CLASSROOM SYSTEMS SCHOOL-WIDE PBIS Chris Borgmeier, PhD Portland State University  Advanced Tier 1  Classroom Systems

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

Non-example Action Plan Strategies - Purchase & distribute classroom management curriculum/book - Discuss at faculty meeting - Bring in CM expert for next month’s ½ day in- service - Observe in effective classroom - Observe & give feedback What is likelihood of change in teacher practice? (Sugai, 2006)

Example Action Plan Strategies +Build on SW System +Use school-wide leadership team +Use data to justify +Adopt evidence based practice + Teach/practice to fluency/automaticity + Ensure accurate implementation 1 st time + Regular review & active practice +Monitor implementation continuously + Acknowledge improvements (Sugai, 2006)

Classroom Systems Building Capacity v. One Shot Support Build systems to support sustained use of effective practices SW leadership team Regular data review Regular individual & school action planning Regular support & review To begin school year & throughout school year

CLASSROOM SYSTEMS FOCUS: SCHOOL-WIDE SUPPORT

Classroom Practices Self Assessment Staff completed the Classroom Practices Self Assessment on-line earlier this Fall Plan to complete 3 times per year Fall/ Winter/ Spring Team collects data to: Strategically guide decision making re: Prof’l Dev’t Identify staff development topics/ areas of common need Monitor progress

Looking for High Blue (Not or Partially In Place) & High Red (Priority)

Elementary Winter Rankings % Not or Partial In Place % High/Med Priority TotalRank 5:1 ratio PreCorrect Instr’l Time OTR Correct Resp T: Group Work School-wide Total % In Place = 54% Partial = 42% Not In Place = 4% Not Applicable = 1%

Targeted Classroom Practices PreCorrection Chronic problem behaviors are anticipated and precorrected. 4:1 Ratio/ Praise I acknowledge student positive behavior at least 4 times more often than I acknowledge student problem behavior.

CLASSROOM SYSTEMS TEAM IMPLEMENTATION & SUPPORT

Supporting Effective Classroom Practices Most Evidence-Based Classroom Practices are not challenging to implement…. and are pretty easily described and understood The Challenge is using the practices consistently over time, doing the little things consistently…. “Building Habits”

The Power of Habit: Why we do what we do in life and business Charles Duhigg Video Intro #2 on NY Times Bestseller List on March 18 th 2012

Integrating “Power of Habit” in to the Classroom How can we support teachers to: Understand the “Habit Loop” Build habits to use Evidence-based Classroom practices

Next Steps Teach staff the “Habit Loop” and how to change/ develop good habits Identify the Targeted Classroom Practice & provide examples = 5 to 1 Ratio, PreCorrection 1) Brief presentation of practice 2) Time to individualize practice to fit your classroom, context & needs 3) Brief presentation of Reminders & Supports to use your practice 4) Time to develop an individualized Plan for Support

Classroom Systems School-wide PBIS Increasing Specific Praise (5 to 1 Ratio) Chris Borgmeier, PhD Portland State University

PBIS Classroom System: Next Steps 1) Brief presentation of practice 2) Time to individualize practice to fit your classroom, context & needs 3) Brief presentation of Self-Monitoring use of your targeted practice 4) Time to develop an individualized Self- Monitoring Plan

Follow Along in the 5 to 1 Ratio Guide

Definitions of Acknowledgement of Positive & Problem Behavior Acknowledgment: responding to student behavior (verbal or gesture) in a way that provides attention for positive/desired behavior or problem/non-desired behavior. The focus of the acknowledgement determines whether it is a positive (response to desired behavior) or problem acknowledgement (response to non-desired behavior), while the tone and verbage should always maintain respect for the individual, the determining factor is the type (desired v. non-desired) of the behavior being acknowledged.

Why Acknowledge Desired Behavior? Reinforce the teaching of new behaviors Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial Harness the influence of kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Improve school climate Create positive interactions and rapport with students

Why Increase Positive Acknowledgements? After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year BECKER, ENGLEMAN, & THOMAS, 1975

5:1 Ratio Pay attention to What you Want to See Acknowledge positive behavior 5 times more often that you respond to negative behavior Keep it genuine; not the same for all kids Negative interactions are not wrong and are sometimes necessary; the key is the ratio There is a ceiling effect at 13 to 1 – but we are at very little risk of achieving this in schools; more often we are at 1:1 or even more negatives than positives

Research on Praise & Acknowledging Positive Behavior Praise has the strongest research, with increases shown in: Students’ correct responses Work productivity and accuracy Academic performance On-task behavior and attention Compliance, positive comments about self Cooperative play Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008

Critical Features of Acknowledgement Acknowledgment of Positive Behavior (praise) is most effective if it is immediate, specific, sincere, varied, student referenced  Immediate  Specific: explicitly describes the desired behavior performed  Sincere: credible and authentic  Varied: varied word choice, varied academic and behavior praise, whole group, small group and individual  Student referenced: compares student performance to previous performance and does not compare students to others; acknowledge effort

When Acknowledging Positive Behavior Identify the specific behavior being acknowledged Link the behavior to one of the SW-Rules GOOD EXAMPLE  “Wow, thank you for helping to clean up the spill, that was very Responsible of you” NOT AS GOOD  “Thank you, good job!”

Procedural Steps for increasing Positive Acknowledgement Ratio 1) Identify challenging times, routines and behaviors that occur throughout the day 2) Identify desired behaviors to focus on praising, particularly during challenging times 3) Explicitly teach students to engage in desired behaviors

Procedural Steps for increasing Positive Acknowledgement Ratio 4) Identify a range of phrases, gestures, methods for acknowledging targeted desired behaviors, particularly identify ways to replace corrections with acknowledgement of proximal peers for desired behavior 5) Monitor for desired behaviors & acknowledge individuals or group of students immediately following desired behavior 6) Implement personal prompts and monitoring to encourage replacement of corrections with acknowledgments

Increase Positive Feedback & Decreasing Negative ID a specific problem behavior you would like to see less of and define the opposite of this behavior Teach & re-teach the expected/desired behavior Provide “precorrections” in advance to set up positive behavior Ignore the problem behavior and “catch” the students meeting expectations w/ specific positive feedback Coaching Classroom Management, 2006

Step 1: Identify Challenges & Positive Acknowledgements

Your Turn Take a few minutes to Complete Step 1 of the Worksheet Remember, we’d like to collect a copy of your worksheet at the end of the training today to plan for support

FLIP THE RATIO Trading Negative Acknowledgements for Positive

Your Turn Take a few minutes to Complete Step 2 of the Worksheet Share your strategies with a partner

Set up Systems to Increase Positive Acknowledgement Good Behavior Game  T-chart  Teach behavioral expectations  Students earn points for positive behavior  Teacher gets points for negative behavior  Total points at end to determine if “reward” is earned Hand out Acknowledgement Tokens or Tallies for positive behavior  Individuals or Pre-arranged Groups in the classroom Students Teacher

Ways to Encourage & Monitor your Ratio Post a visual reminder to praise students in area viewed frequently Praise in Pairs: After praising one student, find another student exhibiting similar behavior to praise Acknowledge creatively – use gestures (thumbs up, OK sign, clapping, nod, high five) tangibles (stickers, stars), points toward whole class or individual reward, calling parent to report student success

PLAN FOR SUPPORTING IMPLEMENTATION

Self Monitoring Training on classroom management practices alone does not result in changes or improved practice Self-monitoring offers an effective, efficient strategy for improving implementation of classroom practices (Simonsen, MacSuga, Fallon & Sugai, 2013)

Self Monitoring Strategies for Self-Monitoring Index Card Tearing (long side for positive, short side for negative) Hash marks on tape on your arm or pant leg Golf Counter Move Pennies or paperclips from one pocket to other based positive & negative acknowledgements

Step 3: Self-Monitoring Plan

Your Turn Take a few minutes to Complete Step 3 of the Worksheet Make sure to Identify meaningful& feasible supports  Identify your strategy for Self-Monitoring  Develop Peer Strategies for support – you can discuss with a peer

Team & School-wide Supports Team Supports (e.g. Dept., Grade Level, PLC)  Make Classroom improvement a regular part of meetings and activities  Begin meeting w/ 2 minute check:  Check-in, share ideas & give feedback to:  Encourage implementation  Check-in, problem solve, enhance implementation School-wide Supports  Reminder on Morning announcements  Regular review/check-in at staff meeting  Rewards for implementers Recognize your Buddy Recognize someone you observed engage in the practice  Daily or weekly implementation checks  via link  Put sticker on staff board to rate implementation

Group Discussion What school-wide strategies would be helpful for you in supporting your implementation?  Regular reminders over announcements?  Staff meeting review & sharing?  Collect implementation data?  Daily , survey monkey?

References Descriptive Readings Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management: Strategies and tools for administrators and coaches (2 nd ed). Pacific NorthWest Publishing, Eugene, OR. Research Studies demonstrating outcomes associated with the use of praise to reprimand Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research Associates. Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+. Relationship between praise, rewards, and intrinsic motivation Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. [Article]. School Psychology Review, 33(3), Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis. Review of Educational Research, 64(3), Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6),

SCHOOL 2 K-5 Elementary School 348 students 85% Free or Reduced Lunch

1000 Classroom Observation Study =5.4 Pos. Feedback / Hour Total Classrm Obs. Elem = 1515 MS = 725 HS = 1381

Teacher 1 Teacher 2 Teacher 3 Teacher Praise/Hr

Teacher 1 Teacher 2 Teacher 3 Teacher Praise/Hr

Teacher 1 Teacher 2 Teacher 3 Teacher 4

4 th /5 th Teacher Praise/Hr

3 rd Grade -- Teacher Praise/Hr

Self-Monitoring & Goal Setting in PLCs Collect 2-3 days of baseline data before setting a goal

How are you collecting self- monitoring data? Golf counter = 5 Tally marks = 16 Sticky note on arm = 1 Sticky note on back of name tag = 4 Sticky note on table = 1 Tally sheet = 8 On the board = 2 Paper Clip System = 1 Tears on paper = 1

What’s next? SW-PBIS team – continues supporting implementation Daily prompts to enter self-monitoring data Weekly PLC meetings to review data & evaluate goals Observation walkthroughs x principal, coach & PBIS team members (tracking specific praise & precorrection) Rewards for data entry, meeting goals and Continue collecting staff Self Monitoring data for 4-6 weeks Decide whether to move on to training next behavior(s)

10 of 19 staff members reported they had continued to self-monitor 8 weeks after team requests for self- monitoring data

GOOD BEHAVIOR GAME

Good Behavior Game as a “Universal Behavioral Vaccine” Approximately 20 independent replications of the GBG across different grade levels, different types of students, different settings, and some with long-term follow-up show strong, consistent impact on impulsive, disruptive behaviors of children and teens as well as reductions in substance use or serious antisocial behaviors. Embry, 2002 The Good Behavior Game (GBG), a universal classroom behavior management method, was tested in first- and second-grade classrooms in Baltimore beginning in the 1985–1986 school year. Followup at ages 19–21 found significantly lower rates of drug and alcohol use disorders, regular smoking, antisocial personality disorder, delinquency and incarceration for violent crimes, suicide ideation, and use of school-based services among students who had played the GBG. Kellam et al., 2011

Develop Poster with Expectations

See p. 5 of your packet for ideas of potential Rewards

Teaching Behavioral Expectations The Most Important Part

Teacher Responsibilities Be enthusiastic about the game Set students up to be successful (PreTeach & PreCorrect Expectations) Catch students doing Good Behavior (the expected behaviors) frequently Keep students honest by providing corrections when necessary Follow through with Rewards Every time you play at first; can make less frequent later

Good Behavior Game Play it every day Can play it 2-3 times per day As students begin mastering behavior for certain routines… try different times of day

Daily Link to Survey Check-in

Referrals from 4/6-4/17 During GBG implementation 0.4 referrals/day 1 referral in Classroom

10 school days Before GBG 1.3 referrals/day 7 referrals in Classroom 10 school days After GBG 1.8 referrals/day 7 referrals in Classroom

QUESTIONS? SUGGESTIONS? Chris Borgmeier