1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS Evidence-based Classroom
(PBIS)
Evidence-based Classroom
Management
Online Webinar

2. Adapted From….
Brandi Simonsen, PhD

3. Evidence Based Practices for Improved Learning Outcomes
Agenda
Evidence Based Practices for Improved Learning Outcomes
Enhancing learning within a Multi-Tier System of Supports
Critical Features of Classroom Management Procedures and Routines
Wrap-up

4. SWPBS
Systems
School-wide
Classroom
Non-classroom
Family
Student

5. Academic Learning Time
There is no doubt that 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 324 in the MO SW-PBS 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.

6. Why Focus on Classroom Management?
Increases instructional time by preventing problem behavior.
Frees teachers from correcting misbehavior
Improves classroom climate
Creates shared ownership of the classroom
Develops self-discipline
When students can predict the events throughout their school day, they are more likely to be engaged and less likely to display problem behavior. One way to increase predictability in a classroom is to establish routines, particularly early in the school year (Kern & Clemens, 2007, p. 67).
Research tells us… (Read slide)

7. What “kind” of students can display problematic behavior?
ALL
Regular Ed
Special Ed
Continuum of developmental level of students- Using a multi-tired system of support within the classroom for all developmental levels and individual accommodations. This includes having a system for managing individual behavior plans that students might be on.
Using a functions based approach to understanding the needs of our students and the messages they are communicating through their behaviors.
All students can display problematic behavior
This is not a special education issue. It is an education issue.

8. 6 Critical Features of Evidence-based Classroom Management

9. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

10. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve
Think about the layout of the classroom and the nonverbal messages that are communicated as soon as the student enters the classroom door. Is the classroom set up in a way that is welcoming, that feels safe and is predictable? If our classroom expectations include being safe and respectful then we need to ensure that the classroom environment is demonstrating this same message.

11. Maximize structure Develop Predictable Routines
Teacher routines
Student routines
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)
Ensure that the environment is safe, physically and emotionally. Do the environmental structures allow the students to practice the classroom expectations or is the classroom environment set up in a way that conflicts with the classroom expectations?
Can you assign students jobs to allow the teacher to have more available time for students (attendance, lunch, homework, notes to office, etc)

12. Sample Routines Morning Arrival Homework Drop Box Attendance
Lunch Count
Morning Meeting
Work Settings
-independent
-group
-instructional
Transitions
End of Day
Are the routines structured, predictable, transparent (Routines become habits)
Some examples might be: students giving their id number to pay for lunch, transitions to and from the classroom, checking out a library book, fire drills, bus dismissal- Where does the student go as soon as they enter the classroom? How can students ask for help if needed? Every routine requires explicit teaching/guided discovery

13. Sample Environmental Structures
Have you considered ways to incorporate sensory integration for students who might need that level of support? Sensory tools, sensory corner
Have you considered trauma sensitive accommodations?

14. After Today
Get together with a colleague and identify 3 examples of what routines exist that allow for uninterrupted learning time
Discuss what routines might need to be added in order to maximize time for learning
The best learning occurs when we have opportunities to problem solve with colleagues. After today’s session get together with a colleague or colleagues, (perhaps team or grade level meeting) and discuss the routines that currently exist in your classroom(s). What needs to be added

15. Questions What resonates for you at this time?
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 Procedures and Routines Fact Sheet.

16. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

17. 5 P’s of Teaching Expectations
Pre-
Teach
Practice
Prompt
Positively
Reinforce
Progress
Monitor
6th P Teacher Planning
Pre-Teach: Establish Expectations, Teach with Matrix-lesson plans, Model, Assess current student level of understanding
Practice: Daily, In Natural Setting
Prompt: Have visuals and reminders, Use Oral Scripts, System to communicate to student when needing to be redirected or reminded, Setting the stage
Positively Reinforce: Frequent acknowledgement and recognition from adults and peers
Progress Monitor: Through acknowledgement system, points system, etc, monitoring of grades, ODRs, student self assessment, etc. (Reinforcement is a form of feedback. Feedback can come from peers, teacher and student, either verbally or through written reflection)
Vermont PBIS Universal Training

18. Behavioral expectations
Pre-
Teach
Behavioral expectations
Establish 3-5 Positively Stated Expectations
-Connected to School Wide Expectations
Make Visible
Teach what they look and sound like
-Expectations Matrix
-Lesson Plans (games, role play, etc)
Visible- think about age group (Porter’s Point and Wheeler examples)
Teach- Who will teach, When, Where, How
Vermont PBIS Universal Training

20. Pre-teach expectations for transitions and other settings prior to leaving the classroom. Think about adding visual images for students

21. setting expectation/ social skill behavior examples Teaching Matrix
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs appropriately.
Wipe your feet.
Sit appropriately.
setting
expectation/
social skill
Expectations
behavior examples
Examples are positively stated! All your school rules in your handbook can be reframed to fit within this matrix.
Identifying the most common behavioral error in that location, and identify the positive alternative.
Vermont PBIS Universal Training

22. Social Skills Lesson Plan
PROCEDURES FOR MONITORING & EVALUATING
Vermont PBIS Universal Training

23. Behavioral expectations
Practice
Behavioral expectations
During classroom routines
-Morning Arrival
-Work Times
-Asking for help
-Transitions
Questioning involves answering teacher questions as well as asking; Do we use calling sticks, cards? What strategies do we have for students to get our attention?
Differentiate work times (listening to speaker, independent, group)
Vermont PBIS Universal Training

24. Behavioral expectations
Prompt
Behavioral expectations
Strategies for Encouraging Positive Behavior
Visual Reminders
Pre-corrections
Provide Choice
Strategies for Discouraging Problem Behavior
Re-direct
Re-teach
Conference
Active  supervision  verbally  and  non-­‐ verbally  communicates  to  students   the  certainty  that  you  do  inspect  what   you  expect.
 ignore/attend/praise

25. Acknowledging Expected Behavior
Positively Reinforce
Acknowledging Expected Behavior
Frequent: Ratio of 6 positives to every negative
Authentic: Connect directly to expectations
During Routines: Morning Meeting, Independent Work, etc
Vermont PBIS Universal Training

26. Students’ Behavior in Natural Setting
Progress
Monitor
Students’ Behavior in Natural Setting
Active Supervision (Colvin, Sugai, Good, Lee, 1997):
Move around
Proximity
Look around (Scan)
Interact with students
Give Acknowledgement
Give Feedback
Vermont PBIS Universal Training

27. Active Supervision:
• Allows for provision of immediate learning assistance
• Increases student engagement
• Reduces inappropriate behavior; increases appropriate behavior
• Provides knowledge of students’ use of expectations
• Allows for encouragement of those using expectations or appropriate behavior
• Allows for timely correction of social behavioral errors
• Builds positive adult-student relationships

28. Active Supervision:
While  moving  and  scanning,  you  will   also  want  to  address  any  inappropriate  behavior  quickly  and  calmly,  using   the  continuum  of  strategies  including:  
1)  ignore/  attend/praise,
2)  redirects,  
3)  reteaching,
  4)  providing  choice,  or  
5)  a  student  conference.

29. Active Supervision: Greeting Students: State name
Give one positive statement
Give explicit instruction
“Hi Billy. I’m glad to see you made it to class on time today. Go ahead and turn your math book to page 110.”

30. Students’ Behavior in Natural Setting
Progress
Monitor
Students’ Behavior in Natural Setting
Collect data
Are the expectations being followed?
Have negative behaviors decreased?
If not:
who is making errors?
where are the errors occurring?
what kind of errors are being made?
Summarize data (look for patterns)
Use data to make decisions
Do environmental structures need to be made
Is the instruction effective or does it need to be redesigned?

31. Behavioral expectations
Planning
Behavioral expectations
What will the first few weeks of school look like?
What systems will you develop to prevent problem behavior from occurring?
How will you respond when problem behavior does occur?
How will you collect data on student performance?
-academic/behavioral
Group discussion on some of the things that teachers are already doing. 5 minutes. Group calling cards to hear responses. Ask? What systems already exist in your school? PBIS? RTI? Responsive Classroom? Other?
Why is having a system so important. Read student perspective from First Six Weeks of School.

32. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

33. Vermont PBIS Universal Training
WE LEARN:
10% of what we read
20% of what we hear
30% of what we see
50% of what we both see and hear
70% of what is discussed with others
80% of what we experience personally
95% of what we TEACH to others
William Glasser
Vermont PBIS Universal Training

34. Evidence based practices that promote active engagement
Explicit Instruction
Differentiated Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Regular Feedback
Regular Feedback through response cards, note cards, on-going progress monitoring, reinforcement system

35. Vermont PBIS Universal Training

36. Vermont PBIS Universal Training
Actively engage
Provide high rates of opportunities to respond
Create opportunities for emotional connection to curriculum
Link engagement with outcome objectives
Vermont PBIS Universal Training

37. After Today
Meet with a colleague or with your team to discuss what you 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.
MO SW-PBS
325

38. Questions What resonates for you at this time?
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 Procedures and Routines Fact Sheet.

39. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

40. Acknowledge appropriate behavior
Specific and Contingent Praise
Group Contingencies
Behavior Contracts
Token Economies
Vermont PBIS Universal Training

41. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

42. Respond to inappropriate behavior
Error Corrections
Differential Reinforcement
Planned ignoring
Response Cost
Time out from reinforcement
Vermont PBIS Universal Training

43. Evidence Based Practices: Classroom Management
Maximize structure in your classroom.
Establish and teach expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Use self reflection and behavior data to progress monitor and problem solve

44. Vermont PBIS Universal Training
Types of Data
Observations
Number of Positive Acknowledgements received
Office Discipline Referrals
Academic Grades
Vermont PBIS Universal Training

45. 7r Classroom Management: Self-Assessment Revised
To help teachers self-evaluate… 7r
Positive Behavior Support
Classroom Management:
Self-Assessment Revised
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai
Center on Positive Behavioral Interventions and Supports
University of Connecticut
Version: April 7, 2006
Vermont PBIS Universal Training

46. Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and distraction
Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
7. I actively supervised my classroom (e.g., moving, scanning) during instruction.
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”
# Yes___
Actively supervise & precorrect
Maximize active engagement
Maximize opportunities to respond
High rates of positive interactions
Hand out- along with articles 7 and 8
Vermont PBIS Universal Training

47. Questions 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 Procedures and Routines Fact Sheet.