1. Promoting Effective Classroom Instructional and Behavioral Supports
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
Missouri School-wide Positive Behavior Support
pbismissouri.org

2. Turn and Talk
You have a first year special education teacher with limited skills – what 2 classroom management skills would make sure they had?

3. Turn and Talk
You have a veteran special education teacher who is struggling managing one of his groups – what 2 classroom management skills would make sure he had?

4. Starting Point…. We cannot “make” students learn or behave
We can create environments to increase the likelihood students learn and behave
Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

5. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

6. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

7. Universal School-Wide Features
Clearly define expected behaviors (Rules)
All Settings
Classrooms
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for data-based decision making
Family Awareness and Involvement

8. The Challenge
Students spend majority of their school day in the classroom
Majority of “discipline problems” originate in the classroom and often result in removal from instruction
Remaining engaged in instruction essential to student academic and social success
“Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

10. Setting up the Environment
Establishing expectations (Kameenui & Simmons, 1990):
What do I want my classroom to look like?
How do I want children to treat me as a person?
How do I want children to treat one another?
What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society?
How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?
How can I change my instruction to help pupils develop the skills I am trying to teach?
Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

11. Classroom Universal Essential Practices
Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
Procedures & routines defined and taught
Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
Students are actively supervised (pre-corrects and positive feedback)
Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
Activity sequence promotes optimal instruction time and student engaged time
Instruction is differentiated based on student need

12. Turn & Talk
What is your school(s) doing to support effective classroom management across all classroom teachers?

13. Challenge: How to Insure All Staff Are Using Effective Practices

14. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

15. Start with Self-Assessment

16. And data….

21. CLASSROOM PROCEDURES AND ROUTINES
Identify, Teach, Practice, Encourage
Note to presenter: See page 116 of the MO SW-PBS May 2014 Team Workbook for further explanation of identifying, teaching, practicing and encouraging nonclassroom and classroom procedures and routines.
Today we are going to focus on the effective classroom practice of having classroom procedures and routines. We have talked about how to identify, teach, practice and encourage procedures in our hallways, cafeteria, etc. (Provide an example of how your school has done this). Now we are going to focus on the same concepts in all our classrooms.
The handout Classroom Procedures and Routines Teacher Tool is a basic fact sheet about this topic.
Classroom Procedures and Routines Teacher Tool
MO SW-PBS
116

22. Outcomes
Understand the benefits and qualities of effective classroom procedures.
Understand the importance of directly teaching and regularly reviewing classroom procedures.
Complete a self – assessment of your classroom procedures.
These are the outcomes for today.
MO SW-PBS

23. What Are Procedures & Routines?
Procedures are a method or process for how things are done within the classroom.
Classroom procedures are patterns for accomplishing classroom tasks.
Procedures form routines that help students meet expectations stated in classroom behaviors.
Note to presenter: See page 127of the MO SW-PBS May 2014 Team Workbook for further explanation of identifying, teaching, practicing and encouraging nonclassroom and classroom procedures and routines.
Procedures are the steps we take to complete a task. Routines are the habits we form by repeating the same set of steps over and over.
Procedures are how we do something. Routines develop from consistent use of procedures.
Procedures and routines are important because they help students follow behaviors (rules) and meet expectations.
MO SW-PBS
127

24. Why Focus on Classroom Procedures and Routines?
Increase instructional time by preventing problem behavior.
Free teachers from correcting misbehavior.
Improve classroom climate.
Create shared ownership of the classroom.
Develop self-discipline.
Note to presenter: See page 127 and 333 of the MO SW-PBS May 2014 Team Workbook for further explanation of identifying, teaching, practicing and encouraging nonclassroom and classroom procedures and routines.
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 procedures and routines … (Read slide)
MO SW-PBS
127, 333

25. For Procedures to Become Routines…
Teach directly
Practice regularly
Reinforce frequently
Note to presenter: See page 333 of the MO SW-PBS May 2014 Team Workbook for further explanation of identifying, teaching, practicing and encouraging classroom procedures and routines.
For students to learn the procedures and to routinely, independently and efficiently use them, we need to do these things:
We need to directly teach the procedures just as we would teach cafeteria procedures, through discussion and role play.
We need to practice the use of the procedures regularly so they become routinely used.
To ensure students maintain the use of the procedures, teachers need to reinforce students when they use them. Reinforcement needs to continue throughout the school year.
MO SW-PBS
333

26. Think of in-school and out-of-school examples
Discussion
Turn to a partner and identify 3 examples of procedures that have become routines
Think of in-school and out-of-school examples
Some examples might be: students giving their id number to pay for lunch, checking out a library book, fire drills, bus dismissal, ordering at McDonalds, airport security, stops signs, providing insurance card at the doctor’s office, buying popcorn before you go into the movie.
MO SW-PBS

27. Large Group Instruction
Have out only the materials needed for the lesson
Sit up straight, eyes on the teacher or your materials
Listen attentively
Take notes if appropriate
Raise your hand to contribute or ask a question
An example.
MO SW-PBS

28. End of Period At teacher’s signal stop and put away materials
Return any equipment or borrowed materials to proper place quickly
Clean up around desk
Wait quietly for announcements
Double check homework assignment
Dismiss at teacher’s direction
Another example.
MO SW-PBS

29. Activity: Creating a List of Classroom Procedures
Think through the many activities of your day.
Now, read through the lists of possible classroom procedures on Lists of Classroom Procedures handout.
Put a check mark ✓ by any that you have applied in your classroom.
Put an × by any that you think you need to develop.
Add any that might be missing.
Share with a partner.
Handout: Lists of Classroom Procedures. Elementary examples are on the first page. The list on the second page is for any grade.
Approximate work time–10 minutes.
Lists of Classroom Procedures.
MO SW-PBS

30. Classroom procedures must be directly taught!
Developing Classroom Procedures is Not Sufficient…. Making Procedures A Routine
Classroom procedures must be directly taught!
Post procedures in a prominent location
Teach them directly – tell, show, practice
Refer to them regularly
Provide precorrects before students are expected to use a procedure in an upcoming activity.
Acknowledge students when they follow the procedure.
You just identified classroom procedures, now we want to talk about how to make our classroom procedures effective by teaching them. After the classroom procedures have been defined, it is helpful to post them in the classroom in a prominent spot where you and your students can refer to them regularly and frequently. However, posting is not enough. Just like we teach our dismissal and cafeteria procedures, we need to teach procedures to ensure students know them.
A teacher can refer to procedures frequently by providing precorrects. A precorrect is a reminder of the procedure right before students are expected to use it in an upcoming activity. An example of a precorrect for the dismissal procedure might be, “Students as we dismiss, remember to put on your coat & backpack, put your chair on your desk, and line up with your hands & feet to self.”
Another important step in teaching is acknowledging students when they comply with the classroom procedures. Giving positive feedback that is specific will help increase the likelihood students will comply with the procedures in the future. An example of positive feedback is ”Juan, thanks for putting your chair on your desk safely and walking with your hands and feet to yourself. That type of responsibility will help you in a job some day!”
MO SW-PBS

34. Classroom Systems Teach Brief in-service, single topic focus
Practice (performance feedback)
Peer coaching
Principal “walk through”
Direct observation / data collection 34

35. Universal Classroom Example

36. The Beginning – Background Info.
School used a universal screening instrument in October of 2012.
Results indicated that 32.3% of students were in the at-risk or high-risk range.
Team decided to focus first efforts on implementation of Tier 1 with higher levels of fidelity.

37. Baseline Data Collection
Classroom-Level Observations of Effective Classroom Practices
Expectations & Rules
Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Based on data, team identified 1 practice to improve upon.
Initial ratio of positive specific feedback to correctives: 1.85:1

38. Professional Development Process & Data
October 2012 – Initial Observations, Ratio at 1.85:1
January 2013 – Staff Professional Development on Positive Specific Feedback
February 2013 – Follow-up Classroom Observations, Ratio at 2.44:1
March 2013 – Additional Staff Professional Development with Increased Practice and Supports
May 2013 – Final Classroom Observations of the School Year, Ratio at 6.55:1

39. End of Year Outcomes
ODRs decreased by 39.41% from to
Minor referrals decreased by 34.8% from to
Classroom minor referrals decreased by 33.5% from to

40. Classroom Environment Example
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30,

41. Study Basics Subject: Setting Concern Seven years old
Identified with EBD and ADHD
Setting
General education 2nd grade classroom with 19 other students
One licensed teacher and one student teacher
Concern
Student exhibits high rates of off-task
Student shouts out answers and questions and comments at high rates and often inappropriate

42. “Function of Behavior”
Descriptive (interviews and teacher reported ABC/ Scatterplot data)
Function identified as Attention
Significant antecedents: multiple step direction and group settings
Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

43. “Environment Assessment”
Significant variables:
clarity of expectations & directions
consistency of expectations
accessibility of class schedules
lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class)

46. Classroom Problem Solving
Student meets data decision rule
Classroom teacher completes preliminary forms (documents student progress to date)
Problem solving lead walks team through problem solving process
Tier II/III Team partner attends if team is unable to identify patterns leading to intervention or when significant concerns noted
Plan put in place
Student progress monitored and reported at weekly meetings

47. Classroom Problem Solving
Process leader
Classroom teachers, Specialist teachers
Tier II/III Team partner
School Psychologist, Counselor, Administrator
Process
Data-based decision making
Guiding questions
Function-based intervention
Teach replacement
Environmental alterations / supports
Monitor progress

48. Classroom Problem Solving Process
Develop intervention based on function of behavior
Environment changes
Student skills to teach/practice/reinforce
Monitor progress
Same data that brought them to your attention
Problem and Appropriate behavior
Teacher observations

52. Classroom Problem Solving Video

54. Accommodations Guide Model

61. Additional Resources
OSEP National Technical Assistance Center for PBIS:
Supporting & Responding to Student Behavior (classroom practice guide)
Missouri PBIS:
Effective Classroom Practice Modules
Tier 1, 2 & 3 Workbooks
Classroom Manual - Accommodations