge
You might ask participants to mentally check off the guidelines they already have in place.
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24. 8. Task Difficulty
Set students up for success by ensuring instruction, independent work and reading assignments are at students’ academic level.
Design lessons and assignments to address a variety of assignment lengths, response modes and increased opportunities for instruction or practice.
Task Difficulty addresses adjusting instruction, reading and homework to meet the different academic performance levels of students. This is done to help students be successful and to decrease frustration, which can lead to misbehavior to avoid doing the class work that is too difficult.
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25. The Science of Behavior
A B C
Antecedent
Behavior
Consequence
Conditions or circumstances that increase the probability of a behavior occurring.
Example:
Hallway rules and procedures are established and taught.
An observable act. What the student does. The actions or reactions to the antecedents.
Student keeps voice quiet, body to self, and walks on the right.
The resulting event or outcome that occurs immediately following the behavior. Impacts future occurrence of the behavior.
Teacher gives specific verbal recognition. Appropriate hall behavior increases.
As we introduce the Effective Classroom Practices, we want to go back to the science of behavior, which helps us think about all the things teachers can do to set the stage for the expected academic and social behavior to occur.
Antecedents are the actions/events that occur before the behavior, anything in the students’ environment that sets the stage or triggers the behavior. Antecedents include the physical setting, the time of the day, the materials, person or people present, as well as how and what directions are given.
Behavior is any observable act that the student does–the actions or reactions of the student to the environment or antecedents.
Consequences are the results, actions or events that directly follow the behavior. Consequences either increase (reinforce) or decrease (punish) the probability that the behavior will occur again in the future (Alberto & Troutman, 2012).
Here we see examples from our schoolwide efforts in the hallway.
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26. The Science of Behavior
A B C
Antecedent
Behavior
Consequence
Conditions or circumstances that increase the probability of a behavior occurring.
Teach and practice classroom expectations
Use clear procedures and routines
Active supervision
Opportunities to respond
Provide choices
An observable act. What the student does. The actions or reactions to the antecedents.
Student engagement
Task completion
Expected classroom behaviors
The resulting event or outcome that occurs immediately following the behavior. Impacts future occurrence of the behavior.
High rates of specific positive feedback
Note to Presenter: See page 329 in the MO SW-PBS May 2014 Tier 1 Team Workbook for a more complete list of the Effective Classroom Practices incorporated into the ABC format.
Now let’s look at how the Effective Classroom Practices fit into the ABCs of behavior.
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MO SW-PBS

27. Discussion: Academic Learning Time
Discuss with a partner:
What do we currently do to ensure uninterrupted learning time?
What do we currently do to ensure engaged time (e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?
5 minutes discussion; 2-3 minutes of sharing by volunteers.
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28. Effective classroom managers are known, not by what they do when misbehavior occurs, but by what they do to set their classroom up for academic success and to prevent problems from occurring.
The good news is that we have the ability to set all our classrooms up for academic success and prevent behavior problems from occurring.
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29. Discussion: Implementation of Effective Classroom Practices
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Here is the list of the Effective Classroom Practices again. With a shoulder partner, discuss which of these you fully implement and which of these you are not yet implementing fully. What resources or information would help you implement fully each of these practices? Be prepared to share with the large group.
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30. References
Reinke, W.M., Herman, K.C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1),
Scheuermann, B. K. and Hall, J. A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.
Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6),
These are the references for the introduction of Effective Classroom Practices.

31. Questions MO SW-PBS Ask participants if they have questions.
If they ask a question that you do not know, assure them you will call your regional PBIS consultant and get an answer.
Refer participants to the handout entitled Classroom Expectations and Rules Fact Sheet
MO SW-PBS

32. For Videotapes, Short Modules for Staff Training and Other Resources…
Missouri Schoolwide Positive Behavior Support website:
The Missouri Schoolwide Positive Behavior Support initiative has a wonderful website which is a great resource for all of us. There is more information about effective classroom practices at this address.