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

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Presentation on theme: "POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management 1 Online Webinar."— Presentation transcript:

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

2 Adapted From…. Brandi Simonsen, PhD

3 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 Classroom Non-classroomFamily Student School-wide

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.

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

7 What “kind” of students can display problematic behavior? All students can display problematic behavior This is not a special education issue. It is an education issue. Regular EdSpecial Ed ALL

8 6 Critical Features of Evidence-based Classroom Management

9 Evidence Based Practices: Classroom Management 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.Use self reflection and behavior data to progress monitor and problem solve

10 Evidence Based Practices: Classroom Management 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.Use self reflection and behavior data to progress monitor and problem solve

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.)

12 Sample Routines Morning Arrival Homework Drop Box Attendance Lunch Count Morning Meeting Work Settings -independent -group -instructional Transitions End of Day

13 Sample Environmental Structures

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

15 Questions What resonates for you at this time?

16 Evidence Based Practices: Classroom Management 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.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 6 th P Teacher Planning Vermont PBIS Universal Training

18 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) Behavioral expectations Pre- Teach Vermont PBIS Universal Training

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21 Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus 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. Expectations expectation/ social skill setting behavior examples Vermont PBIS Universal Training

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

23 During classroom routines -Morning Arrival -Work Times -Asking for help -Transitions Behavioral expectations Practice Vermont PBIS Universal Training

24 Strategies for Encouraging Positive Behavior Visual Reminders Pre-corrections Provide Choice Strategies for Discouraging Problem Behavior Re-direct Re-teach Conference Behavioral expectations Prompt

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

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

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 add ress any inappropriate behavior quickly and calmly, usin g 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: 1.State name 2.Give one positive statement 3.Give explicit instruction

30 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? Students’ Behavior in Natural Setting Progress Monitor

31 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 Behavioral expectations Planning

32 Evidence Based Practices: Classroom Management 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.Use self reflection and behavior data to progress monitor and problem solve

33 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

35 Vermont PBIS Universal Training

36 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)? MO SW-PBS 325

38 Questions What resonates for you at this time?

39 Evidence Based Practices: Classroom Management 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.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 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.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 1.Maximize structure in your classroom. 2.Establish and teach expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. 6.Use self reflection and behavior data to progress monitor and problem solve

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

45 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 To help teachers self-evaluate… 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.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 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) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___ 1.Actively supervise & precorrect 2.Maximize active engagement 3.Maximize opportunities to respond 4.High rates of positive interactions Vermont PBIS Universal Training

47 Questions


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