Wayne RESA 2017-18 Chris McEvoy mcevoyc@resa.net PBIS in the Classroom Wayne RESA 2017-18 Chris McEvoy mcevoyc@resa.net

6 Essential PBIS Best Practices in the Classroom Teach and review positive behavior expectations frequently Teach and review classroom routines & cues Active supervision in all settings Implement informal and formal systems of positive reinforcement Provide high rates of opportunities to respond to instruction Continuum of appropriate consequences enforced consistently & fairly

1st Teach and Review Positive Behavior Expectations Provide brief (5-15 minutes) lessons from the behavior expectations matrix. Use a variety of methods appropriate to the grade level: discussion, role-play, PowerPoint, video, writing, art, etc. Actively involve students in lessons and provide opportunities to practice. Check for understanding. Schedule lessons every day at the beginning of the school year, review targeted locations (where needed) at least once per week. Provide pre-corrections or reminders throughout the day, everyday, immediately before problems tend to arise.

2nd Teach and Review Classroom Procedures and Cues Identify and directly teach clear, simple classroom procedures for all transitions and routine tasks. Teach the rules for use of various locations and materials in the room. Make sure the physical environment is arranged to enhance effective procedures and instruction. Prevent congestion Minimize distraction Allow easy traffic flow Identify an auditory and/or visual signal for gaining the attention of all students. (If possible, this signal should be universal in the school.) Gain the attention of all students before beginning to teach. Use the all-class attention getting signal if more than one or a few students are off-task or disruptive.

3rd Active Supervision Move Scan Frequent positive contacts/greetings. Acknowledge students for following expectations Correct behavior calmly & firmly Predetermined consequences if necessary

4th Informal and Formal Systems of Positive Reinforcement 4 to 1 quick, easy positive acknowledgments Greetings/Feedback/Recognition for Specific Behaviors thumbs up, smile, “thanks,” “nice,” “I saw that” etc. Incorporate at least one reward system in daily instructional routine. Group Rewards Lottery/Raffle System Point System

Middle School students with problem behaviors. “Effects of Teacher Greetings on Student On-Task Behavior” 2007, JABA. Allday & Pakurar Middle School students with problem behaviors. Teachers greeted each student by name and made a positive statement (e.g., “Good to see you, Beth”) 27% increase in: Actively listening to teacher’s instructions (listening & responding) Following teacher’s instructions Seeking help in the proper manner

5th Frequent Opportunities to Respond Keeping Students Engaged Whole Group Action Responses Students are asked to do something during the lesson Put your finger on the title of the story Touch the action word in the sentence “Raise your hand if you think …..” Small Groups/Partners Gives everyone a chance to Express thoughts Answer a question Verbally participate Answers can be shared with other groups or whole group

OTRs - Frequent Opportunities to Respond . OTRs - Frequent Opportunities to Respond Whole Group Oral Response Choral responding Students repeat information in unison when teacher prompts Strategy for reviewing or memorizing Whole Group Written Response Written responses should be short (not more than one item) Response Cards

http://dwwlibrary. wested http://dwwlibrary.wested.org/media/opportunities-to-respond Response Cards

Frequent Opportunities to Respond - Benefits Tim Lewis, U. of Missouri Increases comprehension. Allows reluctant learners a secure environment to practice. Decreases disruptions.

6th Classroom-Managed Behaviors Majors = Office Referral Minors=Classroom-Managed Clear, specific definitions of behavior infractions: examples & non-examples Create a consistent approach – “get on the same page” with other staff

Minor Problem Behaviors T- Chart Staff Managed or Minor Problem Behaviors Office Managed or Major Problem Behaviors Develop a T- Chart – list all behaviors, discuss appropriate responses to each.

Praise in public, correct privately. Continuum of appropriate consequences enforced consistently & fairly Pre-corrections: Frequent reminders of expectations Redirection: emphasize what you want the student to do. (Replacement behavior) Refer to the expectations: “We respect each other in this room and that means not using put downs.” Praise in public, correct privately.

Consequences cont. Ignore minor (non-disruptive) attention-seeking behaviors. Provide increased assistance for escape motivated behaviors related to academics. Teach a simple problem-solving strategy for conflicts. Teach and enforce formal classroom consequence system firmly and fairly.

Corrective Feedback Name the problem behavior “Was that a respectful thing to say?” What should you have done “What’s a better way of getting your point across?” Practice it “Ok, try that.” Acknowledge cooperation “Thanks.”

Student Written Reflection   Name:__________________ Grade:_____ Date:___________________ Teacher:____________________________ 1. The Classroom Rule(s) I chose not to follow was: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________ 2. I chose to not follow the Classroom Rule(s) because: 3. In order to follow this rule in the future, I will: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _______________________________________ ___________________________ __________________________ Student’s Signature Teacher’s Signature

Start by teaching Active Listening Strategies for increasing cooperative student behavior – reduce oppositional behavior Start by teaching Active Listening Pay attention – avoid distractions Show you’re listening – nod, smile, eye contact Give feedback – ask clarifying questions Don’t interrupt – don’t argue Respond respectfully http://www.goodcharacter.com/newsletter-september2011.htm http://www.slideshare.net/ljvandis/importance-of-listening-25586437

Adult Behaviors that add to power struggles Responding quickly Trying to convince Threatening Increasing consequences Having the interaction in the presence of others Remaining in the interaction too long Getting angry, being sarcastic Putting the student down

Behaviors that reduce power struggles Simple directive, choices Predetermined consequences Listening Being brief and direct Private discussion Walking away Conveying calmness: lower your voice, strategic pause, sitting down next to the student as opposed to standing over. Validate and label the student’s emotions (e.g., “Linda, you seem angry/frustrated/annoyed, tell me what’s going on.”)

Peer to Peer Support Teachers helping teachers with classroom management. Promising practice for successful implementation of PBIS strategies in the classroom. “Performance Feedback and Teachers’ use of Praise and Opportunities to Respond: a Review of the Literature” Brian Cavanaugh, 2013

Wayne RESA 2015 PBIS Survey Q Wayne RESA 2015 PBIS Survey Q. Peer coaching may involve teachers observing each other teach and giving each other constructive feedback regarding their instruction and behavioral practices.  What is your experience with peer coaching? Answer Choices Responses 4,658 Teachers A. Have done it and found it helpful. I’d recommend it. 1,593 34% B. Have done it and found it not very helpful. 378 8% C. Have never done. Not interested. 14% D. Have never done it but would be willing to learn more and give it a try. 2,050 44% 78% of teachers responded favorably to the idea of peer coaching.

Training Outcomes Related to Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% (Estimate percentage of participants regularly implementing instructional practices in the classroom) 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

PBIS Classroom Management Checklist Teach and Review Positive Behavior Expectations Brief lessons on positive behavior expectations are taught at least weekly Students are actively involved in lessons Students have opportunities to practice behavior expectations Pre-corrections/reminders of expectations are given throughout the day   Teach and Review Classroom Procedures and Cues Procedures for transitions are taught Rules associated with locations and materials are taught Physical environment is arranged to prevent congestion, minimize distractions, allow easy traffic flow All class attention-getting signal is used effectively Active Supervision Unpredictable movement around the environment Scanning for problems or early warning signs of trouble Frequent positive contacts are given Individuals and groups are acknowledged for following the rules Behavior is corrected calmly and firmly

PBIS Classroom Management Checklist  Informal and Formal Systems of Positive Reinforcement 4 to 1 ratio of positives to corrections is used generally 4 to 1 ratio is used with Tier 2 and 3 students individually Classroom and/or school-wide reward system is implemented daily High Rates of Opportunities to Respond Whole group oral responses/choral responding is used Whole group written responses are used Whole group action responses are used Small group and partner responses are used Small groups share responses with the whole group Continuum of consequences enforced consistently and fairly Redirection to expected behaviors is used Corrective feedback is used to address problem behavior (“Try it the right way.”) Corrections are done in private, if possible Minor non-disruptive behavior is ignored Increased assistance is provided to students as needed Students have been taught a simple problem solving strategy for conflicts Classroom consequence system is implemented with effectiveness